Sustaining Inclusive Learning Environments in the Early Years

MQF Level: 3

Contact Hours: 20

Self Study Hours: 48

Assessment Hours: 36


Module Description

In this unit, course participants are taught to respect inclusion principles and how to ensure that at all times they remain committed to welcoming, including and responding to the individual needs of every child. Participants are also taught how to provide every learner with equal access to the learning opportunities offered and how to eliminate barriers that might restrict accessibility to the learning experiences offered. Furthermore, participants are also taught how to celebrate and promote cultural diversity. This unit also covers matters of exposure to the Maltese and English Languages and the right balance of both languages.

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:


a. Ensure that no one is discriminated against in any way (including disability, culture, language, religion, gender identity);
b. Ensure children are supported equitably;
c. Ensure children are treated with dignity and respect as individuals in their own right;
d. Promote the moral commitment to remove any barriers to participation;
e. Make all children (and their families) feel welcome;
f. Promote a judgement-free culture;
g. Promote a bilingual culture (made up of Maltese and English).


a. Recall the basic principles as enshrined in Maltese national policies on inclusion, equal opportunities, language, and other themes related to possible barriers to learning;
b. Outline the basic strategies aimed at supporting the inclusion of all children in all activities throughout the day;
c. Articulate the reasons why all children are to be exposed to both English and Maltese Languages;
d. Explain techniques of observation that help in the early identification of children who are experiencing difficulties;
e. Understand the various individual educational needs and their impact on each child’s access to learning.


a. Assist in the development and implementation of learning experiences which address the needs of all children;
b. Enable children with individual educational needs to take part in a full range of learning experiences that nurture their learning and development;
c. Identify and provide resources that will allow children with individual educational needs to be fully included in all learning experiences offered;
d. Liaise regularly with parents of all children (including those of children with individual educational needs) to ensure that the needs of the children are met;
e. Actively contribute to the promotion of an inclusive and anti-discriminatory culture aimed at removing possible barriers to participation;
f. Respect and build upon the views and preferences of children to sustain active participation;
g. Support all children (including those with individual educational needs/learning disabilities/disadvantaged) to actively participate in the full range of learning experiences offered at the centre.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website. 

Assessment Methods

This module will be assessed through: Reflection and Practical Assignment Task

Suggested Readings

1. Nutbrown, C., Clough, P., & Atherton, F. (2013). Inclusion in the early years. SAGE Publications. 

2. Derman-Sparks, L., & Edwards, J. O. (2020). Anti-bias education for young children and ourselves. 

3. Collett, C. (2017). Disability and inclusion in early years education. Routledge. 4. Borkett, P. (2018). Cultural diversity and inclusion in early years education. Routledge.

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