Inclusion & Diversity in Early Childhood:

Inclusion and diversity in Early Childhood: Practical Strategies for Supporting Every Learner

Inclusive early childhood education is not just a policy requirement, it’s fundamental to quality practice, strong relationships and positive developmental outcomes for all children. In Australia, research and sector guidelines consistently emphasise the importance of embedding inclusion and diversity into everyday environments, routines and pedagogical approaches. Whether through cultural recognition, support for children with additional needs, or respectful responsiveness to families, inclusive practice benefits educators, children and communities alike. 

Why Inclusion Matters in Early Childhood 

Australia’s Early Years Learning Framework (EYLF) highlights that educators should “promote equity, inclusion and high expectations for every child,” supporting their sense of identity, wellbeing and belonging. Similarly, the National Quality Standard (NQS), specifically Quality Area 1 (Educational Program and Practice) and Quality Area 6 (Collaborative Partnerships with Families and Communities), calls for early childhood services to respond to diversity with affirming and culturally competent practices. 

Inclusion goes beyond physical access: it speaks to how children feel seen, valued and supported in their learning environments. 

Creating Inclusive Environments for All Children 

A truly inclusive environment begins with the physical and emotional spaces within your service. 

Physical Environment 

• Accessible Spaces: Ensure spaces are navigable for children of differing physical abilities, with clear pathways and adaptive equipment where needed. 

• Diverse Materials: Provide toys, books and resources that reflect a range of cultures, family structures, abilities and experiences. This helps all children see themselves represented and learn from difference. 

Emotional Environment 

• Welcoming Atmosphere: Greet families warmly, respect home languages and invite families to contribute cultural artefacts, stories and traditions. 

• Reflective Practice: Regularly review how policies, routines and expectations may unintentionally exclude or marginalise children. 

Australian research emphasises that classrooms which reflect the “funds of knowledge” of children’s families and communities promote a stronger sense of belonging and wellbeing. (Adapted from Early Years Learning Framework connections) 

Supporting Cultural Diversity and Identity 

Australia is one of the most culturally diverse countries in the world, and early childhood settings are a microcosm of this diversity. Honouring children’s cultural identities is essential for inclusion. 

Strategies for Cultural Competence 

• Family Partnerships: Engage families as partners in learning. Ask about cultural practices, languages spoken at home, dietary needs and celebrations. 

• Dual Language Support: Encourage and support children’s home languages within routines, songs, stories and transitions. 

• Culturally Relevant Curriculum: Embed cultural celebrations, history and knowledge into programs in ways that go beyond tokenism. 

Be You, the Australian early childhood mental health and wellbeing framework, highlights that supporting cultural identity and connection enhances children’s sense of security and belonging. (Be You Framework) 

Practical Inclusion Strategies for Daily Routines 

Inclusion isn’t an add-on: it’s woven into everyday moments. 

Arrival and Transitions 

• Use personalised greetings that acknowledge children’s preferences (names, gestures, language). 

• Provide visual or auditory cues to support children who benefit from predictable routines. 

Group Time 

• Offer alternative ways to participate (e.g. using props, signs or assistive technology). 

• Allow children to choose roles or activities that match their interests and strengths. 

Small Group and Play 

• Scaffold social interactions by partnering children with peers and modelling inclusive behaviours. 

• Use open-ended materials that invite creativity and expression for all ability levels. 

Behaviour Guidance 

• Focus on understanding the function of behaviour rather than using punitive responses. 

• Support self-regulation through calming spaces, sensory supports and predictable structures. 

National Quality Standard research shows that inclusive practice is strongly linked to positive social competence and learning engagement for all children.  (ACEQA National Quality Framework connections) 

Supporting Children with Additional Needs 

Inclusion explicitly includes children with developmental delays, disability, learning differences and complex support needs. Practical strategies include: 

• Individual Learning Plans: Collaborate with families, specialists and allied health professionals to tailor goals and strategies. 

• Universal Design for Learning (UDL): Offer multiple means of engagement, expression and representation so all children can participate meaningfully. 

• Peer Support Models: Facilitate supported peer interactions where children learn from and with one another. 

 Cultivating an Inclusive Culture 

The most inclusive services are those where culture is intentional: 

• Professional Learning: Invest in ongoing training for staff in cultural competence, inclusive pedagogy and differentiated learning support. 

• Reflective Leadership: Leaders model inclusive language, challenge bias and adapt systems to remove barriers. 
• Continuous Improvement: Use reflective tools such as quality improvement plans to monitor inclusion progress. 

Final Thoughts 

Inclusion and diversity are not one-time initiatives, they are ongoing commitments that enrich early childhood education. When environments celebrate difference, support individual needs and honour cultural identities, children develop a deep sense of belonging and confidence that supports lifelong learning. 

Entree Early Years’ Commitment to Inclusion & Diversity 

At Entree Early Years, we recognise that inclusive and culturally responsive practice is fundamental to high-quality early childhood education. We are committed to supporting services that prioritise equity, belonging and respect for every child, regardless of background, ability or circumstance. 

Through thoughtful planning, partnership with families and commitment to reflective practice, early years services can build cultures where every child feels welcomed, understood and empowered to thrive.