Understand the implications of equalities legislation for working with children, young people and families
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The Act came into force in 2010 to protect everyone, including and young people, from discrimination and to advance equality and for all. It protects people against , harassment and victimisation in relation to housing, education, the provision of services, work and other areas of life.
Which three of these activities best demonstrate good practice in promoting equality?
Arfana has a skin condition and can’t join in a face-painting activity. Practitioner Frances gives her a picture book to read instead.
Simon, 5, has a lisp. The other children make fun of him. Practitioner Sukhdeep tells a story at circle time about his own childhood lisp and how others’ comments made him feel.
Fedir’s family have arrived from Ukraine and speak little English. Practitioner Esther teaches the class to say ‘hello’ and ‘welcome’ in Ukrainian as part of Fedir’s first day.
A group are pretending to make tea in the role-play area. Jaya gets the saucepan to make her tea like her mother does at home. Practitioner Jan swaps it for a kettle like the other children are using.
Taneka has a muscular condition which means she has trouble making fine hand movements. Practitioner Carys provides her with special large paintbrushes for a painting activity.
Making Justin, 4, eat the food at a Chinese food tasting activity, even though he doesn’t like it.
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Advancing of opportunity includes taking measures to: - Remove or minimise associated with a protected characteristic - Taking steps to meet the of individuals who share a protected (where these are different to others) - Encouraging people who share a protected characteristic to in public life or other activities where the participation by that group is disproportionately
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