identity becomes difficult. On the other hand‚ the world need’s some guidance in order to function efficiently. In a liberal society‚ one has the choice to be who they want be and a right to express who they are. With these desired abilities comes a price. These prices‚ or constraints on identity presented by society and the world‚ greatly affect ones ability to express self-authorship‚ whether it is beneficial or not. Life is very unpredictable. For most people‚ trying to figure out one’s purpose
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TDA 2.4 Equality‚ diversity and inclusion in work children and young people. Unfortunately some children‚ at some point in their life will experience some form of discrimination. This could be anything from being called names because they wear glasses or being shunned in the playground because they aren’t wearing the latest fashion in coats or trainers. Sadly as children become young people this could also grow into discrimination due to their race‚ colour or even sexual preferences. Whatever
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Level 2 Supporting Teaching & Learning in Schools Unit 204 Equality‚ diversity and inclusion in work with children and young people Name: Date: 7th February 2014 This assignment covers all outcomes for Unit 4 1.1 What are the laws and codes of practice that relate to the promotion of equality and the valuing of diversity? (Make a list). Disability Discrimination Acts 1995 & 2005 Special Educational Needs and Disability Act 2001 Race Relations Amendment Act 2000 Human Rights Act 1998
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requirements‚ eg‚ may eat different type of food‚ and not able to eat food such as certain meats‚ they may not fall into our traditional expectations. Involve them with others around the table at lunch time even if their diet is different it shouldn’t prevent them mixing and eating with others. Language requirements‚ try and understand and communicate with the child‚ or employ staff that are familiar with the language. Gender Boys and girls can play with different toys not necessarily pink for girls
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Emotions c) Likes and dislikes d) Values and beliefs Each of us has different individual characteristics and factors‚ and it is the combination of these that make up who we are. The individual factors are made up of physical characteristics (what people see –examples might be our size‚ build‚ colour of hair or skin); emotions (the way in which you feel – examples might be confidence‚ shyness‚ an outgoing nature‚ or miserable); likes and dislikes (things you enjoy doing or those that you avoid – examples
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to safeguard the children in their care‚ it is also necessary for children to learn how to protect themselves in a sensitive‚ age appropriate manner without resorting to scare tactics. Although much of the responsibility for protecting children lies with the adults caring for them‚ practitioners and parents/carers must ensure that children learn some basic rules about how they can be responsible for their own safety‚ and how they can protect themselves from abuse. All children have a right to be
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must sign and date overleaf. Links to Date of Activity: Unit ref Learning outcome AC Performance evidence Diversity: Diversity literally means difference. Diversity recognises that though people have things in common with each other‚ they are also different and unique in many ways. Diversity is about recognising and valuing those differences. Diversity therefore consists of visible and non-visible factors‚ which include personal characteristics such as background‚ culture‚ personality
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370 understand the diversity of individuals with dementia and the important inclusion 1.1 A) The term diversity means to understand and not showing prejudice‚ valuing the benefits of someone being different from ourselves‚ understanding one’s own beliefs and their effects on others‚ not making assumptions‚ understanding the basics of discrimination like gender‚ race‚ age‚ sexuality‚ disability‚ social class. B) Anti-discriminatory practice means to make sure individuals are treated equally‚ promote
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Equality diversity and inclusion in work with children and young people: Alison Brooks Assessment of how own attitude values and behaviour could impact on work with young people and children. 2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children Rigid and divisive views from adults can be reflected
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of participation and equality of access for all children and young people and how this supports their rights The importance of valuing and promoting cultural diversity How children and young people experience prejudice and discrimination The impact of prejudice and discrimination on the wellbeing and learning of children and young people An assessment of how your own attitudes‚ values and behaviour can impact on work with children and young people The importance of promoting anti-discriminatory practice
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