Standard 4.1 | My Site 2

Create and maintain supportive learning environments

4.1 Support student participation

Identify strategies to support inclusive student participation and engagement in classroom activities.

Building on a child's sense of belonging and ensuring that they feel included in the daily experiences is an aspect of my daily teaching that I feel needs to be at the forefront of my mind. If each child feels safe, secure and as if the classroom is an extension of their home, then they are more likely to participate and connect with their peers and educators.

Each morning in Kindergarten Gold, we welcome all of our friends and teachers into the classroom and start our day with a prayer and two songs. By singing 'Wanjoo' and our good morning song, we start the day with enthusiasm and gusto! It is inclusive of the cultures in our room and allows all students to greet others in their own way. The songs are apart of the morning mat session, which includes songs, interactive games, fine motor warm ups and introduction to specific literacy concepts. It is repetitive in nature so that all children will eventually be able to participate if they choose to.

During activity time, there are a number of planned activities that target specific skills and there are also investigation tables and provocations the students are invited to explore. This is one strategy that is used to ensure inclusivity in the classroom. It allows students to explore something they are interested in at their own pace and they determine what it is they get out of the experience. All students are allowed to choose where they go during activity time and depending on what skill is being focussed on, some children will be guided towards specific activities.

Our activities aim to engage the majority, if not all and give students a chance to feel as if they can succeed at the task presented to them. During this investigation, students were given the opportunity to find their names. in a tray. Some were able to do this as well as write their name whereas some were just able to find the initial letter of their name and others were able to pick up letters that they knew. This table allowed for all sort of abilities and supported students to find whatever made them comfortable.

EYLF Outcomes: 3.1.4, 3.1.5

NQS Quality Areas: 1, 2, 3, 5

Domains: Personal, social, emotional, linguistic, cognitive.