Promotion of inclusive play
An account on how festivals promote children’s play in my setting of work placement will be created. A demonstration on the importance of inclusive play for children shall be given. Barriers affecting equality and inclusion in the children’s sector are going to be discussed. Ways to ensure equality of opportunity for every child are going to be included. Benefits of inclusive play will be uncovered. Theory referring to current legislation and policy relevant to ensuring equality of opportunity for every child is going to be considered in this report.
Barriers to inclusive play
CDWC (2012). Physical environmental and social barriers may inhibit children’s inclusive play in a childcare setting. These could be in the form of people’s negative attitudes, inappropriate layout of the environment layouts and unsound information sharing procedures between the setting, children and families who use the service. Some of the barriers may be both conscious and unconscious. The setting encourages the promotion of equality through implementing the policy guidelines for anti-discrimination into practice and breaking them down in every way possible. (See appendix 1).
Part 4 of the Education Act (1996) and the Disability Discrimination Act (1995) states that practitioners cannot discriminate against any child including children with Special Educational Needs (SEN).
It became apparent under the SEN Code of Practice (2001) that if a child requires additional support and a statement has been made the provider is obliged to make sure these needs are met. Lindon (2004). The ranging difficulties can be learning, emotional, communication, physical, medical and sensory that maybe impeding the child’s progress.
The revised Disability Discrimination Act (DDA 2005). Introduced an assessment process Disability Equality Duty (DED 2006) to make sure disabled children have access to all education and learning services without causing unlawful aggravation.
During a festival celebration for example, a Christmas play additional staff had to come in and support to ensure that the child with SEN gained the same play experience as all the other children. (See appendix 2).
Children’s right to play
The Childcare Act 2006 has virtual statutory powers to enforce this right and duty. As the EYFS (2008) states in childcare settings equality, diversity and inclusion are key influences on the treatment of every child as individual to the same extent through breaking down barriers of maximum participation, play and learning including children with SEN and disabilities.
UNCRC (1989) article 12. Children are free to give their opinion on any matters concerning them bearing in mind the child‘s maturity level. On the basis of my placement setting children are involved in all matters affecting their play. The setting illustrates this when practitioners listen to individual children at all times ensuring that where feasible the needs are catered for in daily routines and plans. (See appendix 3).
Curriculum and inclusive play
The curriculum for early years children in England has been drawn up in 2008 by the Early Years Foundation Stage (EYFS). It is a comprehensive statutory framework that sets the standards for the learning, development and care of children from birth to five.
Enshrined from the UNCRC (1989) article 31 children have the right to enjoy relaxed numerous stimulating leisure and cultural play experiences. Ludvigsen et al (2009) cited in an inclusive play fact sheet describe that inclusive play is the adoption of child cantered approach in settings to provide total opportunities for all children in togetherness and barrier free environment regardless of their ethnicity, age and circumstances.
Glenn et al. (2006) suggests that the setting should make choices of activities for all children to access, that challenge and stimulate their senses. Adaptations to the environment, equipment and...
Please join StudyMode to read the full document