Explain What Is Meant by Diversity, Equality and Inclusion

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Explain what is meant by diversity, equality and inclusion

Diversity, equality and inclusion will be explained and examples give throughout. I will also look at ways in which setting can promote the different values, and looking at the different examples form by own settings. I will also briefly look at the different laws and codes relating to diversity, equality and inclusion. "All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience challenging and enjoyable programme of learning and development." (Statutory Framework 1.15) For some children to reach the every child matters outcomes they need extra support and guidance’s, as they may experiences discrimination and prejudices. Even though we are different we have a number of things which we have in common these are our basic needs, the needs for food and shelter, for love and relationships, protection and well-being and to make the most of our life’s. However what makes us different can be the source of prejudices and so leading to them is denied their equality of opportunity. As a practitioner the Early Years foundation stage states that they should “support babies and children to develop a positive sense of their own identity and culture” and that they should “value and respect all children and families equally” Diversity is about the values, attitudes, cultures and life experiences of different social groups. It’s about giving the child a sense of identity, giving a pride of their family origins and including others within the environment. Within childcare settings it’s important that the practitioners practice in a way which promotes and supports diversity. All children have a right to have their educational needs meet and been seen as a valued part of the setting. It is important that the differences are recognised and celebrated. Children should be encouraged...
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