Promote Equality and Inclusion in Work with Children and Young People

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

2.1, 2.2, 2.3, 2.4, 2.5
There are many ways in which children and young people can experience prejudice and discrimination in schools. Due to many pressures on children to fit in and follow the crowd, children can be discriminated against and bullied if they do not copy their peers and follow the same suit. This can happen right from when they first start school in reception and can continue throughout school in every year group. Children not playing with others that may be different.

Children may being excluded because they are boys or girls Children only playing together that are the same race or ethnicity Comments about appearance/clothes
I find this happens quite a lot without children knowing that they are being prejudice and discriminative. A young girl was sitting alone during lunch play, I asked her what was wrong and why she was not playing with her friends. She said that her friends would not let her play because she was not wearing her hair the right way for the game they were playing. Children can be very mean and hurtful without realising what they are saying. Children and young people can also experience prejudice and discrimination due to their sex, race, religion and age or even their culture and ethnicity. This is where it is crucial for teachers and learning staff to be aware and look out for children who may not be playing with others because they may be different in some way. I have had to console a child who was upset over a game of football. She wasn’t allowed to play because she was a girl. Children will naturally want to play with others of the same sex, race or ethnicity but this is where teachers and teaching staff need to make sure that children are not being excluded for any reason and that fair treatment is given to all children.

The impact this can have on children, can make them feel like they are being isolated and that...
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