Diversity is the differences in values, attitudes, cultures, beliefs, skills and life experiences of an individual in any group of people. In the UK, frameworks emphasise that the importance of developing every child’s sense of individuality and encouraging an optimistic sense of pride in each child’s family origins. Children can develop a sense of belonging to the local community and begin to appreciate and respect less familiar cultures. Equality. “Equality does not mean that everyone has to be treated the same. ” Meggitt (2011, p.
32) I agree with the above quote because it is telling you that just because most things in life are equal, it does not mean that everyone has to be treated the same. Everyone is their own individual self, having different needs, situations and ambitions. No child is equal and the same, everyone is different from one another. However, the aims of the practitioners are to have a part in the child’s life to support children to live in the way they value and choose, to be themselves but to be different if they wish to be. Every person in the world should have equality of opportunities.
Inclusion. Inclusion is all about making sure that equality of opportunity for all children and young people whatever their disabilities or disadvantages. This means that all children have the right to have their needs met in the best possible way for them. They are seen as being a part of the community even if they need particular help to live their full life within the community. Discrimination. Discrimination is where people are treated in a less-favourable way because others have negative views on the characteristics of a person.
Children may discriminate against others because of how different some people can be compared to themselves. This action takes form of being name-calling and teasing. It could be something as simple as someone being a little skinnier than another child or if there is so many children with brown hair and there is just the one ginger. It could also be something as simple as the difference in clothing. 1. 2 – Describe ways in which discrimination may deliberately or inadvertently occur in the work setting. There is always discrimination going on, deliberate or not, it is always happening.
Children and practitioners get labelled and stereotyped all the time. Sometimes labels are given to children such as the “spoilt child” or the “attention seeker”. Some children are liked more than others because they might have a calmer attitude rather than the child that might be known as “mardy” because they are always moaning and crying etc. Children realise that things change and they realise differences in other people and make comments. There is a quite a few different ways in which discriminating may deliberately or inadvertently occur in the work setting.
There is racism and racial discrimination which is the belief that some races are superior to others which is based on the idea that different characteristics such as skin colour or background children have make some people better than others. It is deliberately discriminating if a child is refused from the nursery place just because they are black. It is failing to address the needs of children from a minority religious or cultural group. It is also racist discrimination when travellers are failed a place in a nursery just because they do not celebrate festivals from the mainstream culture such as Easter and Christmas.
There is also sexism and sex discrimination always going on. It may not be deliberate to discriminate the sex of somebody but it does happen. This occurs when people of one gender support the stereotype that they are greater to the other. This happens when boys are always offered to do activities such as football and physical sports that are rough. Whereas the girls are stereotyped to perform the more traditional ‘female’ tasks; such as washing, cooking, pushing the pushchairs and playing with the dolls.
Another discriminating offence that can be deliberately made in placement is ageism and age discrimination. Negative feelings are expressed towards other people because of their age. It is usually in the western society the older people whereas young people are often excluded because they are thought to be too young to be able to participate in things. A good example is that people are not permitted to vote until the age of 18. Another act of discrimination is disablism and disability. Disabled people are seen as the disability that they have, they are not seen as an individual with special needs.
Children and young people that have disabilities or impairment are sometimes deprived of the equality of opportunity with their non-disabled class peers. For example; failing to provide the appropriate facilities and services in organising activities in a way that ignores the physical, emotional and intellectual needs of a certain child. There are many other stereotypes that can be leaded to discrimination deliberately and inadvertently such as concerning gay and lesbian groups in the work setting and also the people from low income groups and those who practise the minority religion.
1. 3 – Explain how promoting equality and inclusion reduces the likelihood of discrimination. When promoting equality and inclusion such as in books and displays in and around the work setting there should be positive images of children and young people that may have disabilities, or are from different cultures, gender roles. Doing the above does reduce the likelihood of discrimination very much because children grow up to understand as to why people are different.
If a nursery did not do anything or promote anything about equality and inclusion then children would not know anything about disabled people or about different cultures so then if they saw someone different they may make a comment on the person and hurt that persons feelings where as if they grew up to know that not everyone is the same and some people may need more help than others in things it would increase the amount of discrimination made and people would understand and accept that people are different but still a human being and was brought into the world the same way they was.
When in the work setting if positive images are put across about people such as black people, a female women and a disabled person can take on the responsibility of active roles in society whereas a man can take on the caring and domestic roles then this helps children to develop the strong prospects about their life and their future. Making them then think about what they might want to achieve in their life. They will have optimistic ideas about the positions of effects and responsibility they will take on in the society whatever their ethnic, gender, cultural or social background or disability.
2. 1 – Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role. There are various pieces of legislation in place to promote equality and reduce discrimination. These include: • The Disability Discrimination Act 2005 • The Special Educational Needs and Disability Act 2001 • The Race Relations Act Amendment 2000 • Convention on the Rights of the Child (UN, 1989) • The Human Rights Act 1998 • The Sex Discrimination Act 1975 • Employment Equality Regulations 2003 2.
3 – Describe how to challenge discrimination in a way that encourages change. If you see children discriminating against somebody else then you would challenge them about why they have done it and you would make them apologise. You then would explain to them as to why they are wrong and aware them as to why it is inappropriate. You should at all times refuse to laugh at jokes that are based on stereotypes. As a role model you should talk positively and handle a situation such as dealing with discrimination and bullying appropriately.
You should listen to their views and opinions on things and then try and help change their views on things. Books, nursery rhymes, cultural activities can change how people see things. If the child is to say something that is not right you would immediately point it out and give the correct information. You would help the child learn from the situation, to see the consequences of their actions and help them to understand why their behaviour was cruel and inappropriate. Remember not to leave the child feeling upset or thinking that you dislike them because of the situation that has happened.
Let them know that you do not tolerate the behaviour they have shown and the way they have made somebody else feel because of their actions but explain to them that it does not make you dislike them anymore than how you felt about them before. You would then support the child that has be in the object of discrimination reassuring them and supporting them to maintain their self-esteem. You can change children’s points and opinions on things by showing them things such as books and stories on people that are different and show the child why they are that way and as to why it hurts.
You explain to them that the things they say can hurt other people’s feelings and explain to them and try and make them understand that they wouldn’t like it was them in the other person’s point of perspective. 3. 1 – Identify a range of sources of information, advice and support about diversity, equality and inclusions. There are many sources of information that you can use for advice on equality, diversity and inclusion. There are: Managers and senior staff within each setting. You can get help from the settings policies and procedures on diversity, equality and inclusion. The internet Contact outreach agencies,
The NSPCC, Child line and local services 3. 2 – Describe how and when to access information advice and support about diversity, equality and inclusion. There are plenty of different methods of finding information on, diversity, equality, and inclusions. You can get access to websites, leaflets, booklets, journals and magazines to give advice and support about anything, they usually have ways of you contacting them such as phone number, email or even letters. There are all kinds of ways to get in contact for you to be able to get advice and support about diversity, equality and inclusion.
You can contact certain groups, such as AGE UK, direct. gov and much more who can supply materials to hand out advice and support on discrimination, equality etc. There are lots of different ways on how and when to access information about a certain problem that you may have or some other individual but all ways of getting support and advice is really easy and simple for anybody. Support and advice is all around you, but professional help on certain problems such as diversity, equality and inclusion is mainly found in the government.