Level 3 Children and Young People's Workforce Unit 30 Question 4 (30.4)

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UNIT 30UNDERSTAND HOW TO SUPPORT POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE 30.4
1.Children and young people have the following rights:
Equality – ensuring that everyone has a chance to take part in society on an equal basis regardless of their gender, race, disability, age, sexual orientation, language, religious beliefs, marital status and other personal factors. Diversity – every individual must be respected and acknowledged for their individuality. Inclusion – this means that every child and young person is given the same opportunity to access education by meeting their specific needs. If children and young people experience inequality, discrimination or are stereotyped and are not treated inclusively they may: •Not fulfil their potential – they may feel undermined, their efforts not recognised by others and not valued. •Find it difficult to form relationships – due to lack of self-worth. •Feel that they are in some way to blame for their unfair treatment and perhaps withdraw into themselves. •Lack confidence to try new activities.

Be aggressive towards others.
2.To promote equality, diversity and inclusion at Preschool we : •maintain positive relationships with parents and carers and treat everyone equally so the child can see their family or carer is respected and that will raise the child’s self-esteem.

30.4
hang wall displays showing other countries and languages and provide books about cultures, families, how we are different from each other etc. •learn about the world we live in. For example, during February we will be celebrating Chinese New Year with various activities including story books, worksheets, making snakes (2013 is the year of the snake) and cooking noodles with sweet and sour and using chopsticks at snack time. •display the children’s work for everyone to see. For example, the children recently made a footprint picture by painting the soles of their feet and standing on paper which we then hung on display and...
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