Unit practitioners need to know how to: ·

Unit 1
– TMA 4

ASSIGNMENT FOUR

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4.1         Explain the
roles and responsibilities of the home-based child carer in supporting
equality, diversity and inclusive practice.

Equality
basically means equal concern BUT NOT THE SAME. Children
should be allowed to play and be valued part of the setting regardless of their
gender, age, family setup, ability culture or ethnic origin. In order to do
this, we need to treat the equally and fairly. The United Kingdom is full of
diversity; this means accepting that people can be different because of race,
culture, religion and belief or sexual orientation.

And
last but not the least, inclusion. Practitioners need to not only know these
words’ meanings but also put them into practice. To fully meet their
obligations for inclusion within the setting, it is important that children
feel welcome and accepted, that they are understood and that they feel they
belong.

To
round these up, in order to promote these (equality, diversity and inclusion)
effectively, practitioners need to know how to:

·       value cultural
diversity and respect differences between families

·       ensure children have access
to individual support

·       have awareness of different
religions

·       promote sense of
belonging

·       avoid stereotypes

·       include children with
disabilities and provide
support when necessary

·       be aware of the different
gender roles and promote alternatives to the traditional roles

·       work as a team and help to support
and promote equal rights

Practitioners
need to show due regard for the diverse needs of all children with equal
concern. Those dedicated to serving children and families effectively are
confronted with an increasingly multi-cultural population embracing: social
class, gender, family status, people with disabilities, gay and lesbian in
families, ethnic minorities, non-English speakers, religious minorities and
many others. But it’s not the differences that causes problems, rather, how people
react. Everyone is affected, but for those of us who are practitioners in
childcare, it is especially vital to have understanding of its impact on the
lives of many parents and their children.

The
journey is not easy, it is one that requires practitioners to critically
reflect on and review practice regularly and to recognise that the task is to
nurture and cherish all children. To do this meaningfully and effectively, it
is important to know that it is the children themselves that must be valued and
respected.

To be
authentic in this work, practitioners need to be well informed about each
individual child, about their capabilities and skills, their interests, their
culture and their background.

Self-evaluation
for practitioners should be on going throughout their learning experience in
childcare; they have to exercise an open mind for:

ü  improving knowledge and
understanding of diversity, equality and inclusion issues,

ü  challenging one’s own
thinking, assisting critical reflection and developing a new thinking,

ü  developing ideas to
tackle discriminatory or difficult issues that arise in practice,

ü  gaining new skills to
support all levels of work on equality and diversity issues, and

ü  creating effective
policies and procedures on equality and diversity.

Childcare
practitioners need the skill to:

ü  Empower children to stand
up to discrimination

ü  Support the home culture
of the child

ü  Create a setting which
reflects and includes all children in the setting

ü   Recognise negative attitudes when they arise
and develop ways to change them

ü  Reflect on everything the
children experience in the setting to identify any bias

ü  Ensure that routine
activities offer opportunities to reflect diversity of background, religion,
skin colour, family structures, language, culture or disability in a positive
way that will help all become aware of and respectful of differences.

4.2         Evaluate the
impact of own attitudes, values and behaviour when supporting equality,
diversity and inclusive practice.

 

Very young
children are easily influenced by societal attitudes and behaviours. Research
reveals children as young as 3 years display signs of prejudice and negative
attitudes towards difference. From the earliest years of their interaction with
the wider world, children need to develop understanding, skills and outlook
needed to ensure that no matter where you’re from, you become truly inclusive.

 

Your setting
has to show that it is a place where difference is valued, where diverse groups
interact and where this interaction is underpinned by equality, human rights,
understanding and mutual respect.

 

Children notice
differences and similarities as part of their growth or natural developmental
process and assimilate positive and negative, spoken and unspoken messages
about difference. Children learn and have their views reinforced by attitudes
experienced primarily through relationships with adults.

 

We have a legal
duty to protect the rights of the children in our care. It is important that we
examine our own attitudes and values critically; to consider how these may
impact on the way we work with children.

 

Personal
prejudices, which may lead to discriminatory practice, can be overcome through
developing a greater understanding of diverse groups in society. We should
never make assumptions about children and young people. Finding out about their
backgrounds, interests and individual needs will help provide more effective,
appropriate and personalised support.

 

When supporting
equality, diversity and inclusive practice, we promote anti-discriminatory
practice, which means you become a good role model for the children. When you
listen to and involve children and young people in the delivery of service,
they learn from you effective communication, you are instilling importance of
listening and also the sense of belonging. With this as well, you create a
positive environment for them.

 

On the other
hand, your good attitude towards inclusion will mean that:

 

Ø 
Barriers
are removed or minimised – the environment is adapted, and personalised support
and resources are provided.

Ø 
Children
are educated alongside their peers and not segregated

Ø 
They
are given and use their ‘voice’ – that is their own views and opinions are
listened to and valued.

Ø 
There
are clear policies and procedures – reviewed regularly.

 

Children begin
to make a jump in terms of language at a very young age. They will begin to pick up on tone of voice, when to
use certain words and how to convey their meaning, that’s why it is important
to watch what you say.

 

It is very important to model
positive behaviours, during the early years, children are especially vulnerable
to adult modelling, they imitate without the concept of why. It is essential
that we use polite words like ‘please’ or ‘thank you’ and speak kindly to those
around us and also teach them when and where certain behaviours are appropriate
and where they are not.

 

 

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