3.3 Explain How Inclusive Practice Promotes Equality And Supports Diversity.
Planning, Evidence and feedback Record
Purpose: to record learner evidence against a range of assessment methods
Learner name Carmen Marquez Aguilar
CACHE PIN
ULN
Assessor name Cathy Cassidy
Assessment Method - J - Reflections on own practice No. 2
The learner has agreed to submit the following evidence.
Unit
Assessment criteria
Assessor initial/date
SHC 33
EYMP4
1.1. Explain what is meant by: Diversity, equality, inclusion and participation
SHC 33
1.2. Describe the potential effects of discrimination.
SHC 33
1.3. Explain how inclusive practice promotes equality and supports diversity.
SHC 33
2.1. Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to own work role.
SHC 33
3.3. Describe …show more content…
how to challenge discrimination in a way that promotes change
SHC 32
2.3. Describe how own values, belief systems and experiences may affect working practice.
SHC 32
3.1 Evaluate own knowledge, performance and understanding against relevant standards
EYMP 4
3.2 Explain the importance of anti-discriminatory/anti-bias practice, giving examples of how it is applied in practice with children and carers.
EYMP 4
4.3 Develop strategies to deal with areas of difficulty and challenges encountered in professional practice and early years settings.
CYP Core 3.7
4.1. Explain the meaning of equality, diversity and inclusion in the context of positive outcomes for children and young people.
CYP Core 3.7
4.2. Compare, giving examples, ways in which services for children, young people and their carers take account of and promote equality, diversity and inclusion to promote positive outcomes.
References and Bibliography
Submission Date
Assessor initial
& date
Learner initial
& date
Recording of evidence
Unit
Assessment criteria Tassoni, Beith, Bulman, and Griffin , (2010) defines:
“diversity as the difference between individuals and group in society arising from gender, ethnic, origins, social cultural or religious background, family structure disabilities sexuality and appearance.”
Tassoni, Beith, Bulman, and Griffin (2010) states
“Equality of opportunity each individual in society experience of opportunities to achieve and flourish which are as good as good as opportunities experienced by other people.”
Tassoni, Beith, Bulman, and Griffin (2010) describe Equality of concern as “ Taking as much care to promote the opportunities and progress of one child as you do as any other child.”
Tassoni, Beith, Bulman, and Griffin (2010) defines inclusion as:
“ A process of identifying understanding and breaking down barriers to participation and belonging.”
In relation to supporting participation in early years settings practitioners must be aware of children’s individual needs and make provision for equal access to resources and activities. They must also consider the wishes of parents and respect them practitioners must comply with antidiscrimination legislation.
Tassoni et al (2010) defines participation as follows
“ Participation: Concerned with giving children and families a say on how provision is made for them.”pg. 281
If children are to achieve positive outcomes in life i.e. Be healthy, stay safe, enjoy and achieve, make a positive contribution and finally achieve economic well being It is essential that their rights are protected and promoted in child care settings, they should have equal opportunities for learning and development, they should feel included and that their individuality is respected.
Potential effects of discrimination
Discrimination can be cause for many different facts like the skin colour, appearance, sexual orientation etc.
The effects of discrimination can have devastating effects on a person’s self esteem, making them feel less valued respect the others, usually people being discriminated feel excluded, unappreciated and think that they have nothing to offer to society that they are living in.
The consequences of discrimination can end up in suicide, depression, mental health issues, racism and homophobia.
How inclusive practice promotes equality and supports diversity
In my setting inclusive practice promotes equality and supports diversity in the following ways, all children are given opportunities to participate in all activities and lessons, learning support provided and tasks are differentiated. We do not use stereotypical phrases or prejudices towards the children.
Bullying is not tolerated and discriminatory behaviour is challenged.
Treating children equally does not mean all children are treated the same.
Staff in my setting are aware of the personal attitudes of the children and young people so that they can encourage respect for each other and plan activities to compliment and develop children’s interests.
Inclusive practice promotes an environment in which children’s individual needs are met and they are encouraged to become confident, resilient adults and reach their full potential.
Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to own work role.
In order to comply with legislation our setting has a Special Educational Needs policy and an Equal opportunities policy.These are in place to show how practitioners in the setting are unpholding the children’s rights as identified in The Children’s NI order (1995) and the U.N Convention on the rights of the child(1981). This means that I must support children’s learning.(Do this by helping with creative activities, supporting literacy and numeracy and understanding children’s individual needs e.g. Having a chronic illness, food allergy or have specific dietary requirements as part of their culture.
Children with SEN should be included and are free to apply for a place at school.
Describe how to challenge discrimination in a way that promotes change
The most effective way to challenge discrimination is to be a positive roll model. I am aware of the language I use when talking to the children and avoid being prejudiced. I encouraged children to play and engage in all activities and talk openly about our similarities and differences I ensure positive images of different ethnic backgrounds and cultures displayed in posters and books. These differences are also reflected in resources, helping to show differences in a positive way e.g. Using different cultures dolls.
Describe how own values, belief systems and experiences may affect working practice
My own values and belief system are influenced by my up bringing. This means that I may not agree with the way behaviour is managed or that may make assumptions about children and their family, because of their culture, background or where they came from i.e. when I was growing up you had to eat what my mother cooked independently if you liked it or not, this can lead to discrimination.
Evaluate
Evaluate own knowledge, performance and understanding against relevant standards.
The national Occupational standards for primary schools highlights the importance of inclusive practice, this means that I must support children learning and development and adjust activities to meet their needs. In my placement all tasks and activities are differentiated so that all children participate CACHE values also state the children should be valued and treated with respect and that their individual needs should be considered.
UNCRC also indicates that children have a right to play and to develop Children’s NI Orders (1995) has identifies the need for parents and professionals to work together to support children development. This means that I must consider each child’s individual needs and support them.
Explain the importance of anti-discriminatory/ anti-bias practice, giving examples of how it is applied in practice with children and carers
There are many negative effects of discrimination on an individual e.g.
Lack of self steam, lack of confidence etc…
All of which will hinder holistic development, therefore it is important that anti discriminatory and anti bias practice is promoted.
This means that I am aware of the images in books and posters of families, children and everyday tasks that the children see. I also need to consider the play resources that the children use e.g. dolls, dressing up clothes, the items I place in the home corner.
I am aware of the stereotypical and traditional view I may I may hold of society . I am aware the English may be a second language for children in the setting. Therefore we have welcome posters in different languages. I am aware that we use a wide range of communication methods with parents/carers who may find it difficult to keep in touch with the setting e.g. letters, text, e-mail, telephone In order to ensure my setting is inclusive and equitable we use the following strategies.
Staff agree policies and procedures in relation to respecting diversity and promotion of
inclusion.
Carry out audits of resources and highlights areas of discrimination
Challenge discriminatory behaviours
We never ignore children’s questions about different cultures, race, disability
Celebrate differences
Compare, giving examples, ways in which services for children, young people and their carers take account of and promote equality, diversity and inclusion to promote positive outcomes. Sex wise- www.ruthinking.co.uk provides free and confidential health to young people. By not asking sexual orientation or any personal details.
Down’s syndrome association - http://www.downs-syndrome.org.uk/ provide information about all aspects of living with Down’s syndrome including specialist advisers on benefits, education, health and social care; advise new parents or anyone with questions; promote and facilitate information exchange between members through various groups; advise on employment for people with Down’s syndrome
British dyslexia association- www.bdadyslexia.org.uk provide impartial and objective advice and support to dyslexic people and those with whom they come into contact and set the standards for and accredit dyslexia knowledge and professional expertise.
National deaf children society- http://www.ndcs.org.uk/
They offer free information and support to families with a deaf child. Through their publications and web forums, the Freephone Helpline, their specialist advisers and family events, parents can rely on them from initial diagnosis through to adulthood. Helpline, their specialist advisers and they run various activities and events where deaf children and young people can learn new skills, gain confidence and meet other deaf children, often for the first time.
Mental Health - www.youngminds.org.uk
Provides expert knowledge to professionals, parents and young people through their Parents ' Helpline, online resources, training and development, outreach work and publications.
Bibliography
- www.ruthinking.co.uk access on the 29/09/2014
- http://www.downs-syndrome.org.uk/ access on the 29/09/2014
- www.bdadyslexia.org.uk access on the 29/09/2014
- http://www.ndcs.org.uk/ access on the 29/09/2014
- www.youngminds.org.uk access on the 29/09/2014
- Tassoni P. Beith K. Bulman K. Griffin S.(2010) Children & young people’s workforce, Early Learning and Childcare, London, Heinemann.
SHC33
EYMP4
CYP Core3.7
SHC33
SHC32
EYMP 4
CYP
Core
3.7
1.1
3.1
4.1
1.2
1.3
2.1
3.3
2.3
3.1
3.2
4.2
Recording of evidence
Unit
Assessment criteria Feedback
Date
Assessor initial
& date
Learner initial
& date
Completion date
Assessor initial
& date
Learner initial
& date
Internal quality assurance (as appropriate) Date
Name
Signature
Purpose: to record learner evidence against a range of assessment methods
Learner name Carmen Marquez Aguilar
CACHE PIN
ULN
Assessor name Cathy Cassidy
Assessment Method - J - Reflections on own practice No. 2
The learner has agreed to submit the following evidence.
Unit
Assessment criteria
Assessor initial/date
SHC 33
EYMP4
1.1. Explain what is meant by: Diversity, equality, inclusion and participation
SHC 33
1.2. Describe the potential effects of discrimination.
SHC 33
1.3. Explain how inclusive practice promotes equality and supports diversity.
SHC 33
2.1. Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to own work role.
SHC 33
3.3. Describe …show more content…
how to challenge discrimination in a way that promotes change
SHC 32
2.3. Describe how own values, belief systems and experiences may affect working practice.
SHC 32
3.1 Evaluate own knowledge, performance and understanding against relevant standards
EYMP 4
3.2 Explain the importance of anti-discriminatory/anti-bias practice, giving examples of how it is applied in practice with children and carers.
EYMP 4
4.3 Develop strategies to deal with areas of difficulty and challenges encountered in professional practice and early years settings.
CYP Core 3.7
4.1. Explain the meaning of equality, diversity and inclusion in the context of positive outcomes for children and young people.
CYP Core 3.7
4.2. Compare, giving examples, ways in which services for children, young people and their carers take account of and promote equality, diversity and inclusion to promote positive outcomes.
References and Bibliography
Submission Date
Assessor initial
& date
Learner initial
& date
Recording of evidence
Unit
Assessment criteria Tassoni, Beith, Bulman, and Griffin , (2010) defines:
“diversity as the difference between individuals and group in society arising from gender, ethnic, origins, social cultural or religious background, family structure disabilities sexuality and appearance.”
Tassoni, Beith, Bulman, and Griffin (2010) states
“Equality of opportunity each individual in society experience of opportunities to achieve and flourish which are as good as good as opportunities experienced by other people.”
Tassoni, Beith, Bulman, and Griffin (2010) describe Equality of concern as “ Taking as much care to promote the opportunities and progress of one child as you do as any other child.”
Tassoni, Beith, Bulman, and Griffin (2010) defines inclusion as:
“ A process of identifying understanding and breaking down barriers to participation and belonging.”
In relation to supporting participation in early years settings practitioners must be aware of children’s individual needs and make provision for equal access to resources and activities. They must also consider the wishes of parents and respect them practitioners must comply with antidiscrimination legislation.
Tassoni et al (2010) defines participation as follows
“ Participation: Concerned with giving children and families a say on how provision is made for them.”pg. 281
If children are to achieve positive outcomes in life i.e. Be healthy, stay safe, enjoy and achieve, make a positive contribution and finally achieve economic well being It is essential that their rights are protected and promoted in child care settings, they should have equal opportunities for learning and development, they should feel included and that their individuality is respected.
Potential effects of discrimination
Discrimination can be cause for many different facts like the skin colour, appearance, sexual orientation etc.
The effects of discrimination can have devastating effects on a person’s self esteem, making them feel less valued respect the others, usually people being discriminated feel excluded, unappreciated and think that they have nothing to offer to society that they are living in.
The consequences of discrimination can end up in suicide, depression, mental health issues, racism and homophobia.
How inclusive practice promotes equality and supports diversity
In my setting inclusive practice promotes equality and supports diversity in the following ways, all children are given opportunities to participate in all activities and lessons, learning support provided and tasks are differentiated. We do not use stereotypical phrases or prejudices towards the children.
Bullying is not tolerated and discriminatory behaviour is challenged.
Treating children equally does not mean all children are treated the same.
Staff in my setting are aware of the personal attitudes of the children and young people so that they can encourage respect for each other and plan activities to compliment and develop children’s interests.
Inclusive practice promotes an environment in which children’s individual needs are met and they are encouraged to become confident, resilient adults and reach their full potential.
Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to own work role.
In order to comply with legislation our setting has a Special Educational Needs policy and an Equal opportunities policy.These are in place to show how practitioners in the setting are unpholding the children’s rights as identified in The Children’s NI order (1995) and the U.N Convention on the rights of the child(1981). This means that I must support children’s learning.(Do this by helping with creative activities, supporting literacy and numeracy and understanding children’s individual needs e.g. Having a chronic illness, food allergy or have specific dietary requirements as part of their culture.
Children with SEN should be included and are free to apply for a place at school.
Describe how to challenge discrimination in a way that promotes change
The most effective way to challenge discrimination is to be a positive roll model. I am aware of the language I use when talking to the children and avoid being prejudiced. I encouraged children to play and engage in all activities and talk openly about our similarities and differences I ensure positive images of different ethnic backgrounds and cultures displayed in posters and books. These differences are also reflected in resources, helping to show differences in a positive way e.g. Using different cultures dolls.
Describe how own values, belief systems and experiences may affect working practice
My own values and belief system are influenced by my up bringing. This means that I may not agree with the way behaviour is managed or that may make assumptions about children and their family, because of their culture, background or where they came from i.e. when I was growing up you had to eat what my mother cooked independently if you liked it or not, this can lead to discrimination.
Evaluate
Evaluate own knowledge, performance and understanding against relevant standards.
The national Occupational standards for primary schools highlights the importance of inclusive practice, this means that I must support children learning and development and adjust activities to meet their needs. In my placement all tasks and activities are differentiated so that all children participate CACHE values also state the children should be valued and treated with respect and that their individual needs should be considered.
UNCRC also indicates that children have a right to play and to develop Children’s NI Orders (1995) has identifies the need for parents and professionals to work together to support children development. This means that I must consider each child’s individual needs and support them.
Explain the importance of anti-discriminatory/ anti-bias practice, giving examples of how it is applied in practice with children and carers
There are many negative effects of discrimination on an individual e.g.
Lack of self steam, lack of confidence etc…
All of which will hinder holistic development, therefore it is important that anti discriminatory and anti bias practice is promoted.
This means that I am aware of the images in books and posters of families, children and everyday tasks that the children see. I also need to consider the play resources that the children use e.g. dolls, dressing up clothes, the items I place in the home corner.
I am aware of the stereotypical and traditional view I may I may hold of society . I am aware the English may be a second language for children in the setting. Therefore we have welcome posters in different languages. I am aware that we use a wide range of communication methods with parents/carers who may find it difficult to keep in touch with the setting e.g. letters, text, e-mail, telephone In order to ensure my setting is inclusive and equitable we use the following strategies.
Staff agree policies and procedures in relation to respecting diversity and promotion of
inclusion.
Carry out audits of resources and highlights areas of discrimination
Challenge discriminatory behaviours
We never ignore children’s questions about different cultures, race, disability
Celebrate differences
Compare, giving examples, ways in which services for children, young people and their carers take account of and promote equality, diversity and inclusion to promote positive outcomes. Sex wise- www.ruthinking.co.uk provides free and confidential health to young people. By not asking sexual orientation or any personal details.
Down’s syndrome association - http://www.downs-syndrome.org.uk/ provide information about all aspects of living with Down’s syndrome including specialist advisers on benefits, education, health and social care; advise new parents or anyone with questions; promote and facilitate information exchange between members through various groups; advise on employment for people with Down’s syndrome
British dyslexia association- www.bdadyslexia.org.uk provide impartial and objective advice and support to dyslexic people and those with whom they come into contact and set the standards for and accredit dyslexia knowledge and professional expertise.
National deaf children society- http://www.ndcs.org.uk/
They offer free information and support to families with a deaf child. Through their publications and web forums, the Freephone Helpline, their specialist advisers and family events, parents can rely on them from initial diagnosis through to adulthood. Helpline, their specialist advisers and they run various activities and events where deaf children and young people can learn new skills, gain confidence and meet other deaf children, often for the first time.
Mental Health - www.youngminds.org.uk
Provides expert knowledge to professionals, parents and young people through their Parents ' Helpline, online resources, training and development, outreach work and publications.
Bibliography
- www.ruthinking.co.uk access on the 29/09/2014
- http://www.downs-syndrome.org.uk/ access on the 29/09/2014
- www.bdadyslexia.org.uk access on the 29/09/2014
- http://www.ndcs.org.uk/ access on the 29/09/2014
- www.youngminds.org.uk access on the 29/09/2014
- Tassoni P. Beith K. Bulman K. Griffin S.(2010) Children & young people’s workforce, Early Learning and Childcare, London, Heinemann.
SHC33
EYMP4
CYP Core3.7
SHC33
SHC32
EYMP 4
CYP
Core
3.7
1.1
3.1
4.1
1.2
1.3
2.1
3.3
2.3
3.1
3.2
4.2
Recording of evidence
Unit
Assessment criteria Feedback
Date
Assessor initial
& date
Learner initial
& date
Completion date
Assessor initial
& date
Learner initial
& date
Internal quality assurance (as appropriate) Date
Name
Signature