use legislation relating to equality, diversity and inclusive practice. unit 4 session 1
DESCRIPTION
Aims and Objectives for session Describe equality Describe diversity Describe inclusion Describe discrimination Outline policies within your setting that link to equality, diversity and inclusive practiceTRANSCRIPT
Use legislation relating to equality, diversity and inclusive
practice.
Unit 4 Session 1 Aims and Objectives for session
Describe equality Describe diversity Describe inclusion Describe
discrimination Outline policies within yoursetting that link to
equality,diversity and inclusive practice Research - Task 1
(assessment criteria 1.1
Produce a leaflet intended for Level 2students to describe what is
meant by: equality diversity inclusion discrimination What
legislation links to equality, diversity and inclusive
practice?
Legislation is the act or process of makingor enacting laws.
(http://www.vocabulary.com/dictionary/legislation) Can you think of
any policies within your settingthat link to equality, diversity
and inclusivepractice? Current legislation and codes of practice
linking to equality, diversity and inclusive practice?
SEN code of practice, UN convention for the rights ofchildren Equal
opportunities act 2010 EYFS statutory framework andInclusion policy
Self Study at home Research your identified legislation, statutory
framework, codes of practice or guideline You will present these
next session Remember to reference, lets refresh how to do this
correctly. Use legislation relating to equality, diversity and
inclusive practice.
Unit 4 Session 2 Starter Activity What do you see?
Festival of colour Aims and Objectives for session
Describe how legislation links to equality,diversity and inclusive
practice Legislation, statutory framework, codes of practice or
guideline presentations
Over toyou! Use legislation relating to equality, diversity and
inclusive practice.
Unit 4 Session 3 Aims and Objectives for session
Identify roles and responsibilitiespractitioners have
whensupporting equality, diversity andinclusive practice Outline
role of a persona doll Identify how to use a personadoll Roles and
responsibilities
to work within the policies and procedures of thesetting to value
the individual child to develop and sustain a child centred
approach to engage actively with the family to appreciate
theholistic needs of the child to provide an inclusive environment
which activelywelcomes diversity to be a positive role model in
promoting equality,diversity and inclusive practice to recognise
discriminatory practice to know how, why and when to challenge
discrimination to engage in effective partnership working to enable
thechild. What is a Persona Doll? Soft bodied Persona dolls can be
purchasedwith a range of skin tones, eye and haircolours and in
both genders. They are a child visitor to the settingusually at
circle time. Usually have a story to tell to the children. Are
friends with whom the children in thesetting can bond with. Lets
see this method in action.
How to use persona dolls
It is not a puppet and does not have its own voice. The
practitioner speaks on behalf of the doll to the children. The
children can be seated in a circle as the doll usually visits
atcircle time. The doll sits on the practitioners lap and the
practitioner listens tothe doll and tells the children what the
doll has said. The practitioner gives a few facts about the
doll-his/her name, wherehe /she lives and encourages the children
to ask more questions. The practitioner is encouraging the children
to make friends withthe doll on every visit. The next time the doll
visits it may bring an item to share with thechildren for example a
story book or a photo album. Recount what the children know about
the Persona doll from thefirst visit. The Persona doll could have a
back pack/bag in which to bring itemsto the setting. When can they
be used? To explore different cultures and religions.
To explore issues such as bullying, obesityor disabilities. To
explore interesting artefact/specialobjects. To help children to
explore a range of bigissues such as prejudice, discrimination
andracism in a non-threatening way. To help with a problems
encountered bythe children and practitioners in a setting. To help
children celebrate positive eventsfor example, birthdays, weddings,
festivals,new baby and moving to a new home. Circle Time Lets us
see the dolls in action, read theinformation you have a share with
thegroup. I will be observing your practicethroughout. Use
legislation relating to equality, diversity and inclusive
practice.
Unit 4 Session 4 Starter Activity Discuss on tables
Case studies Aims and Objectives for session
Explain how equality can be achieved at asetting Identify where to
gain information, adviseand support about equality, diversity
andinclusive practice Outline colleague support Explain parent and
family support Identify sources of useful information forequality
support Outline religious calendar event Where can you gain
information, advise and support about equality, diversity and
inclusive practice? Colleagues for support
In settings there is a SENCO, who you can approach for information
or support when working with a child with additional needs. It is
important to get to know the strength and personal expertise of
individual member of staff team, you will often find that they can
offer useful support, having encountered a similar situation
before. Parents and families for support
Parent and family members can be avaluable resource if further
information isrequired about an individual child. - Disability or
condition Home language Special dietary needs or allergies,
andpreferences Cultural preferences Organizations specialising in
equality issues for support
There are lots of sources of usefulinformation available, lets have
a look. The relevant acts of parliament The equality and human
rights commission Early year education National Childrens Bureau
Organisation Mondiale Education Pre-Scholaire