Anti-bias approach policy

Early Learning Victoria centres are inclusive places.

At Early Learning Victoria, every child has fair opportunities to learn and grow. This is regardless of their social, cultural or language backgrounds. It is also regardless of their learning styles, abilities, gender, family circumstances or home address.

Educators also support children to recognise bias, stereotypes, unfairness and discrimination. They encourage children to engage in activities that explore ideas about social justice.

1. Scope

This policy applies to children, families, staff, management and visitors of Early Learning Victoria centres. This includes volunteers, students on placement and contractors or labour hire employees of Early Learning Victoria.

2. Policy statement

This policy sets out expectations and guidelines to:

• ensure all children, staff, and other adults of Early Learning Victoria centres are treated with respect (regardless of their identity, background or circumstances)
• promote anti-bias practices
• ensure all children and families can participate and engage with programs.

2.1 Requirements

This policy is guided by the following laws and regulations:

• Education and Care Services National Law Act 2010
• Education and Care Services National Regulations 2011
• Charter of Human Rights and Responsibilities Act 2006
• Commonwealth Government Eligibility Criteria for Inclusion Support
• Disability Act 2006
• Disability Discrimination Act 1992
• United Nations Convention on the Rights of the Child
• Equal Opportunity Act 2010
• Racial and Religious Tolerance Act 2001
• Sex Discrimination Act 1984

2.2 Background and information

It is important to create a space that encourages everyone to have a positive view of themself. The group should also form a positive ‘group identity.’ This supports every child to achieve their full potential.

An ‘anti-bias approach’ means the identities, cultures and experiences of every child and family are recognised and valued. All children can participate and have equitable access to resources and opportunities. This includes ways to demonstrate and value their differences.

An anti-bias approach also encourages children and staff to challenge bias, stereotypes and all forms of discrimination. Children and staff work together to think critically and solve any problems.

3. Actions and procedures

3.1 Responsibilities of families

Families are responsible for:

• telling staff about their child’s specific needs and any appropriate adjustments. They should give details at enrolment, and update the centre as their child’s needs change
• raising any issues or concerns about their child’s participation in the program with the nominated supervisor
• talking to staff often and responding to requests to allow their child to see other professionals (for example, Preschool Field Officers and allied health clinicians)
• being involved in meetings to discuss their child’s progress.

Meetings allow us to review suggested goals and strategies together, or make adjustments to better support your child.

3.2 Responsibilities of staff

4. Resources

Legislation and standards

Relevant legislation and standards include:

• Education and Care Services National Law Act 2010
• Education and Care Services National Regulations 2011
• Charter of Human Rights and Responsibilities Act 2006
• Commonwealth Government Eligibility Criteria for Inclusion Support
• Disability Act 2006
• Disability Discrimination Act 1992
• United Nations Convention on the Rights of the Child
• Equal Opportunity Act 2010
• Racial and Religious Tolerance Act 2001
• Sex Discrimination Act 1984

Related policies

• Child safety and wellbeing policy
• Positive relationships, interactions and behaviour support policy
• Staff code of conduct policy
• Educational program policy

Links

• PSC National Alliance: Exploring Diversity and Equity in Education and Care Services
• ACECQA: Belonging, Being and Becoming: Equity, inclusion and high expectations
• ACECQA: The Disability Discrimination Act: What do Children’s Education and Care Services Need to Know?
• ACECQA: Guide to the National Quality Framework
• ACECQA: Belonging, Being and Becoming: The Early Years Learning Framework for Australia
• Early Childhood Australia: Code of Ethics (2016)
• Early Childhood Australia: A rationale for why we need the Statement on Inclusion
• Early Childhood Australia: Position statement on disability inclusion
• Family Matters Queensland: Family Matters Queensland: Our Way – A generational strategy for Aboriginal and Torres Strait Islander children and families 2017–2037.

Definitions

Culture: The values and traditions of groups of people, often passed from one generation to another.

Diversity: Refers to all characteristics that make individuals different from one another. They include religion, language, ethnicity, beliefs, age, gender, sex, sexual orientation, level of ability, additional needs, socioeconomic status, educational attainment, personability, material and/or parental status, family structure, lifestyle, and general life/work experience.

Inclusion: Engaging and involving all children and families so everyone has an equal opportunity to take part and achieve their best.

LGBTQIA+: Stands for lesbian, gay, bisexual, transgender, queer/questioning, intersex and asexual/aromantic/agender. It’s an evolving term that represents a diverse range of identities and experiences.

Social justice: Relates to a vision of equity for all. Relevant ideas include those of human rights, access and participation. It is vital to understand how different people and communities experience the world. In particular, we need to consider how different aspects of people’s identity can mean they face injustice (such as gender, sexuality, race, ethnicity, dis/ability, age or location).