The young toddlers desire the aspect of being accepted and belonging. The placement of the diversity can lead to prejudiced teaching for ECE. Diversity for the children is mostly expressed on the cultural and language background. The ECE teachers need to teach the students without prejudice of the gender, lifestyle, socio-economic status, educational backgrounds, sexual orientation or values.
The inclusion strategy is implemented for the assurance of acceptance and belonging for the ECE students. The inclusion strategy allows the acknowledgement and catering of the differences and child experiences for the strong senses of the acceptance for the valued members of the ECE students. The inclusion strategy will require the accounting of linguistic, cultural and social diversity for the decision-making processes. The strategy ensures the children’s experience for the recognition of the valued aspect of the equitable access to resources. The teacher will offer fair participation and increase of opportunities for the learning for the value difference.
The actions will require equity in opportunities. The first action is on the supporting of the multilingualism. The teacher will help the children to participate equally in games. This is through the discrimination of the early childhood services. The other action is embedding stories for the elders. The family centered practices will be implemented as actions for promoting a sense of belonging. The partnerships of the teachers with professions will help in the evaluation of increasing the children’s sense of acceptance. The teachers will require the promotion of the children’s sense of identity and belongs to communities, groups and family. The diversity places the children to learn for the respecting of the comfortable differences and diversity.
Reference
Haworth, P. (2011). Globalizing literacy: the confronting of ethnolinguistic assortment on New Zealand: Journal on Literacy, 45, 3, 141-149
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