Anti-discriminatory practice is to help support all work with children, young people and their families. It is important that settings promote anti-discriminatory practice by offering equality of opportunity and being inclusive to all children who attend the setting. Anti-discriminatory practice is also all about the implementation of the work settings equal opportunities policy in all aspects of the setting such as the curriculum which members of staff have to follow in order to plan, deliver and evaluate daily. It is important that members of staff in a work setting make sure that each individual child has an opportunity to take part and participate in all activities whether it is indoors or outdoors in order to achieve their learning potential of what is expected of them according to their age development. It is important that when working with children all members of staff and practitioners must have a
The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of
All humans deserve respect and the same equal opportunities no matter of their heritages, values, and customs. It’s critical to have respect for everyone, especially when working within different cultures. As a social worker, you need to be fair and impartial with your
How would you define diversity? The description of diversity is the perceptive that each individual is unique and also the individual can be expected in different categories. These can be along the element of race, ethnicity, gender, sexual orientation, age, socio-economic status, physical abilities, religious beliefs, or other ideologies. It is the travelling around of these differences in a safe, affirmative and fostering environment. Diversity is all about on understanding each other and moving ahead of simple tolerance to support and celebrating the well-off dimensions of diversity limited within each individual.
Listening to children The UN Convention on the Rights of the Child shows a child’s right to his or her own views in all matters and the right to the freedom of expression. This includes the right to receive and be part of information about themselves. All people around children need to make sure that rights are upheld and matters affecting children are looked after. Children can experience worries at home, at school or with their peers and children need to talk about their issues. Parents, professionals and practitioners need to pay attention not only to what children say, but also what they are saying.
However, conformity results in a similar educational track for all students. Schools should fully support individuality and give students a choice of what classes they would like to take. Full support of individuality can be accomplished by removing mandatory classes that can be repetitive such as the mathematical classes of Algebra. Other
All practitioners must provide an inclusive environment that promote diversity. Inclusive practice is important in early years setting for all children whether, disabilities or learning difficulties have the right to have meet their needs met, also the EYFS frame work makes it clear to ensure that diversity of individuals is valued and respected and no child or family is discriminated again of ethnicity, culture, or religion, home language, background, learning difficulties, or disabilities also practitioners ensure that every child is unique who is learning and is capable, confidant and self-assured, children learn to be strong and independent through positive relationships and also children learn and develop in safe environment. The roles
When designing a curriculum or interacting, this sensitive issue needs to be considered carefully as to not offend or exclude a child or family of Indigenous background. It is important to provide a child care environment which is free from bias and prejudice in which children learn the principles of fairness and respect for the uniqueness of each person. Educators must value differences in backgrounds, culture and abilities by actively seeking information from children, families and the community, about their cultural traditions, customs and beliefs, use resources that reflect the diversity. Educators are a role model and treat all children equally and encourage them to treat each other with respect and
They reflected and critique, but with intentions of learning and acquiring the best possible solutions of ensuring equity in service support and inclusion of all children. Brabeck, (2003) proposes that it’s from such ways that professionals learn to work together to meet the needs of children and youth, when they are drawn into partnership and effective communication among themselves. Therefore, in the context of reflection, the present study illuminates that critical reflection is part of interprofessional collaboration, it requires strong values of being interprofessional with strong commitments, time, trust and openness to address complex issues that may affect the main goal of providing equity services in an inclusive school. Informal networks and communication Even though the professionals stressed the importance of formal communication as process to effect the practice of inter-professional collaboration, likewise they hailed the impact of informal meetings as well. They consistently expressed about how they informally communicated to find better ways of addressing every child’s needs in the school.
The most important current legislation and regulation in UK are Childrenâ€TMs Act 2004, Childrenâ€TMs Act 2006 and Lord Lamingâ€TMs report. It means that all professionals and everyone who is care of children and young people must be aware of the legal aspects. It also gives guidelines to schools and agencies how to deal with problems and issues relating to children. Childrenâ€TMs Act 2004 â€“ it was established to offer legal groundwork to the Every Child Matters document for the care and support of children. These include for example: children should be healthy, be safe in their environments, to make positive contribution to the society or be supported to enjoy life.
Means all children that attend school are given the education that they deserve. Children will be in age appropriate classes and will be supported to learn, contribute and participate in all aspects within school. No child will be left out whatever age, gender, disability or learning needs. Equality Means giving all children the support time and guidance they need so the child can reach their full potential. Its all about understanding the childs individual needs and meeting these needs, putting in intervention strategies to remove the barriers from learning.
As I role model and leader for the children in my setting I demonstrate a positive attitude and behavior towards all the children in my setting. Center for Studies on Inclusive , Armstrong and Moore, (2004). Suggests that “ It is critical that every child is provided with equal opportunities to learn about and experience their culture and that they face no barriers to their learning.” Alongside this statement Every Child Matters Green Paper,(2003) also suggests that “It is also equally important that children are taught the skills that enable them to remain safe and healthy, to achieve everything that they are
Declaration: I hold these truths to be self-evident, that all students are created equal and are given by their Creator the rights of life, liberty, and the pursuit of whatever makes them happy. In order to have control over these rights teachers and parents should understand that us students
The best way to promote anti-discriminatory practice in work with children and young people is to be a good positive role model. A school needs to have high expectations of children and develop their attitudes of self-belief through appropriate challenges. The school should celebrate and value diversity, using PSHE and religious education lessons to make children aware. The school must work to include all children in the main activities in the class where ever possible and encourage the participation of all pupils in the curriculum and school life. Ensure that all pupils are encouraged to achieve to their full potential by affording them appropriate degrees of challenge and support.