Diversity In early years settings it is important that both adults and children have a clear understanding that each individual is unique in there own way and everyone deserves to be respected equally. It is important in an early years setting to promote a positive attitude towards people of a different race, ethnicity, gender, age, physical abilities and religious beliefs. Equality & Diversity In early years settings it is important that everyone is treat equally and that the children are made aware of equality.
In the early years setting I work in we try our hardest to ensure that everyone at the setting is valued equally, treat with equal concern and that the needs of each individual are addressed. For example, for families who have English as a second language we try to make it easier to find ways of communicating with the families. Around the nursery we offer signs with different languages on them in order to help communicate with the children and to help them to read what the item is in there language and possibly begin to learn the names of items in English and well as there language.
The signs are also a way of helping individuals to feel more comfortable at the nursery and so that it is visible that we welcome all families with English as a second language. At the nursery we also have fun celebrating different festivals from around the world as well as teaching the children all about different cultures and traditions. Throughout the nursery we also provide dolls, puppets and toys which have accurate and realistic skin tones, facial features and hair textures.
This is so that the children get to learn about race and how people may appear different but we are all the same as an individual person. We Provide: • Language rich environments that reflect all languages • We introduce different traditional foods • Provide songs, rhymes and musical instruments from a range of different cultures • Provide stories which reflect different home environments. Acknowledge or celebrate festivals, faiths and cultures • Provide positive visual images of different people Explain how legislation and codes of practice relating to equality, diversity and inclusion apply to own work role
In my early years setting we have certain policies which are set in place in which we all have to understand and follow. We have to ensure that we are aware of the acts in which we need to follow. One of these policies is all about the equality act and how that the act is in place in order to protect all individuals and groups from discrimination. At my early years setting we also use the EYFS and we use SEN. Describe how prejudice and discrimination may affect a child’s life chances Prejudice and discrimination can affect a child’s life chances as it can have a big impact on he child’s self esteem.
It is important that prejudice and discrimination are reduced and that children are not bought up around it as it does have an impact on the child’s life. It is important that children are not in an environment where people are discriminated due to race, age, and gender. Describe potential barriers to implementing equality in early years settings In early years settings there may appear to be potential barriers when implementing equality in early years. For example, disability, cultural difference, gender and age.
Sometimes the only way to overcome these problems is to speak to the child, talk to the child’s parents, inform the manager and if needed change the planning of the nursery in order to adapt it so that there isn’t an issue. Challenge discrimination in a way that supports change Everyone as an individual should challenge discrimination by using a positive behaviour and if needed to empower people to challenge discrimination themselves. If you are aware of someone who uses discrimination you could always make them aware of how they areas sometimes people aren’t aware that they are doing it.
Analyse how models of disability influence own practice All childcare settings should be made suitable for children, parents and carers with disabilities. All settings should be made so that they are accessible for people who are disabled and in wheelchairs. It is important that there isn’t steps which could cause someone difficulty when accessing the setting. At the nursery setting I work at we have made the nursery accessible for people who ae wheelchair bound by making the doors wider for someone in wheelchair to be able to access the building.
However, the inside of the building isn’t very wheelchair friendly. There are a lot of raised areas where a wheelchair user wouldn’t be able to access. For example, the kitchens, bathroom and the garden areas all have steps. Nursery settings should also have braille available as well as large text font on posters for children and parents, carers who have visual difficulties. Identify who to approach when specialists expertise may be needed Early years settings have contact outside of the nursery when specialist expertise is or may be needed.
Early years settings use outside contacts when thy feel there may be a problem with a child regarding certain things. For example, if a child has a problem with there speech an early years setting may mention the situation to parents and if needed possibly contact an outer source such as someone from the LEA. The LEA is a support service for learning difficulties, speech and language difficulties, visual and hearing impairment, emotional and behavioural difficulties and also physical abilities.
A lot of early years settings also have a SENCO which is a special educational needs coordinator. Early years settings would also be able to contact social services and child protection services if they felt that there was an issue which was out of there hands. Early years settings may also contact child educational psychological services, medical services including health visitors, paediatric nurses and/ or paediatricians, nurses, child psychiatrists, GP’s, physiotherapists, speech and language therapists, occupational therapists and hospital-based counsellors.
