Services and educators are confident and ready to support all children’s active participation in early learning programs and embed inclusive practices.
inclusive education policy supports a shared vision to provide opportunities for every child, while meeting the needs of families and communities with a range of services.
Early years services work in partnership with families and other professionals to share perspectives, understand and celebrate different ways of being to deliver an inclusive, child-centred approach to improve outcomes for all children.
Through our interactions, programming and partnerships, we demonstrate our commitment to high expectations for all children, equity in decisions and actions and respect for diversity. The
Early Years Learning Framework V2.0 (EYLF V2.0) guides curriculum decisions during the first 5 years of children's education and care. Cultural knowledge and Aboriginal and Torres Strait Islander perspectives are embedded into kindergarten learning programs through the
Queensland kindergarten learning guideline (QKLG) and
Foundations for Success.
Being an inclusion-ready service means that children and families across Queensland, from all social, cultural, community and family backgrounds, and of all identities and all abilities are able to:
be welcomed at their local kindergarten or early years service
learn together in a safe and supportive environment that celebrates diversity
engage in culturally responsive, differentiated learning through evidence-based activities and tailored programs that meet their learning and developmental needs
grow and develop and enjoy positive transitions from home to early learning, kindergarten and to school.
Supportive transition pathways are in place for all children and families across early childhood programs and services.
Whether a child's early learning journey begins at an occasional care service, long day care centre, kindergarten or school, their transition to, between and through the early years can be exciting, important and sometimes overwhelming.
In making the moves, most families and children will find themselves adapting to change, adjusting to new routines and seeking to understand new people, environments and expectations. This process of adaptation is called transition and spans the time between planning to move into the new setting and when a sense of belonging as an established and connected member of the new community is achieved.
By strengthening transition pathways in the early years for all children and families during this time, we ensure everyone benefits.
Review the making the move to an early years setting, kindergarten or school information on the
transition in the early years pages.
Partnerships across communities support all children’s learning, wellbeing, development and successful transition.
Everyone has a role to play in facilitating partnerships and supporting stronger, more connected communities. Children and families who are part of connected communities experience a greater sense of belonging, positive identity and cultural wellbeing. Similarly, when services and professionals collaborate effectively and work in a community-minded way, they are able to develop more precise and successful solutions.
Early years services work in partnership with families, cross agency colleagues, schools and education services, allied health professionals, elders, communities and other professionals to share perspectives and understand and celebrate different ways of being to deliver an inclusive child-centred approach to improve outcomes for all children.