PSC ALLIANCE Session 1: Innovation and Change in Childcare Theory and Practice

Why the Group has Gathered Shared Purpose Strengthened theoretical and practical capacity to support inclusion Professional Conversation “Thinking together, accessing collective intelligence, creating actionable knowledge” (Tan & Brown, 2005, p. 84) Innovative professional learning drawing on collective wisdom 2

The Idea of a Professional Conversation Group of professionals (ISFs) engage in a constructive dialogue on a topic of shared importance Values the practical knowledge and wisdom that professionals gain through education and experience Recognises our commitment and capacity for reflection, and a growing interest in collaborative reflective practice 3

Broad Learning Outcomes Broad learning outcomes for this ISF professional learning process using Professional Conversations – Increased knowledge, understanding, and theoretical and practical capacity to support the inclusion of children with diverse abilities from diverse backgrounds (e.g., culturally and linguistically diverse (CALD), low socio-economic status, refugee or humanitarian intervention, Aboriginal and Torres Strait Islander) 4

Broad Learning Outcomes – Strengthened capacity to support services and educators in more inclusive, high quality practice adopting inclusive approaches, shared inquiry and collaborative reflective practice using and promoting the language of inclusive practices applying a strengths-based approach to ISF work, and supporting services to adopt this approach 5

The Professional Conversation Process A broad overarching topic is identified – Priority content is negotiated The conversation is led by a facilitator/enabler – Pre-planned questions to promote a “collaborative dialogue of discovery” (Howard & Barton, 1992, p. 20) – Promote and support shared thinking and meaningful participation …to draw out the wisdom of the group 6

A Culture of Shared Inquiry Reflection – How do we sustain a culture of shared inquiry? Respecting parallel thinking Rational discussion Documenting collective wisdom – What does this mean for how we work together to get the most out of these conversations? 7

Documenting and Sharing Learnings A key part of the conversation process is to make collective knowledge and insight visible and actionable (Tan & Brown, 2005, p. 84) 8

Questions About the Process? 9

Session Overview Introductions and building relationships Conversation 1: Change in theoretical perspectives Conversation 2: Current concepts of inclusion Conversation 3: Inclusion Support Program and innovation and change Summing up – and planning for next conversation 10

Aim and Learning Outcomes Aim: To expand the capacity of ISFs to support innovation in theory and inclusive practice Learning Outcomes – Demonstrate understanding of current theory frames for childcare practice – Recognise the key shifts in definitions of inclusion within childcare curriculum documents – Apply these understandings to supporting change and quality improvement in childcare 11

Conversation 1: Change in Theoretical Perspectives Theoretical perspectives framing change in practice 12

Shifts in Theory Frame for Inclusive Childcare Developmental Socio-cultural Socio-behaviourist Shifts in theories – Critical theories – Poststructuralist theories Shift in frameworks for thinking – From medical models to social/educational models 13

Brief Explanations of Theories Developmental theories “focus on describing and understanding the processes of change in children’s learning and development over time.” Socio-cultural theories “emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development.” Socio-behaviourist theories “focus on the role of experiences in shaping children’s behaviour.” ( Commonwealth of Australia [Early Years Learning Framework], p. 11) 14

Critical Critical theories “invite early childhood educators to challenge assumptions about curriculum, and consider how their decisions may affect children differently.” (Commonwealth of Australia [Early Years Learning Framework], 2009, p. 11) 15

Post-Structuralist Post-structuralist theories “offer insights into issues of power, equity and social justice in early childhood settings.” (Commonwealth of Australia [Early Years Learning Framework], 2009, p. 11) 16

Consolidating Conversation 1. Applying theories Resource sheet 1(Educators’ guide pp. 8-9): – Read Table Z and scenario. What is the focus of each theoretical perspective? How well does each theoretical perspective explain the scenario? How do the different theoretical perspectives strengthen high quality practice? 17

Conversation 2: Current Concepts of Inclusion New thinking about the meanings of inclusion 18

Current Concepts of Inclusion Represents a shift away from addressing neediness (special needs/additional needs) Based now on – access to quality childcare for all children – participation rights – strengths based approaches – partnership with diverse families & communities – use of inclusive language 19

Definitions of Inclusion in Child Care Frameworks Who (all children, including diverse characteristics, abilities & backgrounds) – social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) What (deep inclusion) – take into account all children’s social, cultural and linguistic diversity in curriculum decision-making processes – all children’s experiences are recognised and valued – equitable access to resources and participation, and opportunities to demonstrate their learning and to value difference 20

Principles in Law and Policy NQF principles and Education & Care Services National Law (2011) – Equity, inclusion and diversity the intrinsic worth of all children and their families, their strengths and their right to equitable access and participation in the community is clearly visible in all aspects of service delivery – Valuing Aboriginal and Torres Strait Islander cultures core part of the nation’s history, present and future 21

Principles in Curriculum Documents Curriculum frameworks 5 principles – high expectations and equity, respect for diversity, ongoing learning and reflective practice Use of inclusive language Inclusion linked to participation – in response they [educators] challenge practices that contribute to inequities and make curriculum decisions that promote inclusion and participation of all children 22

Consolidating Conversation 2. Tahlia v ignette (p.76 Frameworks in Action Educators’ Stories) Focus questions How well do you feel that the service is managing Tahlia’s support? What ISF strategies might help educators in using new theories to support her learning and independence? How should adult support be offered to encourage her peer relationships and sense of belonging? What inclusive language should be modeled with educators? How might you assist the service to go beyond medical models for Tahlia’s inclusion? What is the ISF role in change? 23

Conversation 3: Inclusion Support Program Interface between current concepts of inclusion and targeted inclusion support 24

SSP and ISF role in Targeted Support Service level Supporting policy and procedure revision Linking with community & government agencies Encouraging collaborative critical reflection Suggesting alternate problem solving Staff capacity building Enhancing awareness of broad concepts of diversity Supporting strengths-based approaches Modeling inclusive language and strategies Guiding development of more inclusive curriculum 25

Inclusion and Inclusion Support Tension between inclusion as a broad concept and targeted inclusion support – Inclusion support as a process targeted to specific equity groups identified by “need” Coherence between inclusion and IS process – Funded for service support and capacity building – It does NOT provide one on one support for children or duplication of specialist programs 26

ISF Role in Innovation and Change Modeling inclusive language and strengths-based approaches Negotiation of understandings about ISF role and approaches to inclusion Sensitive response to varying capacities of services and educators Ongoing professional learning involving shared reflection and teamwork 27

Consolidating Conversation 3. Inclusion support Focus questions: How do you feel about the tensions between inclusion as a broad concept and targeted inclusion support? What are some of the discrepancies between broad concepts of inclusion and targeted inclusion support? How do these discrepancies impact on your professional role? How well do you manage them? How can you strengthen links between inclusion as a broad concept and targeted inclusion support? 28

Review and Onward Planning What were the Wow or light bulb moments? What ideas challenged your own thinking? What might we do together to change practice? 29

References Booth, T., Ainscow, M., & Kingston, D, M. (2006). Index for inclusion: Developing learning, participation and play in early years and childcare. Bristol: Centre for Studies in Inclusive Education. Gunn, A., Child, C., Madden, B., Purdue, K., Surtees, N., Thurlow, B., & Todd, P. (2004). Building inclusive communities in early childhood education: Diverse perspectives from Aotearoa/New Zealand. Contemporary Issues in Early Childhood, 5 (3), Grieshaber, S. (2008). Interrupting stereotypes: Teaching and the education of young children. Early Education and Development, 19(3), Gonzales-Mena, J. (2008). Diversity in early childhood care and education: Honoring differences. New York: McGraw Hill Howard, V. A. & Barton, J. H. (1992). Thinking together: Making meetings work. New York: William Morrow. Mohay, H., & Reid, E. (2007). The inclusion of children with disabilities in childcare: The influence of experience, training and attitudes of childcare staff. Australian Journal of Early Childhood, 31 (1), Tan, S. & Brown, J. (2005). The world café in Singapore: Creating a learning culture through dialogue. Journal of Applied Behavioural Science, 41(1),