Inclusive
Questions


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Three inclusive questions

The following questions can help educators develop individualised, strengths-based approaches to learning and teaching. These questions can be used when an educator identifies a situation where a child may require extra support to participate.

What are the child’s unique strengths and what has been helpful so far?

An individualised, strengths-based approach recognises that all children have strengths and abilities, and that understanding and appreciating these unique strengths and abilities improves children’s opportunities for learning and development. Strengths can be defined as a child’s intellectual, physical and interpersonal skills, capacities, dispositions, interests and motivations. Support available to the child, such as the child themselves, their peers, their family, other educators and education specialists, and other involved professionals such as medical and allied health staff, can also be considered strengths.

What is the goal and why is it important?

Set learning goals that are a priority for the individual child. Goals that are realistic and build on the child’s existing strengths and skills will be most helpful. When setting goals, link these to the VEYLDF Learning and Development Outcomes and the VEYLDF Practice Principles.

What evidence-based strategies can be used to reach the goal?

Consider how you could adjust your teaching style, the early childhood education and care setting’s rules and regulations, environmental aspects and the equipment. Use strategies that are based on current and successful strategies evaluated in early childhood education and care settings such as those found on AllPlay Learn. Individualise strategies and link them to a child’s strengths. Strategies can be trialled and then refined based on whether they are helpful at achieving the goal.

Below are two examples demonstrating how an educator can use a strengths-based approach to apply evidence-based strategies to support a child.

Example 1

Angus is a 4-year-old child in kindergarten who speaks with his close friends but goes quiet and appears nervous when spoken to by the educators and other children in the room.


1. What are the child’s unique strengths and what has been helpful so far?

Angus’s relevant strengths:
  • Angus listens carefully
  • Angus follows directions easily
  • Angus enjoys building blocks
  • Angus has a strong bond with two children in the group
  • Angus is chatty and articulate at home. He has a supportive family that is working towards building his confidence and communication skills
What has been helpful so far:

  • Angus responds positively to recognition and correction/help from the educators when he is not with peers
  • Angus looks calmer when he knows what the day will be like and what he can do in each area of the room

2. What is the goal and why is it important?

The goal:

  • For Angus to feel safe and respected at kindergarten
  • For Angus to communicate regularly with the educators and more children in the room
Why?

  • These goals are important to develop Angus’s strong sense of wellbeing (VEYLDF Outcome 3); his confidence and involvement in learning (VEYLDF Outcome 4); and to strengthen the ways he connects and contributes to his world (VEYLDF Outcomes 2 and 5).

3. What evidence-based strategies can be used to reach the goal?

To reach the goal the following strategies will initially be trialled:
Strength:

  • Angus listens carefully
  • Angus enjoys building blocks
Strategy:

  • Use the block area to play with Angus and ask him simple questions. Give him time to answer. Keep the conversation going if a non-verbal response is given. Give a neutral response if he answers back verbally (i.e. don’t overreact or draw unwanted attention from his peers).

  • Angus responds positively to recognition and correction/help from the educators when he is not with peers

  • Encourage and correct Angus privately

  • Angus follows directions easily
  • Angus likes knowing what each day will be like and what he can do in each area of the room

  • Create a predictable environment and talk to Angus beforehand if there are changes to the routine (e.g. incursions, excursions, safety drills, etc.)
  • Provide clear rules and expectations so Angus knows what is expected from him

Example 2

Eva is a 2-year-old child with low vision at long day care. She can find it challenging to join in with children and activities.


1. What are the child’s unique strengths and what has been helpful so far?

Eva’s relevant strengths:
  • Eva is social and friendly
  • Eva enjoys hands-on activities
What has been helpful so far:

  • Eva responds positively when educators explain and model the use of words and gestures
  • Eva joins in more confidently when she is familiar with the layout of equipment and toys

2. What is the goal and why is it important?

The goal:

  • For Eva to learn how to initiate and maintain play interactions with peers at long day care
Why?

  • These goals are important to strengthen Eva’s self-awareness in relation to others (VEYLDF Outcome 2), her confidence and involvement in learning (VEYLDF Outcome 4); and her communication to form relationships (VEYLDF Outcome 5).

3. What evidence-based strategies can be used to reach the goal?

To reach the goal the following strategies will initially be trialled:
Strength:

  • Eva is social and friendly
  • Eva responds positively when educators explain and model the use of words and gestures
Strategy:

  • Build Eva’s social skills by role-playing how to initiate play

  • Eva joins in more confidently when she is familiar with the layout of equipment and toys

  • Remove clutter
  • Keep key things in the same place
  • Tell Eva if equipment (e.g. chairs, tables, train table) is being moved and show her where it is being moved to

  • Eva enjoys hands-on activities

  • Plan a cooking activity - or a similar hands-on cooperative learning experience - in a small group to help Eva interact with others