Unit equally and fairly. The United Kingdom is

Unit 1- TMA 4ASSIGNMENT FOUR4.1         Explain theroles and responsibilities of the home-based child carer in supportingequality, diversity and inclusive practice.Equalitybasically means equal concern BUT NOT THE SAME. Childrenshould be allowed to play and be valued part of the setting regardless of theirgender, age, family setup, ability culture or ethnic origin. In order to dothis, we need to treat the equally and fairly. The United Kingdom is full ofdiversity; this means accepting that people can be different because of race,culture, religion and belief or sexual orientation.Andlast but not the least, inclusion.

Practitioners need to not only know thesewords’ meanings but also put them into practice. To fully meet theirobligations for inclusion within the setting, it is important that childrenfeel welcome and accepted, that they are understood and that they feel theybelong.Toround these up, in order to promote these (equality, diversity and inclusion)effectively, practitioners need to know how to:·       value culturaldiversity and respect differences between families·       ensure children have accessto individual support·       have awareness of differentreligions·       promote sense ofbelonging·       avoid stereotypes·       include children withdisabilities and providesupport when necessary·       be aware of the differentgender roles and promote alternatives to the traditional roles·       work as a team and help to supportand promote equal rightsPractitionersneed to show due regard for the diverse needs of all children with equalconcern. Those dedicated to serving children and families effectively areconfronted with an increasingly multi-cultural population embracing: socialclass, gender, family status, people with disabilities, gay and lesbian infamilies, ethnic minorities, non-English speakers, religious minorities andmany others.

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But it’s not the differences that causes problems, rather, how peoplereact. Everyone is affected, but for those of us who are practitioners inchildcare, it is especially vital to have understanding of its impact on thelives of many parents and their children.Thejourney is not easy, it is one that requires practitioners to criticallyreflect on and review practice regularly and to recognise that the task is tonurture and cherish all children. To do this meaningfully and effectively, itis important to know that it is the children themselves that must be valued andrespected.To beauthentic in this work, practitioners need to be well informed about eachindividual child, about their capabilities and skills, their interests, theirculture and their background. Self-evaluationfor practitioners should be on going throughout their learning experience inchildcare; they have to exercise an open mind for:ü  improving knowledge andunderstanding of diversity, equality and inclusion issues,ü  challenging one’s ownthinking, assisting critical reflection and developing a new thinking,ü  developing ideas totackle discriminatory or difficult issues that arise in practice,ü  gaining new skills tosupport all levels of work on equality and diversity issues, andü  creating effectivepolicies and procedures on equality and diversity.

Childcarepractitioners need the skill to:ü  Empower children to standup to discriminationü  Support the home cultureof the childü  Create a setting whichreflects and includes all children in the settingü   Recognise negative attitudes when they ariseand develop ways to change themü  Reflect on everything thechildren experience in the setting to identify any biasü  Ensure that routineactivities offer opportunities to reflect diversity of background, religion,skin colour, family structures, language, culture or disability in a positiveway that will help all become aware of and respectful of differences.4.2         Evaluate theimpact of own attitudes, values and behaviour when supporting equality,diversity and inclusive practice. Very youngchildren are easily influenced by societal attitudes and behaviours. Researchreveals children as young as 3 years display signs of prejudice and negativeattitudes towards difference. From the earliest years of their interaction withthe wider world, children need to develop understanding, skills and outlookneeded to ensure that no matter where you’re from, you become truly inclusive. Your settinghas to show that it is a place where difference is valued, where diverse groupsinteract and where this interaction is underpinned by equality, human rights,understanding and mutual respect.

 Children noticedifferences and similarities as part of their growth or natural developmentalprocess and assimilate positive and negative, spoken and unspoken messagesabout difference. Children learn and have their views reinforced by attitudesexperienced primarily through relationships with adults. We have a legalduty to protect the rights of the children in our care. It is important that weexamine our own attitudes and values critically; to consider how these mayimpact on the way we work with children. Personalprejudices, which may lead to discriminatory practice, can be overcome throughdeveloping a greater understanding of diverse groups in society. We shouldnever make assumptions about children and young people.

Finding out about theirbackgrounds, interests and individual needs will help provide more effective,appropriate and personalised support. When supportingequality, diversity and inclusive practice, we promote anti-discriminatorypractice, which means you become a good role model for the children. When youlisten to and involve children and young people in the delivery of service,they learn from you effective communication, you are instilling importance oflistening and also the sense of belonging. With this as well, you create apositive environment for them.  On the otherhand, your good attitude towards inclusion will mean that: Ø Barriersare removed or minimised – the environment is adapted, and personalised supportand resources are provided.Ø Childrenare educated alongside their peers and not segregatedØ Theyare given and use their ‘voice’ – that is their own views and opinions arelistened to and valued.

Ø Thereare clear policies and procedures – reviewed regularly. Children beginto make a jump in terms of language at a very young age. They will begin to pick up on tone of voice, when touse certain words and how to convey their meaning, that’s why it is importantto watch what you say.

 It is very important to modelpositive behaviours, during the early years, children are especially vulnerableto adult modelling, they imitate without the concept of why. It is essentialthat we use polite words like ‘please’ or ‘thank you’ and speak kindly to thosearound us and also teach them when and where certain behaviours are appropriateand where they are not.  

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