Shc 33 Promote Eqaulity and Diversity

SHC 33 Level 3 CYPW

The Importance of Equality and Inclusion (SHC33)

1.1 As human beings, we are all different. The human race is made up of people with a whole range of different characteristics and backgrounds. This rich and diverse melting pot contributes to making a well-rounded and strong community. However this is sometimes viewed in a negative light, so it is highly important that we encourage children to view it in a positive way.

In order to promote diversity, inclusion and equality we first need to understand what each of these words actually mean:

• DIVERSITY – ‘The differences between individuals and groups in society arising from gender, ethnic origins, social, cultural or religious backgrounds, family structure, disabilities, sexuality and appearance.’ (CYPW Level 3 – Penny Tassoni). .Essentially this is about acknowledging differences between and within groups.

• EQUALITY OF OPPORTUNITY – ‘ Each individual in society experiences opportunities to achieve and flourish which are as good as the opportunities experienced by others’ (CYPW Level 3 – Penny Tassoni).It’s a framework which allows opportunity, access, contribution and participation that is fair and inclusive.

• INCLUSION – ‘ A process of identifying, understanding and breaking down barriers to participation and belonging’ (CYPW Level 3 – Penny Tassoni).It’s about ensuring people are engaged and belong – an approach which focuses on enabling individuals.

1.2/1.3/ 2.1 Discrimination is a significant barrier to inclusion, as is prejudice. Prejudice is ‘a judgement or opinion, often negative, of a person or group, made without careful consideration of accurate information, which may lead to the view that some people are inferior to other human beings, and of less worth or significance’ (CYPW Level 3 – Penny Tassoni).

Prejudice arises when the differences between people become a source of suspicion and antagonism. Usually prejudice arises when people make assumptions; some common assumptions amongst some individuals can be for example that:

• women are less capable than men

• some religious, cultural or social groups are more superior than others

• individuals or families that differ from the usual expectations are not normal

• people with different skin colour, gender, abilities, sexuality or appearance are in some way inferior

These assumptions often have no basis and can have many negative effects. When children experience prejudice such as this their self-image, self-esteem and self-confidence can be badly damaged

Potential effects on individual

Lack of confidence

Poor self worth, self- image- can continue into

adolescence/ adulthood

.

It is quite common for people to make these assumptions without consciously doing it, for example, we often assume that men are stronger and more able than women. This is why it is important that when we are working with children we think about what we say before we say it, and we give all children the same chances and opportunities regardless of gender, race or ability.

It is hard to believe but even very young children can experience discrimination as a result of the colour of their skin, their family’s way of life, a disability, their gender, and their social background.

This type of discrimination is harmful for children because it can lead to them being denied the advantages experienced by others, and this would cause them to be less likely to fulfil their potential. It could also mean that they do not progress and experience success in their lives, the detrimental effects of the discrimination on their self-confidence could cause them to be less motivated. It could mean too, that they are excluded from certain roles in life.

All of these effects of discrimination could mean that the potential of the individual being discriminated against would not be reached.In terms of the wider community the potential effects of discrimination can lead to prejudice and discrimination with inequalities embedded into society from stereotypical views.

It is vital that we support inclusion in all childcare settings, there is no place for discrimination or prejudice anywhere, but there is especially no place for it within these settings. In order to support inclusion we need to be able to identify the possible barriers to it and work together to break these barriers down. When we take steps to promote positive attitudes to diversity, children and parents feel that their needs are being met, and that they are an appreciated and valued member of the group, and this promotes inclusion. By promoting inclusion we offer the same opportunities to achieve to all children, and when we openly invite all parents to participate we develop a setting that is diverse, and this can only be a good thing for the children.

There are a number of codes of practice and legislation which relates to equality, diversity and discrimination which apply to working in a childcare setting. The DDA act (1995) is about breaking down barriers to ensure that those with disability have equal access to services such as childcare. This means that in the setting those with disabilities are welcomed – for example for a child in a wheelchair – the environment would be adapted to make sure the child’s needs could be met- that exits/ entrances allow for easy access and that resources meet the individual child’s needs- such as having an adjustable table to accommodate the wheelchair.

The Race Relations Act ( 2000) highlights the duty to promote good relationships between different races whilst the Equality Act 2010 list the legal obligations of public bodies to ensure equal opportunities for everyone. This means that within the setting the rights of all children/ young people are protected and the focus is on helping to promote the self-identity and good relationships through the participation of all regardless of disability, gender, race, religion with high expectations of all children.

3.3 How to challenge discrimination in a way that promotes change
Why do we need to challenge discrimination? We need to protect children/ young people from discrimination. One of the most difficult things to do is to challenge discrimination since doing nothing is actually acquiescing in the behaviour of the discriminator and if as child is experiencing it if we do nothing they may think this sort of behaviour is ‘ normal’.
Challenge immediately if you can.
The temptation can be not to say anything or do anything there and then but that might suggest to others that the negative behaviour is okay. If at all possible it is best to challenge it immediately – this can be done by explaining why you think the behaviour is discriminatory and the potential effects it can have on a group or an individual . I would then suggest ways of ensuring anti- discriminatory practice to model the desired practice.
If it was a colleague I would ask them questions like, “Why would you say that?” “What evidence do you have for that assertion?” If I wasn’t what is being said I would seek get clarification.
I would try to get the other person(s) to stop and reflect on the implications of what they are saying, to try to get them to consider their statement from the perspective of another .If a minority person heard you say that, how would they react?” or “If someone said that about you, how would you feel?”
I would also challenge the basis of the suppositions and discover whether there is any factual accuracy or whether it is merely a stereotypical, discriminatory statement. I may also use reflection to reflect back to the individual(s) what is being said::“I accept that is how you think, but I find it unacceptable, discriminatory” Not to challenge is not an option as it is accepting and colluding with discrimination.
If I had concerns about discrimination I would talk to my line manager- I know that any racist incidents have to be reported to the local authority on a monthly basis.
References
Supporting Teaching and Learning in Schools
Level 3 Diploma Children and Young People 's Workforce (Early Learning and Childcare) Candidate Handbook (Level 3 Diploma for the Children and Young People 's Workforce www.equalanddiverse.co.uk Equality Commision

----------------------- INDIVIDUAL

Denied opportunities

Confusion with regard to own identity

References: Supporting Teaching and Learning in Schools Level 3 Diploma Children and Young People 's Workforce (Early Learning and Childcare) Candidate Handbook (Level 3 Diploma for the Children and Young People 's Workforce www.equalanddiverse.co.uk Equality Commision ----------------------- INDIVIDUAL Denied opportunities Confusion with regard to own identity