Anti-bias approach policy

Last updated 15 November 2024 | Version 1.0

Early Learning Victoria is inclusive of and honours the identity and culture of all children, families and staff.

We recognise how inclusive environments influences children’s wellbeing, learning and development. We aim to foster equitable opportunities so every child can achieve the best possible learning and development outcomes.

Early Learning Victoria centres strive to make the most of every child’s capacity to succeed, regardless of their life circumstances or abilities.

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 provides expectations and guidelines to:

ensure all centre children, staff, and other adults at Early Learning Victoria centres are treated with respect, regardless of their background and circumstances
promote inclusive practices and ensure the successful participation and engagement of all children at Early Learning Victoria centres.

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

Anti-bias education requires critical thinking and problem-solving by both children and staff. The aim is to create a space where a positive self-identity and group identity can develop, through which every child can achieve their full potential.

The intent of an anti-bias approach is to ensure that the identities, cultures and experiences of every child and family are recognised and valued. An anti-bias approach aims to ensure all children have equitable access to resources, participation and opportunities to demonstrate and value their differences. It also encourages children and staff to actively challenge bias, stereotypes and all forms of discrimination.

3. Actions and procedures

3.1 Responsibilities of families

Families are responsible for:

communicating with staff to raise awareness of their child’s specific needs and appropriate adjustments, particularly during enrolment and as needs change
raising any issues or concerns regarding their child’s participation in the program to the nominated supervisor
liaising and responding to consent requests from staff to allow for assessments or observations by other professionals (for example, Preschool Field Officers and allied health clinicians)
being involved in meetings to discuss their child’s progress and review suggested goals and strategies and or adjustments to support their child in the program.

3.2 Responsibilities of staff

All centre staff are responsible for:
- promoting cultural awareness in all children, including supporting them to gain a greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being
- showing respect and a commitment to reconciliation by contributing to their centre’s Reconciliation Action Plan (RAP)
- developing an Acknowledgement of Country in collaboration with Elders, community members, children and families, to be displayed and incorporated into the program
- showing sensitivity towards and respect for Aboriginal and Torres Strait Islander languages, artwork and symbols by respectfully incorporating them into Early Learning Victoria’s educational programs and learning environments
- assisting and supporting with the implementation of reasonable adjustments for children with disabilities and additional needs
- nurturing children’s evolving capacity to learn from birth, regardless of their circumstances or abilities
- supporting all children to develop a sense of place and identity and a connection to the land and natural world
- engaging in sustained conversations with children to explore equity and diversity, to promote each child’s sense of identity
- ensuring that the interests, abilities and culture of every child and their family are understood and valued
- ensuring that all children have equitable access to resources and opportunities to demonstrate their learning
- maximising opportunities for all children to succeed and learn from others, including opportunities to experience diversity and difference in ways that nurture positive attitudes, care and respect for others
- identifying and implementing the type and level of support or intervention that is required to demonstrate and improve children’s learning and development
- recognising multilingualism as an asset and supporting children to maintain their first and/or multiple languages other than English
- being committed to equity and avoiding practices that directly or indirectly contribute to inequality or prejudice
- addressing any discriminatory behaviours or comments
- modelling and encouraging children to identify and challenge inappropriate behaviour
- creating an environment that is welcoming of all families and children
- respecting each family and working in partnership to support the child’s emergent identities as an individual and as a member of their family, Early Learning Victoria centre and community
- seeking awareness and reflecting on their feelings, beliefs and background, and evaluating the effects these may have on their attitudes and interactions with families
- respecting family lifestyle choices
- respecting the LGBTQIA+ community, including children, staff and families
- promoting the inclusion of children’s voices in all decisions that affect them.
The nominated supervisor is responsible for:
- ensuring Early Learning Victoria provides a safe, inclusive and empowering environment for children, families and staff, which celebrates diversity through positive, respectful and appropriate behaviour (see the Staff code of conduct policy and the Positive relationships, interactions and behaviour support policy)
- ensuring the diversity and interests of the children, families and staff are reflected in the learning environments, resources and experiences
- ensuring the cultural values and expectations of families regarding health and wellbeing are respected
- providing educational programs that are reflective of Early Learning Victoria’s values and philosophy, and embracing the principles of fairness and an anti-bias approach
- supporting staff to access the resources required for all children to participate and engage in learning experiences
- collaborating with staff, families, specialist services and other professionals to ensure every child receives the support they need to thrive
- showing respect and a commitment to reconciliation by supporting centres to develop a Reconciliation Action Plan (RAP)
- assessing and critically reflecting on the level of cultural competency and responsiveness among Early Learning Victoria staff and developing goals and actions accordingly
- promoting respect and acceptance of the LGBTQIA+ community, including among members of staff and families.

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.

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

Definitions

Culture: The values and traditions of groups of people that may be passed from one generation to another.

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

Inclusion: The engagement and involvement of children and families to ensure that all individuals have an equal opportunity to participate and achieve their maximum potential.

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.

Education

Updated 24 January 2025

On this page

1. Scope

2. Policy statement

2.1 Requirements

2.2 Background and information

3. Actions and procedures

3.1 Responsibilities of families

3.2 Responsibilities of staff

4. Resources

Legislation and standards

Links

Definitions

Anti-bias approach policy

On this page

1. Scope

2. Policy statement

2.1 Requirements

2.2 Background and information

3. Actions and procedures

3.1 Responsibilities of families

3.2 Responsibilities of staff

4. Resources

Legislation and standards

Related policies

Links

Definitions