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1.1 Explain The Importance Of The Environment For Promoting Equality And Diversity

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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.
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Dress, racial culture ethnic identity region and faith. A practitioner should be a positive role model by providing non stereotyping issues for children in role play and ensuring that children are having a positive experience in the setting by encouraging boys as well as girls in the role play. Practitioners ensure to provide an anti-discrimination practice for all children and families respect and value their diversity to ensure each family have access to equal opportunities of activities and resources in the setting. Celebrate festivals from different diverse to develop similarities between individuals e.g. celebrate Black History Month, ‘Eid, Christmas, Easter, Diwali etc. Provide books that reflect verity of cultures which is an important part in children’s language development hand’s surprise, goldilocks etc. introduce different traditional food and or arrange cookery activities using recipes from different cultures Italian pasta, chines noodle

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Allow space: This will enable children to be able to roam around and allow them to feel empowered. Open plan settings will allow the children to decide what they want to play Be flexible with the activities provided: To be an inclusive practitioner, you should be able to adapt the games and activities played within your work place to ensure all children are able to take part and don 't feel like an outsider within their own community For example: Child A who is deaf should have nurses and teachers communicating with them through the use of Makaton and PECS. to allow them to Chose the songs and nursery rhymes they like along with Child

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The EYFS aims to ensure that anyone working with children birth to five years provide: • Quality and consistency: - in all early year’s settings every child makes good progress and no child gets left behind. • A secure foundation: -

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Acknowledge and draw on parental knowledge and expertice in relation to their child. Focus on the children 's strengths as well as areas of additional need. Recognise the personal and emotional investment of parents and carers and be aware of their feelings. Ensure that parents and carers understand procedures, are aware of how to access support in preparing their contribution and are given documents to be discussed well before the meeting. Respect the validity of differing perspectives and seek constructive ways of reconciling different viewpoints.

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Some strategies that can be used to enrich children’s understanding and respect for cultural identities within the services community may include: - • providing activities and opportunities that engage other cultures These activities could be a culture celebration for a day or week such as Chinese New Year, St Patrick’s Day, Christmas etc., where the children could come dressed up as something that represents that particular culture i.e. dragon, leppricon, Noah etc. and play games that originated from that culture, do drawings of things found in that culture or read books at story time that give information and embraces the culture. • engaging parents and families to discuss cultural practices.

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When working with children you should not demonstrate anti-discriminatory practice. It’s important that all practitioners work in a fair and inclusive way and ensure that all children have equal opportunities within the setting. Promoting equality within the setting will allow them to develop a self-esteem and become confident in life. They will also feel valued by people and respected even if they are different to others.

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Integrated working is where everyone supporting children, young people and families works together effectively to put them at the centre, meet their needs and improve their lives. Integrated working is at the centre of making a real difference to the lives of children, young people and their families and it is a central, key part of the Every Child Matters agenda and the One Children’s Workforce Framework. It involves everyone who works with children and young people, whether employed, self-employed or voluntary and it is important that we contact and utilise other professionals to help to gather all available information and expertise to fulfil the child’s needs and to meet the Every Child Matters outcomes. By working together with different sectors, professionals and agencies we can help improve the outcomes for children in their development and learning. If everyone involved in the child's care can share key information about the child such as their likes and dislikes, developmental stages and additional needs, it means that the child will have more consistency and feel more included and provided for at each setting.

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-This is because culture is an important part of a child’s identity therefore enabling children to feel a healthy sense of who they are in relation to their culture. If you have understanding and respect for their culture you can help promote their beliefs and attitudes towards themselves in accepting their own culture as ok, respecting their culture and experiencing it as making a positive contribution to our community (Department of Education, Employment and Workplace Relations, 2010, p. 21). -it will assist in building strong partnerships with families based on trust where they feel they belong and contribute to the early childhood community and beyond too- this will empower them in their parenting and help them feel at ease with the type

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Some strategies used to enrich children’s understanding and respect for different cultural identities include: • Develop and implement culturally relevant and enriching programs that will foster children’s interests and curiosity of others • Build strong, respectful relationships with children and families to support the exchange of knowledge of each other’s cultural backgrounds and increase our understandings • Model respectful and positive interactions • Encourage and celebrate children’s positive interactions with people who are different from them • Acknowledge and discuss similarities and differences between people and cultures to build children’s understanding of others and themselves • Celebrate and discuss the benefits of diversity

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Culture includes many things such as language, cuisine, dress, beliefs, ways of living, histories, traditions, customs, religion and lifestyle choices. Culture is part of who we are as an individual and who we are within the community. Culture adds to a sense of belonging which is underpinned throughout the Early Years Learning Framework. As an educator we need to respect a child’s culture as this is where they begin their sense of belonging within the world (Outcome 1- children have a strong sense of identity: children develop knowledgeable and self confident identities EYLF) Respect for diversity is also one of the principles within the Early Years Learning Framework (pg 13 EYLF).

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I am undertaking my early inclusion practicum with Coburg Special Development School for a period of 10 days. Coburg Special Development School is a dynamic special development school situated in the Northern Western Region of Melbourne, and caters for families from the northern and western suburbs, from a range of socio-economic and ethnic background. Students attending the school generally reside within the school designated transport area. The school currently caters for 60 students age 5 to 18 years old with a primary diagnosis of developmental delay or intellectual disability. The school employs 30 experienced staff working directly with children and families, which includes the speech and occupational therapists to support the students

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It broadened my perspective and awareness of the importance of being open to, learning about, being sensitive to, recognizing and celebrating, where possible, the holiday customs and traditions of children and families. This course I learned that culture is more than race or ethnicity or more than artifacts, but in a way it is more dynamic and complex. Cultural groups and cultural identity are based on the influences by many different conditions and circumstances. The sense of identity, knowledge, understanding, ability, skills and children 's relationships change during

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We create a positive and secure environment, working to ensure all children feel safe, appreciated and important. We do this by being inclusive, treating each child as an individual and promoting mutual respect. One of the most natural factors of being an Early Years Practitioner is nurturing the children in our care, this is salient in creating healthy attachments in children. We show this by using positive body language when interacting with children, we show them we are interested to help develop their sense of attachment and security. We are sensitive and attend to their needs, children

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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

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Introduction In early childhood education, it is important for teachers to always consider and understand children and the families’ needs. Early childhood teachers cannot only work with their colleagues to face children and the families’ needs but also need to work with multi-disciplinary to collaborate the ideas with each other and discuss the best outcome for the children and the families in early childhood education setting together. So, the more explanation about the multi-disciplinary team is that teachers with different professionals such as psychologists, child social worker, police, adult social worker, health visitor or court working together to provide different services and support for children and the families’ needs. They are diverse professional groups who work together in order to collaborate, reflect, access and support children’s development, health and learning and also families' needs.

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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.

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