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The following ECA position statements are currently in review. They are for archival purposes only.

The ECA position statement review process

Early Childhood Australia is committed to an ongoing process of review in order to ensure that we provide quality, relevant, and timely information to our members.

As part of this work, the ECA National Council has commissioned a working party to review the current range of ECA policies. The working party, made up of members from all state/territory branches, will assess each policy according to their relevance, their usefulness to members, and their capacity to assist in effective advocacy for young children.

The position statements will be reflective of the vision of the organisation and our mandate to be a voice for children.

ECA position statement: Inclusion of Children

Early Childhood Australia Position Statement

 

  • All children have the right to access and participate in early childhood programs and services.
  • Diversity is valued and acknowledged in all early childhood programs and services.
  • Early childhood professionals work as partners with families, and in collaboration with other agencies, in providing a program that responds to the individual strengths and needs of all children and respects families priorities and concerns.
  • Staff promote the empowerment of families/caregivers as decision-makers about their children’s development and wellbeing.
  • The early childhood program is inclusive of all children’s abilities and interests, seeking to enhance children’s development and wellbeing.
  • All staff take equal responsibility for the care and learning of all children.
  • Staff access specialised advice and appropriate training in developing and implementing inclusive programs, building on existing strengths and accessing additional resources where required.
  • Additional staff support a whole-team approach to meeting the needs of all children.
  • The environment maximises children’s participation, minimises risk and provides a safe physical and emotional environment.
  • Planning for successful transition to other programs and services occurs with the child’s family and other agencies to support the child’s wellbeing and continuity in learning and development.

 

Ratified October 2005

Last Updated ( Friday, 11 May 2007 )
 

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