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
All children have right to equality and to have equal opportunities to learn and develop. Children need to feel valued and to be protected from discrimination. I believe it is very important to raise awareness in children at a very early age and childcare providers have a huge role in forbidding discrimination in a setting in case it may occur as children as young as three may already have a bias and prejudgments. An ECCE educator can always act as a role model and has to always show anti-discriminatory behavior and can encourage her class to develop a positive attitude to the differences, such as gender, ethnicity1, culture, religion, language, sexual orientation, age, ability, disability and social circumstances. When a child care practitioner values anti-discriminatory practice, she also will support the children to achieve: -Better self-esteem -Better confidence to start something new, unknown -Affirming individual and group identities -Strengthens the child’s connection to his family and background -Cater for different traditions,
10, 2013). The philosophy and the mission of an inclusive school provide a strong foundation and confidence for practitioners to go further in advocating for every child’s right. Providing equal opportunity does not mean treating everyone the same, but rather giving every child the right to a broad and balanced curriculum with high expectation of their success. Inclusive practice involves the whole teaching community coming together to agree, identify and understand the barriers that exist so that planning for inclusion and intervention strategies can be put into place. Aside from building positive relationships with and for children, Connolly et al.
My role in promoting diversity is to represent the face and voice of youth in urban as well as rural communities. This role is an opportunity to give hope to those I serve to learn and grow. My goal is to do whatever it takes to ensure all children no matter what their race, socio-economic status or culture, receive a quality education. In some instances, my role in promoting diversity is canceling stereotypes people may have of women, minorities and/or young professionals. It is my goal to challenge the mindsets of educators and coach them through becoming aware of their biases to serve students
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
First, it requires that we need to make sure that all learners should participate fully in the life and work of mainstream setting. Second, it conveys a continuing progression of breaking down hurdles to learning and participation for all children and young people. Third, it suggests a right to fit in the mainstream or a joint undertaking by all the segments of the society and to eliminate discrimination and to work toward equal opportunities for all learners of education. Hence, Ozoji (2005) defined inclusive model of education as an education approach or program carefully planned to educate learners with sundry needs within the mainstream or school, irrespective of their weaknesses 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.
Health and Family Life Education (HFLE) is a comprehensive life-skills based program which focuses on the development of the whole resilient person. It enhances the potential of young persons to become productive and contributing adults to society It fosters the development of the knowledge, skills and attitudes that make for healthy family life. It provides opportunities to demonstrate sound health related knowledge, attitudes and practices. It increases the ability to practice responsible decision making about social and sexual behavior. It aims to increase the awareness of children and youths of the fact that the choices they make in everyday life profoundly influence their health and personal development in (King-Cameron, 2017).
Being creative enables the children in early years to make connections between one are of learning and another and to extend their understanding” (QCa 2000b:116). Providing a rich and varied contexts for children to acquire develop and apply a broad range of knowledge, understanding and skills. The curriculum should enable pupils to think creatively and critically to solve problems and to make a difference for the better. It should allow the children the opportunity to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens. It should enable children to respond positively to opportunities, challenges and responsibilities to make changes and to cope with change and adversity (QCA 1999:11-12).
It is all about proud about families and themselves, justice, the knowledge that when human being together can make difference, voice out the rights and each of the child have equal opportunity. As the world now is dominant by different culture families. Thus, implication for implementing anti-bias education is a must. Regarding to the discussion above, it is clear that early childhood educators need more training opportunities, anti-bias knowledge and skills that meet the needs of early childhood education for anti-bias education. For example the workshop or symposium that related to anti-bias programs.
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.
It is a document that all practitioners working to safeguard children should understand fully, and it provides statutory guidance and non-statutory practice guidance on how organisations and practitioners should work together to achieve this, in accordance with the Children Acts of 1989 and 2004. Working to Safeguard Children applies to anyone who works in education, health and social services, and is relevant to all those working with children and their families in the statutory, independent and voluntary sectors. The document summarises the nature and impact of child abuse and neglect and explains how to ensure best practice in child protection procedure. It also identifies the roles and responsibilities of different agencies and practitioners, and the role of Local Safeguarding Children Boards (LSCB’s.) It outlines the process that should be followed when there are concerns about a child, and the action to be taken to safeguard and promote the welfare of the child experiencing, or at risk of, significant harm.
All effective practitioners reflect to ensure that they are providing a high standard practice to ensure that children are provided with the chance/opportunity to strive for the best education (achieve their best). Reflecting on your own practice could be beneficial to a practitioner within the setting as they would be developing a clearer vision in thinking creatively as a skill and also the practitioner would be able to get a better understanding of others in the setting. By having a more clear understanding on the children you are working with in the setting would also enable practitioners to meet the individual needs of the children and make adjustments to activities if needed or provide the children with an individual educational plan
In today’s education world, children are coming to our schools with different family, racial, ethnic, and religious upbringings; therefore, as an educational leader I will have to demonstrate an appreciation to all the diversity within our school community. I will have to plan and develop policies and procedures that support our diverse family. As a leader, I will have to research the different cultures that will exist within my school in order to treat everyone fairly, equitably, and with dignity and respect. According to ISLCC standard 6 the administrator should ensure the environment in which schools operate is influenced on behalf of students and their families. As a leader, he/she should know how to communicate with the decision makers as well as with the families of the students, and his/her faculty and staff.
Childrens Act 2004 The Childrenâ€TMs Act was put together to ensure that all organisations involved with children should work together to ensure the children have the correct support needed. The vision was to create a joined-up system of health, family support, childcare and education services so that all children get the best start possible. Through the range of measures brought in under the Every Child Matters, organisations providing services to children, such as schools, hospitals and the police, work together and share information, so that all children have the support they need to â€¢ stay safe â€¢ be healthy â€¢ enjoy and achieve â€¢ Achieve economic well being â€¢ Make a positive contribution. The Childrenâ€TMs Act 2004 has five main