Tda 3.6

TDA 3.6 Promote equality, diversity and inclusion in work with children and young people

2.1 Explain ways in which children and young people can experience prejudice and discrimination.
• Children and young adults can experience prejudice and discrimination on many different levels. This can be range from the way they dress, how they speak, their religion and beliefs, their gender, their age, how they behave and for having a disability.

• This can start off very simply as being picked on from having a different type of uniform (skirt, shorts, coat, shoes) etc and can lead to a child being excluded from joining in games and play because of this.

• This can continue on a daily basis with children thinking they are playing and are not doing anything wrong. Sometimes this is learned behaviour from home and is hard for young children to understand that you are telling them it is not okay to call names because of someone’s skin colour or how they look. It is important to be consistent and reinforce that it’s not okay and it is very upsetting and hurtful. How would they feel if they were the one being left out. We need to teach empathy from an early age and respect others regardless of race, gender, age, how we look and dress, where were from and disability. Our whole school ethos, All Different, All Equal, All Achieving promotes this.
2.2 Analyse the impact of prejudice and discrimination on children and young people.
• Any form of prejudice and discrimination can have a severe negative effect throughout a person’s life. Being undervalued by peers can make a person feel isolated and lonely. They may lose confidence in themselves, start to withdraw socially not wanting to join in activities, scared of making mistakes so they would stop putting hands up to answer questions, body language would be very negative.

• Their learning would be effected and their ability to interact with others, this could result in the child not coming to school as it’s not a happy, safe place for them to be in anymore. It could also cause problems at home as they are unable to say what’s wrong and can just close themselves away from every one.

2.3 Evaluate how own attitudes, values and behaviour could impact on work with children and young people.
• You need to be able to consider how your own attitude, values and behaviour could impact on your work environment. In some cases this may not have been necessary before but you should think about whether you are treating pupils differently because of you own inbuilt ideas.
• You should be approachable, at ease, show sensitivity in your relationship with others, value individuals opinionsalways listen and have time for every child who wants your attention as they could be the one who’s always missed out.

• You need to be self-aware and think about the impact your words will have on others, this may be in your interactions but can also be through other forms of communication such as letters, emails, texts and notices. It may be that you say something as a joke but others take it to heart, also words you use could be taken out of context, misunderstoodand offend.
2.4 Explain how to promote anti-discriminatory practise in work with children and young people.
• Every member of staff is responsible for ensuring that anti-discrimination is endorsed in school and to identify when discrimination is occurring. Within Park Hill Infant’s School there are many children who originate from diverse ethnic and cultural backgrounds, most of these children use English as their second language so it is important that communication is effect by taking into account the child’s age, culture and understanding. When working in a school that has such diverse cultural difference it is vital that a genuine interest is shown in a child’s lifestyle in order for the child to feel appreciated and valued and to recognize the differences in all cultures as well as sharing possible comparisons that we may have; children in all key stages have learnt about many different cultures, celebrations and festivals such as Diwali, Ramadan, Eid, Hanukah, Christmas and Easter, Parents may visit the school during these festivals and give children an insight what their child may do during these religious events. Park Hill Infants also encourages that all children are given equal access to the school’s curriculum and every child within the school is encouraged to fully participate in all activities whatever their gender or ethnic background, resources are provided that deliver positive images with regard to gender, race, faith, ability and social background.

• Discrimination is a harmful way in which another person treated and should never be ignored or excused any more than we would tolerate physical or mental abuse on ourselves. Discrimination must be challenged immediately and dealt with, if we disregard this type of behaviour and it is not addressed then we are condoning the actions of another person and accepting that it is okay to speak or behaviour in that manner.

• Where disability is involved talk about how the person’s disability prohibits them from doing every day things so the children can get an insight into their lives.

2.5 Explain how to challenge discrimination.

• It is really important to address any form of discrimination I would listen to the child who reported the incident getting them to go over it a few times and making notes, then speak to the discriminatory asking them what had happened and what had been said. The incident would have to be reported to the teacher/headteacher, the headteacherwould decide whether or not the incident needed to be reported to both sets of parent/carers, the incident would be written in our ‘racial incident book which is kept in our staffroom. It would be made clear to the discriminatory that the school does not tolerate the action they had taken being verbal or physical in anyway also making sure the child understands what they have done was wrong and why. Also depending on the severity of the incident both children would be monitored.