Inclusive Practice
The content of this assignment will critically analyse and report on the benefits and challenges of inclusive practice for children, families, staff and society. This essay will look closely at goal three of the strand Mana Tangata which states
“Children experience and environment where they are encouraged to learn with and alongside others” (MoE, 1996, p.70). I will look closely at children with diverse needs and the importance in developing reciprocal relationships for the benefits of all, irrespective of challenges children, parents and teachers may come across.
I see relationships as one of the key components in an inclusive setting. Within the Early Childhood Education [ECE] setting reciprocal relationships need to be formed with the child, their whanau, the wider community, my fellow teachers, and any other professionals working with children. “Positive teacher student relationships maximize the learning of every student and help children and youth become full participating citizens of society” (Positive Learning Environments in
Schools, 2005). Te Whariki (1996) makes many references to relationships and states that “The wider world of family and community is an integral part of the early childhood curriculum” (p.14). If I have been proactive in constructing an environment where all are welcomed, valued and feel supported, whanau will feel more empowered to build trust with me, leading to collaboration in the development of the learning process. This should build a relationship were parents and whanau feel they can rely on educators to care for and educate their child, a place where children are confident and happy to be. These relationships are truly valuable. Sharing knowledge and learning is embraced by Te Ao Maori, because it enhances Mana Tangata, “Mana Tangata is the power of individual gains through their abilities, efforts and taking advantage of all opportunities… for development” (Hemara, 2000, p. 78). Educators need to be
“Children experience and environment where they are encouraged to learn with and alongside others” (MoE, 1996, p.70). I will look closely at children with diverse needs and the importance in developing reciprocal relationships for the benefits of all, irrespective of challenges children, parents and teachers may come across.
I see relationships as one of the key components in an inclusive setting. Within the Early Childhood Education [ECE] setting reciprocal relationships need to be formed with the child, their whanau, the wider community, my fellow teachers, and any other professionals working with children. “Positive teacher student relationships maximize the learning of every student and help children and youth become full participating citizens of society” (Positive Learning Environments in
Schools, 2005). Te Whariki (1996) makes many references to relationships and states that “The wider world of family and community is an integral part of the early childhood curriculum” (p.14). If I have been proactive in constructing an environment where all are welcomed, valued and feel supported, whanau will feel more empowered to build trust with me, leading to collaboration in the development of the learning process. This should build a relationship were parents and whanau feel they can rely on educators to care for and educate their child, a place where children are confident and happy to be. These relationships are truly valuable. Sharing knowledge and learning is embraced by Te Ao Maori, because it enhances Mana Tangata, “Mana Tangata is the power of individual gains through their abilities, efforts and taking advantage of all opportunities… for development” (Hemara, 2000, p. 78). Educators need to be