Written Policy Recommendation

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Introduction:

The early years of a child’s life are important for their holistic development, making early childhood education a foundation for their future accomplishments. Nevertheless, guaranteeing equality and inclusion in early childhood education stays a major problem in our society. This policy suggestion looks to address this issue by concentrating on a key participant, the education minister (Ainscow, 2020). The aim is to motivate policy transformations that provides equity and inclusivity in early childhood education nationwide.

Why Equity and Inclusion in Early Childhood Education Matters:

Equity and inclusion in early childhood education are of great importance as they form the basis of a fair and equitable society. This early stage of a child’s life is a decisive moment that establishes their future prospects. Studies have consistently demonstrated the strong effect of good quality early childhood education on a kid’s cognitive, social, and emotional development, granting them a reliable base from which to build a prosperous and proper life.

Research shows that when kids have access to high-grade training activities, they often demonstrate increased readiness for school, better communication and interpersonal skills, and a deepened interest in acquiring knowledge. In addition, good early childhood education has been proven to lead to higher high school diplomas, decreased arrest levels, and optimum personal wellbeing throughout one’s life (Anderson, & Boyle, 2019). To put it concisely, quality care for little ones from an early age determines their capability to excel in school and in life.

In this era, equity and inclusion are not mere choices, but necessary requirements for a prosperous society. We have an ethical obligation to guarantee that each child, regardless of their background, is given level access to top-notch early childhood education. The principles of equity and inclusion coincide with the elementary values of equity, fairness, and unity. They indicate our dedication to protecting the rights of all children, allowing them to launch their educational journey with equal prospects and aid, regardless of their socioeconomic position, race, ethnicity, disabilities, or area (Boyle, & Anderson, 2020).

The Issue:

How can we best ensure that equity and inclusion are strengthened in early childhood education? This highly complex issue involves various dimensions, thereby necessitating comprehensive, far-reaching policy reforms. Severe disparities in instruction quality and access are there, making it essential that we take proactive steps to eradicate these issues.

• Children hailing from households with a low socio-economic standing often encounter restrictions in accessing top-tier preschool education. Financial boundaries can hinder their involvement in schemes that offer foundational educational opportunities (Dally et al. 2019).
• The vast difference between races and ethnicities in early childhood education is still evident, with minority children tending to suffer from limited access to reliable learning opportunities. These disparities can lead to widening academic divides and adversely affect the future prospects of these children.
• Inclusive early childhood education offerings which take into consideration the needs of children with disabilities are not readily available globally. Sadly, numerous children with special requirements have to contend with numerous obstacles which obstruct them from taking full advantage of their educational prospects.
• Geographic location can often have a dramatic effect on the quality of early childhood education available to children, as rural and remote communities are frequently under-resourced in this area in comparison to urban areas. This can result in those living in secluded areas having a less advantageous start to their education than those in cities, towns and villages.

These disparities in access along with varieties in quality can cause tremendous disparities in educational accomplishment and openings for children, thus reinforcing cycles of inequality that prolong into adulthood (Drane et al. 2020). Addressing these matters is essential to guarantee that every child can derive benefit from early proper education, no matter their situation, and obtain an identical reasonable opportunity to flourish and succeed in life.

Research and Policy Review:

A thorough overview of research and policies emphasizes the necessity of tackling equity and inclusion in early childhood education. Studies have pointed to the fruitful effects of incorporating inclusivity and superior quality early learning on a child’s progression. Policies, for example the National Quality Framework, offer guidelines for improving the standard of early childhood learning in Australia (Lambert, 2020).

Impact in Educational Settings:

The influence of unfairness and omission in pre-school education is far-reaching. Both teachers and students experience troubles due to this. Educators find it difficult to give each child the same learning experience, while some children may be without the same chances to flourish (Pittman et al. 2021). We can all benefit from developing a more accepting atmosphere, promoting variety and understanding starting in early years.

Who to Contact:

In advancing fairness and inclusiveness in early childhood learning, it is important that we get in touch with key stakeholders. The Minister of Education is a crucial influencer of national educational guidelines. Their guidance and direction can make a considerable difference in the course of early childhood education in the nation. Additionally, guardians, society dignitaries, and local governments can all provide a valuable contribution in pushing for transformation.

What to Say:

Advocating for justice and inclusivity in the field of early childhood education, our primary focuses should be on the advantages of equal entry and the value of inclusive approaches. It’s important to communicate that all minors are eligible for top-notch early learning programs, and that devoting resources to this area will produce wide-ranging positive results for society in the long run (Salmi, & D’Addio, 2021).

Personal Practice Change:

In order to promote even-hand and to include all children, I determine to alter my professional practice as an early childhood educator. I will actively try to establish an inclusive classroom environment that appreciates discrepancy and perceives the especial assets of each child.

Conclusion:

Equity and inclusion in early childhood education serve as the foundational pieces of a righteous and equitable society. Providing all children, regardless of their background, equivalent access to top-notch early childhood education is not solely an ethical and moral imperative but also a strategic investment in our collective future.

This policy recommendation calls for a comprehensive strategy to tackle the dynamic issues of equality and inclusion in early childhood education. It understands that distinctions in access and excellence can take root in socioeconomic rank, race, ethnicity, disability, or geographic location, and highlights the critical need for legislation alterations that handle these difficulties at their root.

References

Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. Prospects, 49, pp. 123-134.

Anderson, J., & Boyle, C. (2019). Looking in the mirror: Reflecting on 25 years of inclusive education in Australia. International Journal of Inclusive Education, 23(7-8), pp. 796-810.

Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), pp. 203-217.

Dally, K., Dempsey, I., Ralston, M. M., Foggett, J., Duncan, J., Strnadova, I., & Sharma, U. (2019). Current issues and future directions in Australian special and inclusive education. Australian Journal of Teacher Education (Online), 44(8), pp. 57-73.

Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home ‘on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Literature Review Prepared by the National Centre for Student Equity in Higher Education. Curtin University, Australia.

Lambert, S. R. (2020). Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18. Computers & Education, 145, 103693.

Pittman, J., Severino, L., DeCarlo-Tecce, M. J., & Kiosoglous, C. (2021). An action research case study: Digital equity and educational inclusion during an emergent COVID-19 divide. Journal for Multicultural Education, 15(1), pp. 68-84.

Salmi, J., & D’Addio, A. (2021). Policies for achieving inclusion in higher education. Policy Reviews in Higher Education, 5(1), pp. 47-72.

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