Laser Lessons - Lesson

K1 The importance of equality, diversity, and inclusion, and respecting children’s social and cultural context

Case Study 2

You overhear another practitioner telling a group of girls that they should let the boys use the cars and that they should come and play with the dolls and prams.

How might you challenge this discrimination?
How could you do so in a way that will help the other practitioner to change their practice?
What information, advice and support might you need to help you to challenge this discrimination?

It is rare that there is just one way to respond to a scenario or situation, so do not consider that the response you have chosen to this scenario will be judged as right or wrong. Share your scenario with a work colleague and ask them to tell you if they think you have responded appropriately. Ask them to challenge your response if necessary. You do not need to submit this task for assessment unless asked to do so by your assessor.

Table of Contents

Tutorial Video
Reading Materials

Find and read your setting’s policies and procedures on:
‘Inclusive practice and equalities’ from the Birth to 5 Matters website
Laser reading text: ‘Working in ways which support equality, diversity and inclusive practice

Presentation
Good Practice Example
Reading Materials

‘Diverse world’ from the Department for Education’s Help for Early Years Providers
‘Cultural diversity in the early years' webpage on the Community Playthings website

Good Practice Example
Good Practice Example
Reading Materials

Laser reading text: ‘Legislation and codes of practice relating to equality, diversity and inclusive practice’
‘Special educational needs and disability code of practice: 0 to 25 years’ from the Department for Education
‘Disabled Children and the Equality Act 2010 for Early Years’ from the Council for Disabled Children
‘A summary of the UN Convention on the Rights of the Child’ from UNICEF

Interactive Quiz
Evidence Opportunities
Extended Learning

This article ‘Reflecting on Equality, Diversity and Inclusion in the Early Years’ is from the Entrust website. In your role you should be aware of your own thoughts, attitudes and assumptions towards difference and diversity which can influence your behaviour towards the children you work with and their families.
‘Unlimited Potential - the final report of the Commission on Gender Stereotypes in Early Childhood’ from The Fawcett Society sets out how gender expectations significantly limit our children, causing problems such as lower self-esteem in girls and poorer reading skills in boys.
The Early Years Alliance website includes this article on ‘Equality in the early years’ that looks at the importance of addressing stereotypes from an early age.
Click on the link to read ‘Understanding cultural diversity in the early years’ from the Teach Early Years website. Identifying and responding to prejudice in young children is a challenge that requires you to consider carefully your own viewpoints.
‘Laws protecting children's rights’ from the Children’s Rights Alliance for England (CRAE) contains more information about international human rights treaties and domestic laws which protect children’s rights.
The CRAE has also produced a guide on ‘Making the most of the Equality Act 2010.
Although the ‘Equality Guidance for Tower Hamlets Council’ was written before the current EYFS statutory framework came into effect, it contains useful information about ‘Equality and the Law’ and being inclusive in the early years. Use the internet to find any equality, inclusion and diversity guidance from your local authority.
The Parliamentary and Health Service Ombudsman has produced this document the ‘Introduction to the Social and Medical Models of Disability’. It includes how the models are reflected in legislation.
This article from the National Association for Language Development in the Curriculum (NALDIC) is titled ‘Refugee children in the EYFS’. It looks at how settings can include these children and help them to feel safe and secure, develop confidence and promote their language and communication skills.
This UK Government document is on ‘Building Futures: Developing trust: A focus on provision for children from Gypsy, Roma and Traveller backgrounds in the Early Years Foundation Stage’. Research what resources are available in your local area to support your setting to be inclusive for children with all backgrounds.

Extended Learning
Think And Challenge
Think And Challenge