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Activity 1.3 | Mindset

Site: RRU Open Educational Resources
Course: Connecting Deeply for an Inclusive ECE Environment
Book: Activity 1.3 | Mindset
Printed by: Guest user
Date: Sunday, 11 May 2025, 3:44 PM

Table of contents

Another's Experience

We welcome so many different families into our programs, including families who have recently arrived from elsewhere. Sometimes, they are refugee families from countries in turmoil or maybe families who are new to English or maybe a family going through their own trauma. We also have staff who juggle their own lives with work and may have children or other family members they care for. Each family will come with their own experiences, knowledge, and cultures, as will each staff member. Hopefully, most of your staff will have their education in early childhood or are in the process of getting that education. 

How can we think about inclusion from our own mindset and from another's experience? What is your story? How might other's see your story? Capture your initial thoughts in your journal. 

Scenario

Consider the following scenario

Annette Annicchiarico (personal story, 2025).

As an educator in a toddler centre at a community college, I recall a time when a child from another country arrived at our centre. The child did not speak English yet. Another child at the centre also spoke the same language as the newly arrived child. The children did not have a relationship with one another. I believed that the children should be in the same primary group or in playtime together. One educator believed that it was important that the children be exposed to hearing English more and therefore be in separate groups. There may be times when you will notice a difference in mindsets from other educators. I shared my belief that children entering our program need to feel a sense of welcome. Often as educators, we may feel tension with another educator's views. Listening to one another's ideas supports both beliefs. The children were able to speak a language together that brought a sense of safety in an otherwise new situation. By balancing both educators' beliefs the children have the opportunity to be familiar with a new situation while learning from another culture.

How do you support a newly immigrated child? Is it important that this child be immersed into Canadian culture and be connected to a child that speaks English or for the child to feel safe and connected to their culture? What kind of relationships do you want to foster for newly immigrated families? How might we help them to feel welcomed and safe in an unknown and unfamiliar place? Can you think of a time when you went to another community or country and you could not express your needs? 

What are your thoughts when an educator speaks the same language as the child? How would you support this relationship to be inclusive of the child’s need to understand the new world around them? We want to make our programs feel safe and welcoming. Having a familiar language or cultural expressions can provide a touch point for children or families.

Consider

What mindset do you need to include children, families, and your staff?

A mindset is a mental attitude or perspective that determines how you respond to situations. We can have a mindset that says “this is possible” or “how can we make this happen?”. We can say ‘yes’ to children and families and our staff rather than "no, you can’t, we can’t….it’s not possible”. Instead, we can say “yes, let’s try that” or “yes, you can swing that stick if you go over to that open area” or “yes, you can come in for the afternoon if you have the morning off. Just come quietly if it is after one o’clock as many children will be asleep.” Check in with what you are feeling…your mindset can shift…how do you feel about doing this course? Does part of you say “this is boring” or “I am tired”?  How can you find a positive approach?

  • Consider whether there are children and/or families you might exclude. Try articulating the reason and digging deeper by capturing your reflections in your journal. 

It can feel easier to just exclude a family who does not act as you would like or a child who hits and bites. But we can think of this as a challenge and a chance for some problem solving. We may need to figure out how to make our program fit the children or the families or make it easier for a staff person. A child who has difficulty with naptime may have outgrown napping and can do a quiet activity or a child who does not want to put on his coat may need to carry it outside and see if he might indeed need it. Consider your own individual need to dress for the outdoors. Consider if the child’s body heat runs warmer than you. A family who is unhappy to leave their child crying may need a photo of their child happily playing a little while after they leave. A staff person may need a break after a difficult interaction or may need a later shift if their own child is having difficulty in the morning making them often late. We can make changes to suit a child or a family and it can strengthen our relationship with them.

Inclusion Story

Consider the following inclusion story, and how you might put yourself in the family's place. 

An aunt connected with the child care centre and asked to have lunch with their niece that day and support them at nap time. The educators asked the child if they were comfortable having their family member visit and not take them home afterwards. The child agreed that they could handle a visit and understood the aunt was not there to take them home. The Educators can ask themselves if a visit would benefit or distress the child. Each child and family situation is different and should be considered individually.

Often as an educator, we may believe that other family members might want the same treatment. In this example, the other children were curious about the aunt and asked when she might visit again.  Sometimes as educators, we can get caught up with our own beliefs…and you might believe if you do something for one family you will have to do it for all families.. Ask yourself why you would hesitate.  It was a beautiful example of supporting a family's need to bond. 

After reading the story of the aunt’s visit, think about how you could consider this example through a different lens. How might you stay curious about this family or other families? Often we assume that something is not going to go well based on our own past experience or beliefs. How might you keep an open mindset? 

Reflect on what you might do. 

Educators in this program believe that it is on an individual basis. Can you recall making a similar decision and how you addressed it with the family and the other educators?

Suggested Reflection Activities

We encourage you to engage in one or both of these activities. 

1. Write this inclusion story on a whiteboard or flipchart paper. Offer flipchart paper and markers for other educators to write their inclusion story down throughout the day. Post the stories in a shared space for all the educators to read. Revisit the stories together when the time allows. Record a story in your journal, or create an audio or video recording of a story that inspired you that another educator shared. 

2. Write an example of how you might foster the inclusion of a child and their family into your journal. Consider sharing your reflections with the educators in your centre.

How can you ensure that staff are treated with the same consideration as children and families?


We can also take our yes mindset to our staff. We can be flexible when our staff needs support. When we feel supported, even cared for, it is easier to pass on that care and support to others.  Reflective question: How might you support your staff when they are facing difficult situations?