Unit 10 diversity, equality and inclusion in the early years
P1- Outline the role of legislation and regulatory frameworks to counter discrimination and ensure equality in early years practice.
Legislation plays an important role in giving individuals rights to equality and protecting them from unfair discrimination, some laws deal with the rights of particular groups such as those with disabilities others such as the Children’s Act. The purpose of these key pieces of legislation are as follows,
The Children’s Act 1989
This act states that the child’s needs are paramount. When planning for and delivering support, early years services must take in to account the child’s background and experience including their race, culture and language, services must also promote well-being and racial identity.
Equality Act 2010
The equality act combines nine equality laws, it sets out legal responsibilities of public bodies, including early years services and schools to provide equal quality for everyone, it also states that every person whatever their background, race, age, culture, gender, faith or additional needs must be treated fairly.
Human Rights Act 1998
It sets out the rights of all individuals and allows them to take action against authorities when their rights have been affected.
Race Relations (Amendment) act 2000
This act outlines the duty of all organizations to promote good relationships between people from different races.
Children’s Act 2004
The Children’s Act 2004 introduces additional obligations for childcare services but the principles of equality still remain the same as the act set in 1989.
Disability Discrimination Act 2005
This act places a duty on schools to produce a disability equality scheme and an access plan. This means schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination.
P2- Explain why diversity should be valued in early years settings.
Diversity means everyone is unique and some children will be different to others this will be their, gender, age, race, physical abilities, region, family backgrounds. Not all children understand that everyone is different to others therefore may think or say things like this, “She cant play trucks, she’s a girl”
“Why are Lennys eyes funny”
“My nans old she cant do that”
young children may say these types of things about differences as they have not learnt or don’t understand how to value or respect others. Some children may not be taught by their parents or group up to learn about differences, so therefore will need to be taught and learn when they go to an early years setting. As an adult who spends time each day with young children, you can be a leader in highlighting diversity in a positive way. It takes no special training or materials, and it isn't something you must squeeze into an already "bursting at the seams" schedule. If you are willing to accept the challenge; believe you can make a difference; and consider your personal biases and way sin which you can change what you do and say, roll up your sleeves and get ready to begin! Do Children See Differences?
Children are around two or three when they begin to notice physical differences among people—some are short and others tall, some have blue eyes and others have brown, and some have dark skin while others have light skin. They notice hair—some straight, some short, some long, and some have none at all. (A few years ago, my three-year-old neighbor asked my balding father, "Where is all your hair, anyway?") The way in which children deal with and interpret what they observe as different is affected by a variety of influences. These influences include what they see and hear in their homes, at school, and in their neighborhoods; what they view in the media; and what they are told by friends, relatives, neighbors, and teachers. We have all heard comments similar to...
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