2.4lo1

Unit 2.4 Follow legislation relating to equality, diversity and

inclusive practice

Starter Activity In your groups work together to justify who you are going to save and why !

LO1. Understand how legislation, policies and procedures inform equality, diversity and inclusive practice 1.1, 1.2

Learning outcomes

LO1. Understand how legislation, policies and procedures inform equality, diversity and inclusive practice• Identify legislation, policies and procedures

relating to equality, diversity and inclusive practice

• Explain the roles and responsibilities of the early years practitioner in supporting equality, diversity and inclusive practice

Task

What is the definition of :

1. Equality 2. Diversity 3. Inclusion 4. Discrimination

Use your laminated cards match up activity

Let us consider what is meant by equality, diversity, and inclusive practice.• Equality – treating children with equality ensure that children have equal opportunities within the

setting. This does not mean treating all children the same, as some children will need activities adapted to meet their individual needs.

• Diversity – we live in a diverse society and this needs to be represented within the setting. We are all different and difference should be treated with respect and acceptance.

• Inclusion – everyone has the right to be included. Practitioners will promote an inclusive environment where every child feels valued and respected.

One of the roles and responsibilities of the early years practitioner is to recognise discriminatory practice and so it useful to consider the definition of ‘discrimination’ here.

• Discrimination – this can occur for many reasons. People often feel discriminated against by others because of a difference. Practitioners will promote anti-discriminatory practice and will challenge children and adults who discriminate against others. Discrimination for any reason cannot be tolerated within settings or the wider society.

Definitions

LO1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice 1.1, 1.2

Every setting will have a set of policies and procedures to ensure equality, diversity and inclusive practice including:• Equal opportunities• Inclusion • Medication • Special educational needs• Food and drink• Behaviour• Anti-discriminatory practice.

Write on the sugar paper how your settings meet these requirements?

Policies and procedures

LO1. Understand how legislation, policies and procedures inform equality, diversity and inclusive practice 1.1

• Equal opportunities – this will ensure everyone within the setting is treated equally.

• Inclusion – this will ensure all children are included and able to access the setting and the activities to the best of their ability.

• Medication – settings will have policies about administering non-prescription medication and how they will deal with medication children require due to a condition or long term illness.



Time: 15 Take part in the selection of activities provided

Discuss how your setting provides equal opportunities.Consider:• Are all areas of the setting accessible to all children?• Are stereotypical attitudes challenged?• Do practitioners adapt activities to meet individual needs and

abilities?• If your setting has two sessions does the afternoon session appear

as fresh and exciting as the morning session?• Why is this important?


• Special educational needs – this will show how practitioners will meet the individual needs of any children with special educational needs within the setting. https://www.disabilitymatters.org.uk

• Food and drink – this will identify how any special dietary requirements will be met. Use your paper plate provided to devise a meal to meet the needs of your given child.

• Behaviour – this will explain the expectations and sanctions for behaviour within the setting and will include information for children with behavioural difficulties. What would you do if this happened at nursery? https://www.youtube.com/watch?v=lfxRMpNBi1g

• Anti-discriminatory – this will clearly state how any act of discrimination will not be tolerated and how it will be dealt with. Why might people discriminate against others? https://www.youtube.com/watch?v=ZXTgWk7ca1k



https://www.disabilitymatters.org.uk/

https://www.youtube.com/watch?v=lfxRMpNBi1g

https://www.youtube.com/watch?v=lfxRMpNBi1g

https://www.youtube.com/watch?v=ZXTgWk7ca1k



Learning outcomes

LO1. Understand how legislation, policies and procedures inform equality, diversity and inclusive practice• Identify legislation, policies and procedures

relating to equality, diversity and inclusive practice

• Explain the roles and responsibilities of the early years practitioner in supporting equality, diversity and inclusive practice

Unit 2.4 Follow legislation relating to equality, diversity and inclusive practice

Computer Session

Starter Activity Name this Act ?

1. Identify current Legislation and codes of practice relating to equality diversity and codes of practice

2. Explain current Legislation and codes of practice relating to equality diversity and codes of practice

Legislation and codes of practice are in place to support practitioners to promote equality, diversity and inclusive practice.They include:• Race Relations Act 1976 and 2000• Children Act 1989 and 2004• Disability Discrimination Act 1995• Special Educational Needs and Disability Act 2001• Equality Act 2010.

Current legislation and codes of practice


• All legislation and codes of practice will inform practice.• The legislation and codes of practice give children and families

rights to be treated fairly and with equality.• Each piece of legislation or code of practice will focus on one

specific area for example disability or race.• The Equality Act 2010 was created to bring together, simplify

and further strengthen all previous legislation.

Current legislation and codes of practice


Time: 20 mins

You will be given one of the key pieces of legislation or codes of practice relating to equality and inclusion.You need to create an information sheet to identify the main elements. Consider:• The purpose of the legislation or code of practice• How it informs practice.


LO1. Understand how legislation, policies and procedures inform equality, diversity and inclusive practice [AC 1.2]

Time: 15 mins

Whilst listening to the feedback for each of the pieces of legislation or code of practice, consider:• Your thoughts and views• Your prior knowledge of the legislation or code of practice• The importance of such legislation or code of practice• The impact it has on current practice.• Complete handout


inclusive practice

Starter Activity

What do you see?

Describe how to promote an inclusive environment within a childcare setting Explain how practitioners meet children's dietary requirements

Time: 15 mins http://www.teachers-media.com/videos/enabling-environments#video_title_bar

Design a setting in which promotes an inclusive environment.Consider:• Activities• Equipment• Displays• Role play• Books • Meeting individual needs.• Justify how your setting meets the requirements of the inclusive

environment


http://www.teachers-media.com/videos/enabling-environments#video_title_bar

http://www.teachers-media.com/videos/enabling-environments#video_title_bar

Time: 15 mins

Discuss how individual dietary requirements are met within your setting.Consider:• Allergies and health issues• Preferences, for example vegetarian• Cultural requirements• Roles and responsibilities• Parents’/carers’ wishes.Do you feel children with dietary requirements are made to feel different in your setting or are they fully included?Complete case study


Group activity

In small groups, Research foods from around the world

Produce a recipe book to include a range of regional disses to encourage parents to try new things with their children at home you might want to include Caribbean food, Irish stew, Asian sweets Indian cooking.

Promote a multicultural approach to food provision

• All practitioners have a responsibility to follow the setting’s policies and procedures.

• Every setting will have designated people with specific responsibility within the policies and procedures.

• The head of a setting has overall responsibility and must be informed about any incidents relating to equality, diversity and inclusion.

Roles and responsibilities


Design an information leaflet to give to new members of staff to describe the roles and responsibilities of the early years practitioner in supporting equality, diversity and inclusive practice include:

• What policies and procedures of the setting are and how to work effectively in line with these • What does the practitioner do to value the individual child• How does the practitioner develop and sustain a child centred approach• How to engage actively with the family to appreciate the holistic needs of the child• How to provide an inclusive environment which actively welcomes diversity • How to be a positive role model in promoting equality, diversity and inclusive practice• How to recognise discriminatory practice • To know how, why and when to challenge discrimination• To engage in effective partnership working to enable the child.



Time: 15 mins

How do policies and procedures and roles and responsibilities ensure equality and inclusion within the setting?Consider:• Individual’s rights• Consistent approach• Legislation and codes of practice.


• It is essential that practitioners maintain an inclusive and diverse environment.

• All children have the right to equality of opportunity and must not be discriminated against for any reason.

• Practitioners must plan activities and experiences that take individual needs and preferences in to consideration so that all children can participate to the best of their ability.



Time: 15 mins Complete a reflective account stating

How inclusive are you?Consider:Your ability to include all children in everything you doYour ability to challenge children who are not being inclusiveYour ability to be adaptable and flexible to ensure all children can take part to the best of their abilityYour ability to work with all children equally.

How adaptable and flexible are you when working with children?Consider:• Your ability to change an activity as you go along so that children can achieve to the best of

their ability• Your ability to provide activities and experiences to support all children’s experiences,

backgrounds and family structures• Your ability to join in with children’s imaginary or role play regardless of what they are doing.


Time: 15 mins

Describe how you could involve parents/carers to make the setting reflect the diversity of the local area.Consider: • Food and drink• Stories• Traditions• Songs and rhymes• Role play and the home corner.Complete case studies


Extension activity

Plan your next Teddy Tots session to promote an awareness of different cultures you must include:-• A range of activities to celebrate religious festivals such as

Diwali, Chinese New year Easter. • Use your cook book to devise a food tasting activity (check for

allergies)• Arrange the home corner to include a range of cooking

equipment for example woks, noodles, chopsticks.

Teddy Tots

Summary Policies and procedures inform day-to-day practice. Legislation and codes of practice guide practitioners and inform current

practice. Inclusive practice is a key element of early years practice. Everyone has a role to play in a diverse and inclusive environment. The head of the setting has overall responsibility for maintaining a

diverse and inclusive environment.

Summary: plenary activities1. How will the food and drink policy of the setting ensure an inclusive

environment?2. Describe two elements of a diverse and inclusive environment.3. Who has overall responsibility for diversity and inclusion within the

setting?4. Identify two forms of discrimination that may occur within the setting.5. Name three pieces of legislation relating to equality, diversity and

inclusive practice.


inclusive practice

Starter Activity Lets Play

https://play.kahoot.it/#/k/43a4b692-bf6a-45d2-8cff-2c3bf5dcc24e





Learning outcomesLO2. Be able to use information, advice and support to promote equality, diversity and inclusion

• Access information, advice and support about equality, diversity and inclusion

• Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice

• Practitioners will follow policies and procedures to ensure the setting is diverse, inclusive and treats all children equally.

• Practitioners will need to access information, support and advice to enable them to meet the needs of all children.

• Support will be available from within the setting but practitioners may need to access additional information and this can be obtained from a range of sources.

Information, advice and support

LO2. Be able to use information, advice and support to promote equality, diversity and inclusion [AC 2.1, 2.2]

Information, advice and

support

Colleagues

Manager

EYFS

Books

Magazines and

journals

Internet

Specialists

Parents and carers


Time: 15 mins

Use the books provided to describe how you can use books to find information about an activity to support diversity.Consider:• Children’s storybooks• Non-fiction books• Festivals• Different lifestyles.

• Can you name any other books that you have seen used in the setting?


• Practitioners will work closely with their colleagues and manager and they can all share knowledge and experience to support the provision of a diverse and inclusive environment.

• The internet can provide a wealth of information but reputable sites must be used to seek information, advice and support about equality, diversity and inclusion.


LO2. Be able to use information, advice and support to promote equality, diversity and inclusion 2.1, 2.2

Time: 15 mins

Produce a poster giving detailed information about what, advice and support is available from specialists that can support equality, diversity and inclusion within the setting.Consider:• Children with special educational needs• Children with English as an additional language• Children with different religious backgrounds• Children with behavioural difficulties.Why is it important to access information, advice and support about a child or children when planning for a diverse and inclusive environment?


Practitioners can access a variety of information, advice and support to help with planning for a particular event such as Chinese New Year.They could: • Involve parents/carers to help with food, music and costumes• Use children’s books to show the story of the animals crossing the river• Access templates from the internet for masks of the animal of that year• Use a DVD to show a dramatization of the story• Involve a parent/carer or member of the community to speak to the

children about the traditions and customs around New Year.



Time: 15 mins

Discuss how and why accessing information, advice and support about equality, diversity and inclusion can be used to inform practice.Consider:• Examples from your setting• Individual needs• The children within the setting and the wider community• Practitioners’ own knowledge• Practitioners’ continuing professional development.


Another example of practitioners accessing information, advice and support could be to help them plan for a child with a hearing impairment.They could: • Involve parents/carers to discuss the communication needs of the child• Work with the speech and language therapist to support the child within

the setting• Work with a communication support worker to identify the best method

of communication for the child• Work with the local education authority to access relevant training for all

staff.



Time: 15 mins

When would you need to access information, advice and support about equality, diversity and inclusion and how would it inform your own practice?Consider:• Your own background and experiences• Your knowledge of identified special needs• Your knowledge of a range of religious and cultural

backgrounds• Your knowledge of different family structures.


Time: 15 mins

Describe the importance of accurate information when planning for a diverse and inclusive environment.Consider: • Individual needs • Parents’/carers’ wishes• Respecting and valuing individuals• The reputation of the setting.

LO2. Be able to use information, advice and support to promote equality, diversity and inclusion 2.2

Summary Information, advice and support about equality, diversity and inclusion

is available from a range of sources. Information, advice and support about equality, diversity and inclusion

will ensure practitioners can plan to meet the needs of all children within the setting.

Summary: plenary activities1. Name three sources for information, advice and support about equality,

diversity and inclusion.2. Describe three reasons for seeking information, advice and support

about equality, diversity and inclusion.


inclusive practice

Learning outcomesLO3. Be able to work in ways which support equality, diversity and inclusive practice• Access information advice and support about equality, diversity and

inclusion• Reflect on ways information, advice and support about equality, diversity

and inclusion can be used to inform practice • Identify how to interact with children to meet their individual needs • Analyse the benefits of supporting equality, diversity and inclusive

practice • Evaluate the impact of own attitudes, values and behaviour when

supporting equality, diversity and inclusive practice.

Starter Activity

W h o W a n t s T o B e A

M i l l i o n a i r e ?

E ff e c t i v e C a r i n g

E d i t i o n

LO3. Be able to Use information, advice and support to promote equality,

diversity and inclusion.

In most settings there will be an INCO / SENCO whom you can approach for information or support when working with a child with additional need. It is important that you get to know the strengths and personal expertise of individual members in your staff team; you will often find that they can offer useful support .

Remember that the child’s family can give you further information about individual child’s• Disability • Home language • Special dietary needs• Cultural preferences

Have you seen practitioners in your setting work with parents?

In pairs discuss what your settings do to give advice to parents / carers about equality, diversity and inclusion Write a reflective account making links to the settings equality and diversity and inclusion policy

LO3. Be able to Use information, advice and support to promote equality, diversity and inclusion.

Do you believe your environment is welcoming to children and their families?Do you know how to challenge prejudice? Do you record prejudice related incidents?Do you ensure children’s names are spelt and pronounced correctly?Do you offer children a safe environment in which to explore their own culture and that of their peers?


Produce a reflective account detailing ways information, advice and support about equality, diversity and inclusion can be used to inform practice.

How would you put this into practice?

http://www.teachers-media.com/videos/ks3-ks4-gender-equality-women-and-pay#video_title_bar





• All children are unique.• All children have individual needs.• All children deserve to be respected and valued.

Individual needs

LO3. Be able to work in ways which support equality, diversity and inclusive practice 4.1

• Practitioners must work with all children in a way that makes every child feel valued.

• Practitioners will plan activities and experiences to ensure all individual needs are met and that all children can take part to the best of their ability.

• Practitioners will treat all children with respect and courtesy and be positive role models.

• Complete case studies

Individual needs


• It is important that all practitioners actively listen to children as this will make them feel valued.

• Children will want to share their news with practitioners and no matter how busy a practitioner is or how trivial the information may seem it is important to make time to listen.

• Children will be excited to tell practitioners their news and this could be anything from finding a worm in the garden to having a new baby at home.

• How a practitioner responds to a child can affect their sense of self-worth.

Individual needs

LO3. Be able to work in ways which support equality, diversity and inclusive practice [AC 4.1]

Active listening

Eye contact

Down to the child’s

level

Undivided attention

Stop what you are doing

Respond to the child

Positive body

language

Facial expressions


Time: 15 mins

Reflect on a situation where you have actively listened to a child.Consider:• What the child was telling you• How you reacted• Your use of facial expressions and body language• The effect this had on the child.• Was this a positive or negative experience for the child?


• Some children will have individual needs that mean they will need extra support within the setting and practitioners must interact with them in a way that makes them feel valued.

• They may have learning difficulties and therefore need help on a day-to-day basis.

• They may have a physical impairment which means they need support to access all activities and experiences.

• They may have English as an additional language and may need activities and experiences explained in a different way.

Individual needs


Time: 20 mins

Discuss how you have interacted with children that shows that you value them.Consider:• Individual needs• Planning of activities and experiences• Following children’s wishes and ideas• Involving children in making choices.


A practitioner can show they value all children in a variety of ways including:• Giving all children time to talk and be listened to • Respecting children’s work and play and giving all children

praise and encouragement• Supporting children to achieve to the best of their own ability• Respecting and accepting difference• Being a positive role model.

Individual needs


Time: 15 mins

Discuss the importance interacting with children in a way that makes them feel valued.Consider:• Meeting individual needs• Children’s self-esteem• Children’s self-confidence• Children’s holistic development.


Time: 20 mins

Describe how practitioners can ensure all children feel valued when taking part in a group activity.Consider: • Meeting individual needs • Positive body language• Listening and responding to all children• Valuing children’s input and ideas• Making time for all children.


Summary Practitioners’ interactions with children can help them to feel valued. All children will thrive on positive interactions with adults. Practitioners need to allow time to interact with all children.

Time: 15 mins

How does it make you feel when people think about you and include you?Consider:• Being included in plans for a night out• Being made to feel like a part of the team at your setting• Being asked your opinion• Being included in a surprise for someone else.


• There are many benefits to supporting equality, diversity and inclusive practice.

• Everyone should work together and this will go a long way to supporting equality, diversity and inclusive practice.

• When we analyse the benefits we can consider what might happen if we did not support equality, diversity and inclusive practice.

Analysing benefits


Equality • Equality ensures that everyone in the setting is treated

equally and individual needs are taken in to account and planned for.

• If we did not treat everyone equally then children may feel left out or isolated. Children’s individual needs could be overlooked and this could have an impact on their holistic development.

Analysing benefits


Time: 15 mins

How does your setting ensure all children are treated equally?Consider:• Individual needs• Activities and experiences• Challenging stereotypes and discrimination• Not having favourites• Not treating all children the same.


http://www.teachers-media.com/videos/ks1-ks2-citizenship-soho-parish-school-diversity#video_title_bar

• Diversity should be celebrated, respected and accepted within the setting.

• The diverse backgrounds of the children and their families should be reflected throughout the setting.

• If the setting did not reflect the diversity of the children who use it they may feel as though they do not belong.

• What did you see in the clip to meet the

Watch the clip note down the benefits of ensuring a diverse environment




Time: 20 mins

Discuss how your settings make everyone feel welcome by reflecting the diversity of the children and families.Consider:• Planning activities and experiences• Involving parents/carers• Individual needs• Staff within the setting.


Diversity can be

seen in…

Books

Home corner

Role play

Puzzles

DisplaysMusic

Food

Dolls

Staff


Inclusive practice• Inclusive practice is more than involving children with

disabilities. Inclusive practice means including everyone.• Practitioners will have to have an inclusive attitude to ensure

all children feel welcome and included.• If children do not feel included it can affect their self-esteem

and confidence.

Analysing benefits


Time: 15 mins

Discuss the importance of practitioners supporting equality, diversity and an inclusive environment.Consider:• What may happen if practitioners were not inclusive• The impact on the children• The impact on the setting• The impact on teamwork within the setting.


• When considering the benefits of supporting equality, diversity and inclusive practice it is important to consider the impact on the children and the setting.

• To analyse the benefits, practitioners need to identify the benefits and then consider what may happen if they were not inclusive.

• Practitioners are role models and it is important that they have a positive impact on all children.

Analysing benefits


Time: 20 mins

Describe how practitioners can make parents/carers feel included.Consider: • Meeting individual needs • Involving parents/carers within the setting• Adapting methods of information sharing• Listening to parents/carers ideas or concerns.

Why is it important for parents/carers to feel included?


Summary When practitioners support equality, diversity and an inclusive

environment they will have a positive impact on children’s holistic development.

An environment that is not inclusive can have negative affects on children.

Practitioners are role models and must be a positive influence for children.

Summary: plenary activities1. Why should all children not be treated the same?2. Name three things that can reflect a diverse setting.3. Describe two benefits of an inclusive environment.

Summary: plenary activities1. Name three elements of active listening.2. Describe three things a practitioner can do that shows they value a

child.3. Explain the importance of valuing children’s views and opinions.


inclusive practice

Starter Activity 1. Split into two groups organise a debate on the issue of smacking

children 2. Group A will argue that ‘the law should be changed so physical

punishment of children should never be permitted.’3. Group B will argue that ‘Parents have the right to use whatever method

of discipline works best for their children.’

As an early years practitioner you must know and understand the basic requirements of the national legislation relating to children’s rights. You also need to know and understand how to carry out research on children’s rights and identify the implications for your setting.

• Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice

Learning outcomes

Time: 10 mins

A parent/carer wants you to smack their child if they do something wrong within the setting.Consider: • How will you explain that this is not acceptable within the

setting?• The use of policies and procedures• Not imparting your own attitudes and values on the

parent/carer.

LO3. Be able to work in ways which support equality, diversity and inclusive practice

Watch the clip

http://www.bbc.co.uk/education/clips/zchpb9q

Evaluate own values how would you support others to share your views and opinions?

Why is it important to support equality, diversity and inclusive practice?

Task




Extension activity

http://www.bbc.co.uk/schools/websites/4_11/site/re.shtml Using this website produce an activity plan in which you could carry out at your next placement covering different faiths or religions.

Remember to evaluate your plan in full adding photographs of the finished activity

Task

http://www.bbc.co.uk/schools/websites/4_11/site/re.shtml

http://www.bbc.co.uk/schools/websites/4_11/site/re.shtml

Write a reflective account to evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice.

Include how you show respect for beliefs and religious practices that differ from your own

How do you demonstrate that you value all faiths and belief systems equally?

Task

Extension activity

Complete hand out make links to unit 3