Diverse learners and inclusive practice in early childhood

Join this online blended learning community. Each learner will be supported in understanding how we, as early childhood professionals, can adopt inclusive strategies to meet the unique needs of each child.

A Community of Practice is a group of professionals who come together to learn and support one another in developing their practice with the aim of collaborative mentoring and relationship building. Wenger-Trayner and Wenger-Trayner (2015) identify that the concept of being a part of a Community of Practice offers learners the opportunity to engage in solving authentic problems and designing resources to support their practice. They are made up of people who are looking to deepen their understanding in a particular area and work collaboratively on similar problems. Lave and Wenger (Wenger-Trayner and Wenger-Trayner, 2015) consider a Community of Practice as community that acts as a living curriculum. 

4 sessions, 8 hours total

Self-paced learning over 10 weeks

Online live events

Printed resources

Online courses

$968.67 ECA Member
$922.54 ECA Learning Hub Subscriber


This 10-week program provides early childhood professionals with theoretical and practical knowledge to strengthen their pedagogy around inclusion and the rights of children and their families. You will seek to identify, through action research and critically reflective dialogue, the role individual culture plays in each child’s learning journey, and create a plan for meaningful support, change or learning within your own environment.

Delivery style

  • Printed professional learning materials
  • Online learning courses (through the ECA Learning Hub)
  • Online live events
  • Forums for networking with other community members
  • Case study examples
  • Self-reflection and action research


Children, along with their families, bring their own set of cultural norms, knowledges, skills, values, abilities, behaviours and expectations to the classroom. Culture in this sense is not limited to nationality or country of origin, but instead encompasses all aspects and characteristics of each child’s lived experience. This may include, but is not limited to, religion, family composition and social groups. 

Virtual platforms offer the opportunity for learners to collaborate through knowledge construction, build relationships and develop a sense of belonging and commitment to their professional practice. Each Community of Practice contains carefully curated professional learning resources to support and expand your knowledge base on the chosen topic area. Your engagement with the learning materials will foster deeper thinking and facilitate conversation about pedagogy and practice. Choosing to be part of a Community of Practice will take your learning experience to the next level.

This program includes the following professional learning resources: 


  • Shift and extend your pedagogical understanding of how to best support diverse learners through inclusive practice 
  • Collaborate with colleagues to further develop skills in designing inclusive environments for children
  • Design, implement and evaluate an effective action research project 
  • Become an active member of the CoP by engaging in critically reflective dialogue with peers and colleagues across Australia  

Intended audience

  • Preschool Teachers
  • Educational Leaders
  • Early Childhood Directors
  • Early Childhood Educators


If you’re based in the ACT, completing Community of Practice: Diverse learners and inclusive practice in early childhood will contribute 10 hours of TQI accredited professional learning.

Completing Community of Practice: Diverse learners and inclusive practice in early childhood will contribute 10 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/EYLF addressing standard descriptors 2.1.2 and 3.3.2 from the Australian Page 2 of 3 Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.