Devon County Council Early Years and Childcare Service ... · PDF fileEarly Years and...

Devon County Council

Early Years and Childcare Service

Cultural Diversity Pack for out of school settings

April 2011

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Contents

This pack is not exhaustive, but covers eight main areas.

Ethnicity 4

Religion 9

Family backgrounds 13

Traditions 20

Food 23

Clothes 27

Languages 31

Gender 36

Disability 41

Appendix A - useful resources 46

Appendix B - Festivals and Cultures of the World (example activities) 49

Introduction

• How much do you know about the people in your settings?

• Do you know where your children come from?

• How about your staff, do you know their family background?

We can often assume that we know about each other, that we have the same religion or cultural background. We sometimes think our values are

the same, or that we all come from a similar family background.

However, it is important to avoid making any assumptions and to find out about the cultures and backgrounds of the children and families we work

with. Take time to talk to your children and their families and find out about any cultural similarities and differences in family life, customs, food and

clothes. All of this information will help to inform planning for your daily sessions.

Good childcare provision should be holistic; covering all areas of learning and development, including cultural diversity. Many settings already have

cultural activities, such as celebrating well-known festivals from around the world like as Divali and Chinese New Year. Some settings will have

their home corner set out as a travel agent to look at different countries in the world, but does this really mean anything to the children you are

working with?

Devon is becoming an increasingly diverse county and, although you may think you don’t have any children with different backgrounds in your

setting at the moment, by playing some of the games in this pack you may be surprised.

We have created this Cultural Diversity pack to provide you with ideas, activities and games to help develop understanding of cultural diversity,

help with your planning and highlight some helpful resources.

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on service

Ethnicity

Ethnicity is a group of individuals who consider themselves, or are considered by others, to share common characteristics which differentiate them

from others in a society. Distinct cultural behaviours are developed, and ethnic groups can be identifiable in terms of religion, politics, occupation, or

language. Because it is based in cultural differences, ethnicity is social in nature.

Ethnicity is different than race. Race is a group of people which are based upon physical differences. Ethnic groups can include various racial

categories. For example, Muslim individuals constitute a typical ethnic group, but may include people of Eastern European to African ancestry.

Both ethnicity and race differ from nationality. Nationality refers to an individual’s relationship with the place where they were born. Although many

people from America living in the UK have claimed British citizenship, they may still declare their nationality as American.

You need to ensure that your setting has positive images of different ethnic groups. You may want to think about having:

• signs in other languages or being able to offer an interpretati

• displays of flags from around the world

• costumes from around the world in the dressing up clothes

• displays of different foods or sports.

Ethnicity and the EYFS – themes and commitments

Area of

learning

Aspects of area

What does

the area mean?

Themes and Commitments

Personal, Social

and Emotional

Development

Self-confidence and self-esteem

– having a sense of values and an

understanding of the need to be

sensitive to significant events in theirs

and others lives.

Making relationships – importance

of forming good relationships.

Sense of community – how children

understand and respect their own

needs, views, cultures and beliefs and

those of other people.

Exploration within close

relationships leads to the

growth of self-assurance,

promoting a sense of

belonging which

Positive Relationships - Find opportunities to give encouragement to

children, with practitioners acting as role models who value differences

and take account of different needs and expectations.

Enabling Environments - Provide positive images that challenge

children’s thinking and help them to embrace differences in gender,

ethnicity, language, religion, culture, special educational needs and

disabilities.

Establish opportunities for play and learning that acknowledge

children’s particular religious beliefs and cultural backgrounds.

Learning and Development - Plan activities that promote emotional,

moral, spiritual and social development together with intellectual

development.

Provide experiences that help children to develop autonomy and a

disposition to learn.

Communication,

Language and

Literacy

Language for Communication

– is about how children become

communicators. Learning to listen

and speak emerges out of non-verbal

communication, which includes

facial expression, eye contact, and

hand gesture. These skills develop as

children interact with others, listen

to and use language, extend their

vocabulary and experience stories,

songs, poems and rhymes.

Reading – is about children

understanding and enjoying stories,

books and rhymes, recognising that

print carries meaning, both fiction and

fact, and reading a range of familiar

words and simple sentences.

All children learn best

through activities and

experiences that engage all

the senses. Music, dance,

rhymes and songs support

language development.

Positive Relationships - Give daily opportunities to share and enjoy

a wide range of fiction and non-fiction books, rhymes, music, songs,

poetry and stories.

Enabling Environments - Plan an environment that is rich in signs,

symbols, notices, numbers, words, rhymes, books, pictures, music

and songs that take into account children’s different interests,

understandings, home backgrounds and cultures.

Learning and Development - Develop children’s awareness of

languages and writing systems other than English, and communication

systems such as signing and Braille.

Problem solving,

Reasoning and

Numeracy

Numbers as Labels and for

Counting – is about how children

gradually know and use numbers

and counting in play, and eventually

recognise and use numbers reliably,

to develop mathematical ideas and to

solve problems.

Children use their knowledge

and skills in these areas to

solve problems, generate

new questions and make

connections across other

areas of Learning and

Development

Positive relationships - Support children who use a means of

communication other than spoken English to develop and understand

specific mathematical language while valuing knowledge of Problem

Solving, Reasoning and Numeracy in the language or communication

system that they use at home.

Learning and Development - Use mathematical terms during play

and daily routines.

Knowledge and

Understanding

of the World

Place – is about how children become

aware of and interested in the natural

world, and find out about their local

area, knowing what they like and

dislike about it.

Communities – is about how children

begin to know about their own

and other people’s cultures in order

to understand and celebrate the

similarities and differences between

them in a diverse society.

Children find out about the

world through exploration

and from a variety of sources,

including their families and

friends, the media, and

through what they see and

hear.

Children need regular

opportunities to learn about

different ways of life, to be

given accurate information

and to develop positive and

caring attitudes towards

others.

Children should be helped

to learn to respect and

value all people and learn

to avoid misapprehensions

and negative attitudes

towards others when they

develop their knowledge and

understanding of the world.

Positive relationships - Help children become aware of, explore and

question differences in gender, ethnicity, language, religion, culture,

special educational needs and disability issues.

Enabling Environments - Make effective use of outdoors, including

the local neighbourhood.

Pose carefully framed open ended questions, such as “How can

we…?” or “What would happen if…?”

Learning and Development – Give children accurate information

which challenges cultural, racial, social and gender stereotypes.

Physical

Development

Health and Bodily Awareness

– is about how children learn the

importance of keeping healthy

and the factors that contribute to

maintaining their health.

Physical Development

enables children to feel the

positive benefits of being

healthy and active.

Physical Development helps

children to develop a positive

sense of wellbeing.

Positive relationships - Provide time to support children’s

understanding of how exercise, eating, sleeping and hygiene promote

good health.

Learning and Development - Give sufficient time for children to

use a range of equipment to persist in activities, practising new and

existing skills and learning from their mistakes.

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Creative

Development

Creating Music and Dance – is

about children’s independent and

guided explorations of sound,

movement and music. Focusing

on how sounds can be made and

changed and how sounds can be

recognised and repeated from a

pattern, it includes ways of exploring

movement, matching movements

to music and singing simple songs

from memory.

Developing Imagination and

Imaginative Play – is about how

children are supported to develop

and build their imaginations through

stories, role-plays, imaginative play,

dance, music, design, and art.

Children’s responses to what

they see, hear and experience

through their senses are

individual and the way they

represent their experiences is

unique and valuable.

Positive relationships - Accommodate children’s specific religious

or cultural beliefs relating to particular forms of art or methods of

representation.

Enabling environments - Include resources from a variety of cultures

to stimulate new ideas and different ways of thinking.

Learning and development - Create opportunities for children to

express their ideas through a wide range of types of representation.

Activities and games To promote positive views of ethnicity try playing games which are inspired by culture and events around the world. Use activities which raise awareness

of different lifestyles, such as being a traveller or a refugee.

Game 1 - Me

Materials: Large sheets of paper, crayons, colouring pencils and paints. The children will need to bring photographs of themselves.

Description: The child looks at their photograph and copies it onto the paper, using the paints and crayons to colour in their hair, clothes

and facial features.This activity can be changed to get the children to draw each other. This can be interesting as the children may see each other differently from how they see themselves. Discuss how each child looks different, is this because of their background or beliefs?

Game 2 – My Family

Materials: A note sent home to parents.

Description: Send a note home at least one week before you plan to carry out the activity. Ask the children and their parents to make up a poster or

collage made out of family photographs to share with the other children. Ask the children to bring in their completed posters and tell everyone

about the people on their poster. Encourage the other children to ask about the people in the photographs. This activity encourages children to find

out about each other and allows the staff to discover things they may not know about the families. Children enjoy being asked questions about

themselves or their families and they will gain self-confidence to stand in front of others and talk about their families. Remember - not all children

will want to take part and this is ok.

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Game 3 - My Friends

Materials: Chairs set out in a ring, one less chair than there are children.

Description: Ask the children to sit on the chairs with one in the middle of the circle. The child in the middle says: “Everyone move who likes

(child says something they like here: for example apples)”. All the children who like apples have to change places until all the seats are taken, leaving

a different person in the middle. Continue the game until the children have had enough. This is a good game for new children joining the group

and to find out about who likes or dislikes different things. Did the children find out anything new about their friends?

Resources The Collaborative Learning website at www.collaborativelearning.org has some games which the children can make and play and learn about

different people.

http://www.collaborativelearning.org/

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Religion

It is difficult to define what religion actually means. It is true that many societies do not draw a clear line between their culture and what

scholars would call ‘religion’. To many, religion means a belief in someone or something but to others it may mean a ritual to show praise for

someone or thing.

Religion can be defined as:

• belief in something sacred - for example, gods or other supernatural beings

• making a distinction between sacred and profane objects

• ritual acts focused on sacred objects

• a moral code believed to have a sacred or supernatural basis

• characteristically religious feelings (awe, sense of mystery, sense of guilt, adoration), which tend to be aroused in the presence of sacred

objects and during the practice of ritual

• prayer and other forms of communication with the supernatural

• a world view, or a general picture of the world, which contains some specification of an overall purpose or point of the world and an

indication of how the individual fits into it

• a more or less total organisation of life based on the world view

• a social group bound together by the above.

This is the definition of religion used here. It describes religious systems but not non-religious systems. It encompasses the features common in belief

systems generally acknowledged as religions without focusing on specific characteristics unique to just a few.

Today though we live in a society where most institutions are secular and are not based on religious rules. Your setting should recognise and explore

faith and belief. It is essential for all settings to work on understanding the differences and the varying influences that religion can have on the lives

of young people and their families.

Remember that in each religion there are degrees of personal observance – from strict to liberal – and this affects each individual child. Don’t assume

that all children of one faith have the same tolerance – this depends on the family background and values. It is also important to remember that some

children live in mixed faith families.

Ensure that your setting has a welcoming atmosphere to all faiths, even if you are based within a church hall. Remember to have displays in the

setting which depict all faiths. Make sure your setting is inclusive to all religions.

Religion and the EYFS – themes and commitments

Area of learning

Aspects of area What does

the area mean?


Personal, Social

and Emotional

Development



understanding of the need to be sensitive

to significant events in theirs and others

lives.

Making relationships – importance of

forming good relationships.


understand and respect their own needs,

views, cultures and beliefs and those of

other people.

Exploration within close

relationships leads to the

growth of self-assurance,


belonging which

Positive Relationships - Find opportunities to give encouragement to

children, with practitioners acting as role models who value differences

and take account of different needs and expectations.



ethnicity, language, religion, culture, special educational needs

and disabilities.



Learning and development - Plan activities that promote emotional,

moral, spiritual and social development together with intellectual

development.



Communication,

Language and

Literacy





communication, which includes facial

expression, eye contact, and hand

gesture. These skills develop as children

interact with others, listen to and use

language, extend their vocabulary

and experience stories, songs, poems and

rhymes.



books and rhymes, recognising that print

carries meaning, both fiction and fact,

and reading a range of familiar words

and simple sentences.


through activities and

experiences that engage

all the senses. Music,

dance, rhymes and

songs support language

development.

Positive Relationships - Give daily opportunities to share and enjoy

a wide range of fiction and non-fiction books, rhymes, music, songs,

poetry and stories.





Learning and Development - Develop children’s awareness of

languages and writing systems other than English, and communication

systems such as signing and Braille.

Problem solving,

Reasoning and

Numeracy

Numbers as Labels and for Counting

– is about how children gradually

know and use numbers and counting

in play, and eventually recognise

and use numbers reliably, to develop

mathematical ideas and to solve

problems.

Children use their

knowledge and skills

in these areas to solve

problems, generate new

questions and make

connections across other

areas of Learning and

Development.


communication other than spoken English to develop and understand

specific mathematical language while valuing knowledge of Problem

Solving, Reasoning and Numeracy in the language or communication



and daily routines.

Knowledge and

Understanding

of the World




area, knowing what they like and dislike

about it.


begin to know about their own and

other people’s cultures in order to

understand and celebrate the similarities

and differences between them in a

diverse society.

Children find out about

the world through

exploration and from

a variety of sources,

including their families

and friends, the media,

and through what they

see and hear.


opportunities to learn

about different ways of

life, to be given accurate

information and to

develop positive and

caring attitudes towards

others.

Children should be

helped to learn to

respect and value all

people and learn to

avoid misapprehensions

and negative attitudes

towards others when they

develop their Knowledge

and Understanding of the

World.

Positive relationships - Help children become aware of, explore and

question differences in gender, ethnicity, language, religion, culture,

special educational needs and disability issues.

Enabling Environments - Make effective use of outdoors, including


Pose carefully framed open ended questions, such as “How can we…?”

or “What would happen if…?”



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Physical

Development

Health and Bodily Awareness – is

about how children learn the importance

of keeping healthy and the factors that

contribute to maintaining their health.


enables children to feel

the positive benefits of

being healthy and active.


helps children to develop

a positive sense of

wellbeing.


understanding of how exercise, eating, sleeping and hygiene promote

good health.

Learning and Development - Give sufficient time for children to use

a range of equipment to persist in activities, practising new and existing

skills and learning from their mistakes.

Creative

Development

Creating Music and Dance – is about

children’s independent and guided

explorations of sound, movement and

music. Focusing on how sounds can be

made and changed and how sounds

can be recognised and repeated from

a pattern, it includes ways of exploring

movement, matching movements to

music and singing simple songs from

memory.



children are supported to develop and

build their imaginations through stories,

role-plays, imaginative play, dance,

music, design, and art.

Children’s responses to

what they see, hear and

experience through their

senses are individual and

the way they represent

their experiences is


Positive relationships - Accommodate children’s specific religious


representation.

Enabling environments - Include resources from a variety of cultures

to stimulate new ideas and different ways of thinking.

Learning and development - Create opportunities for children to


Activities and games Ensure that any activities you carry out with children about religion do not just promote one type of faith. It is important to spend equal amounts of time

on each faith, so try to avoid spending one day on Chinese New Year but two weeks on Easter. In the pack there is a multi-faith calendar, which shows

all the major faith festivals around the world. There are quite a few which you can make an activity from. For example for the Japanese Setsubun Bean

Throwing festival the children could throw beans into a pot or see how far they can throw the beans. You can also try and match some of the festivals

from other countries with similar ones to our own, for example there are a lot of harvest festivals at different times of the year.

Resources Visit the World Jungle website at www.worldjungle.org.uk for different songs and dances for other religious festivals from around the world.

http://www.worldjungle.org.uk/

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Family backgrounds

Despite the changing lifestyles and ever-increasing personal mobility that characterise modern society, the family remains the central element of

contemporary life. But family structure has undergone significant changes in the years since World War II. In your setting, children will come from

various family backgrounds.

Nuclear family The Nuclear Family is traditionally thought of the parents and the siblings. Though this is the most basic family arrangement it is

still the most common arrangement throughout the Western world.

Extended family The extended family refers to grandparents, aunts, uncles, and cousins. Within some cultures, this family structure lives under

the same roof, where the grandparents are still considered to be the head of the family and all decisions are made by them.

Working parents For some parents and children the relationship can be very different to that of the non-working parent. Children can be more

independent but parents can feel more guilt by working and not being there to collect their child from school each day.

Single parents Numerous extenuating circumstances can result in a single parent. Children will often miss the other parent either through divorce

or berevement, while the parent will experience different emotional instability.

Older parents Parents who have children later in life face several advantages and disadvantages. On the plus side, they are most likely to be more

financially stable, secure in their job and home, and clear about what they want. On the other hand, they probably have less energy than their

younger counterparts and the situation will only be more pronounced as their child matures.

Much older siblings In some families, they may have another child many years after thier first born, A much older sibling can help watch, mentor,

and care for the younger child. Of course, not every big brother or sister will want to embrace this role.

Younger parents children of teen parents may face a variety of problems. First, there is the social stigma attached to having a child at such an

early age. Without the support of family and friends, the new parents will may not get the financial and emotional support they need.

Stepfamilies It’s never easy to merge two families together. Within your settings you need to be aware of potential conflicts between parents

and siblings and how this may affect the child’s behaviour.

Adoption Sometimes a young child may not know if they are adopted, so it is very important to be aware of this and careful how you approach

this subject when exploring different family backgrounds.

Same sex families It is important to recognise that same sex family structures can be a difficult topic for families to recognise or understand. It is

important for your setting to have materials on display which promote same sex families to ensure that children from these families feel welcome

and understood and are not been discriminated against.

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Family and the EYFS - themes and commitments

Area of learning

Aspects of area

What does the area mean?

Theme and commitment

Personal, Social

and Emotional

Development





and others lives.

Making relationships – importance

of forming good relationships.





Behaviour and self-control – how

children develop a growing

understanding of what is right and

wrong and why, together with

learning about the impact of their

words and actions on themselves and

others.

For children, being special to someone

and well cared-for is vital for their physical,

social and emotional health and wellbeing.

Being acknowledged and affirmed by

important people in their lives leads to

children gaining confidence and inner

strength through secure attachments with

these people.

Exploration within close relationships leads

to the growth of self-assurance, promoting

a sense of belonging which allows children

to explore the world from a secure base.

Children need adults to set a good

example and to give them opportunities

for interaction with others so that they can

develop positive ideas about themselves

and others.

Positive Relationships – Form warm, caring

attachments with children in the group.

Establish constructive relationships with parents,

with everyone in the setting and with workers from

other agencies.

Find opportunities to give encouragement to

children, with practitioners acting as role models

who value differences and take account of different

needs and expectations.

Enabling Environments – Ensure that each child

has a key person.

Provide positive images that challenge children’s

thinking and help them to embrace differences in

gender, ethnicity, language, religion, culture, special

educational needs and disabilities.

Learning and development - Plan activities

that promote emotional, moral, spiritual and

social development together with intellectual

development.

Provide experiences that help children to develop

autonomy and a disposition to learn.

Give support and a structured approach to

vulnerable children and those with particular

behavioural or communication difficulties to

hep them achieve successful person, Social and

Emotional development.

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Communication,

Language and

Literacy





communication, which includes

facial expression, eye contact, and

hand gesture. These skills develop as

children interact with others, listen

to and use language, extend their

vocabulary and experience stories,

songs, poems and rhymes.

Language for Thinking – is about

how children learn to use language

to imagine and recreate roles and

experiences and how they use talk to

clarify their thinking and ideas or to

refer to events they have observed or

are curious about.

To become skilful communicators, children

need to be with people with whom they

have warm and loving relationships, such

as their family or carers and, in a group

situation, a key person whom they know

and trust.

Positive Relationships - Help children to

communicate thoughts, ideas and

feelings and build up relationships with adults and

each other.

Enabling Environments - Plan an environment

that is rich in signs, symbols, notices, numbers,

words, rhymes, books, pictures, music and songs

that take into account children’s different interests,


Show particular awareness of, and sensitivity to, the

needs of children learning English as an additional

language. Use their home language when

appropriate and ensure close teamwork between

practitioners, parents and bilingual workers so that

the children’s developing use of English and other

languages support each other.

Problem solving,

Reasoning and

Numeracy







solve problems.

Children use their knowledge and skills in

these areas to solve problems, generate

new questions and make connections

across other areas of Learning and

Development.

Personal, Social and Emotional

Development Communication, Language

and Literacy Knowledge

Positive relationships - Support children who

use a means of communication other than spoken

English to develop and understand specific

mathematical language while valuing knowledge of

Problem Solving, Reasoning and Numeracy in the

language or communication system that they use at

home.

Value children’s own graphic and practical

explorations of Problem Solving, Reasoning and

Numeracy.

Learning and Development - Use mathematical

terms during play and daily routines.

16

Knowledge and

Understanding of the

World

Time – is about how children find

out about past and present events

relevant to their own lives or those

of their families.





dislike about it.



other people’s cultures to understand

and celebrate the similarities and

differences between them in a

diverse society.

Children find out about the world

through exploration and from a variety

of sources, including their families and

friends, the media, and through what

they see and hear.

Children should be helped to learn to

respect and value all people and

learn to avoid misapprehensions and

negative attitudes towards others when

they develop their Knowledge and

Understanding of the World.

Children need regular opportunities to

learn about different ways of life, to be

given accurate information and to

develop positive and caring attitudes

towards others.

Positive Relationships - Help children become

aware of, explore and question differences in

gender, ethnicity, language, religion, culture, special

educational needs and disability issues.

Use parents’ and carers’ knowledge to extend

children’s experiences of the world.

Enabling Environments - Make effective use

of outdoors, including the local neighbourhood.

Learning and Development – Give children

accurate information which challenges cultural,

racial, social and gender stereotypes.




importance of keeping healthy and the

factors that contribute to maintaining

their health.

Physical Development enables children to

feel the positive benefits of being healthy

and active.

Physical Development helps children to

develop a positive sense of well-being.

Positive relationships - Provide time to support

children’s understanding of how exercise, eating,

sleeping and hygiene promote good health.

Enabling Environments - Provide time and

opportunities for children with physical disabilities or

motor impairments to develop their physical skills,

working in partnership with relevant specialists such

as physiotherapists and occupational therapists.

Use additional adult help, as necessary, to

support individuals and to encourage increased

independence in physical activities

Learning and Development - Give sufficient time

for children to use a range of equipment to persist

in activities, practising new and existing skills and

learning from their mistakes.

17

Creative Development

Being Creative – Responding to

Experiences, Expressing and

Communicating Ideas – is about

how children respond in a variety of

ways to what they see, hear, smell,

touch or feel and how, as a result

of these encounters, they express

and communicate their own ideas,

thoughts and feelings.







Children’s responses to what they see,

hear and experience through their senses

are individual and the way they represent

their experiences is unique and valuable.

Positive Relationships - Accommodate children’s

specific religious or cultural beliefs relating to

particular forms of art or methods of representation.

Enabling Environments - Include resources from

a variety of cultures to stimulate new ideas and

different ways of thinking.

Offer opportunities for children with visual

impairment to access and have physical contact with

artefacts, materials, spaces and movements.

Provide opportunities for children with hearing

impairment to experience sound through

physical contact with instruments and other

sources of sound.

Encourage children who cannot communicate by

voice to respond to music in different ways, such

as gestures.

Learning and Development - Create opportunities

for children to express their ideas through a wide

range of types of representation.

18

Games and activities The games in the Ethnicity section will explore family backgrounds but here are a few more.

Game 1 – Who am I?

Materials: Send a note home to parents asking their child to come in with a small rucksack containing five items which remind them of things they

did when they were very little. They can be things they did with their family, friends or alone.

Description: At snack time or circle time, ask the children to share these memories with you and the other children. Get the other children to ask

questions about these memories and can they compare them to something in their family life. Make sure that your staff join in as well. At the end

of the activity discuss things which you may not have known about the family background and futher activities to extend your and the children’s

understanding.

Game 2 - Where do I come from?

Materials: Map of the world and some pins or stickers to show where children’s families are from. Send a note home asking parents to help the

children do some research about where there parents and grandparents were born.

Description: Find out how many children are local to Devon; how far have people travelled to live in Devon; how many come from other countries?

From this activity you can then link this knowledge to other aspects of cultural diversity, for example which festivals do they celebrate in their home

county or countries, what food do they eat?. Ask other family members to come in and talk about their backgrounds, particularly grandparents.

Children enjoy finding out about what life was like 60-70 years ago and how it differs from today.

Game 3 – Tell me about yourself

Materials: Pack cotton buds.

Description: Don’t tell anybody what is going to happen, but get a packet of cotton buds and tell all those playing to take however many they

want – for younger children you may want to limit the number of buds to three. Once all the players have taken the number of buds they want

each has to tell one thing about themselves for every bud they have.

Game 4 – Question ball

Materials: Large bouncy ball or beach ball with questions written on it using a marker pen. Questions should be things like, what is your favourite

colour, food or cartoon?

Description: When you start the game throw the ball to any person, when they catch it where ever their right thumb is, that is the question they

have to say aloud and answer. Once they have answered they throw the ball to someone else.

Game 5 – what kind of animal are you? Description: Have all children (and staff!) stand in a circle. Talk about parents in the animal kingdom, for example the lioness and how she ferociously

protects her young. Then have each child say what kind of animal they would be and why. Can bring out interesting ideas about parenting and how

we see ourselves.

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Game 6 – Family tree postcards Description: Ask each child to send a postcard to a member of their family either in this country or abroad and then get that family member to send one back or to continue the postcard on to another member of the family and see how far away the cards come from when they are returned. Make a chart/map of where their families are in the world or just in Devon. for school aged children, you could find out about the school in one of the places, either in the UK or abroad and make links either via email or letters.

20

Traditions

Tradition includes a number of related ideas. Beliefs or customs taught by one generation to the next, often orally. For example, we can speak of

the tradition of sending birth announcements, and family traditions at Christmas. Traditions can also be beliefs, customs and practices maintained

by social interaction, such as saying thank you, or sending greeting cards. Bank holidays in Britian and other public holidays across the world are

traditions which have been set by the Government. Different religions have traditions which share history, customs, culture and teachings.

Traditions serve to preserve a wide range of culturally significant ideas, specific practices and the various methods used by distinct cultures.

Cultural traditions can often focus around festivals. A festival is an event, usually staged by a local community, which celebrates some unique aspect

of that community.

Film festivals Usually film festivals focus on specific subject matter. There are many festivals which show films from different cultures and introduce

other traditions from around the world.

Music festivals There are religious music festivals, pop festivals, carnivals which consist of music and those specific to different national events.

Seasonal festivals Seasonal festivals are determined by the solar and the lunar calendars and by the cycle of the seasons. An important type of

season festivals are those related with the agricultural seasons, such as harvest festivals.

Traditions and the EYFS – themes and commitments

Area of learning

Aspects of area

What does the area

mean?


Personal, Social

and Emotional

Development

Self-confidence and self-esteem – having

a sense of values and an understanding

of the need to be sensitive to significant

events in theirs and others lives.






other people.

Exploration within

close relationships

leads to the growth

of self-assurance,


belonging which

Positive Relationships - Find opportunities to give

encouragement to children, with practitioners acting as role

models who value differences and take account of different


Enabling Environments - Provide positive images that

challenge children’s thinking and help them to embrace

differences in gender, ethnicity, language, religion, culture,

special educational needs and disabilities.



Learning and development - Plan activities that promote

emotional, moral, spiritual and social development together with

intellectual development.

Provide experiences that help children to develop autonomy and

a disposition to learn.

Communication,

Language and

Literacy

Language for Communication – is about

how children become communicators.

Learning to listen and speak emerges

out of non-verbal communication, which

includes facial expression, eye contact,

and hand gesture. These skills develop

as children interact with others, listen to

and use language, extend their vocabulary

and experience stories, songs, poems and

rhymes.

Reading – is about children understanding

and enjoying stories, books and rhymes,

recognising that print carries meaning, both

fiction and fact, and reading a range of

familiar words and simple sentences.


through activities

and experiences that

engage all the senses.

Music, dance, rhymes

and songs support


Positive Relationships - Give daily opportunities to share and

enjoy a wide range of fiction and non-fiction books, rhymes,

music, songs, poetry and stories.

Enabling Environments - Plan an environment that is rich

in signs, symbols, notices, numbers, words, rhymes, books,

pictures, music and songs that take into account children’s

different interests, understandings, home backgrounds and

cultures.

Learning and Development - Develop children’s awareness

of languages and writing systems other than English, and

communication systems such as signing and Braille.

Problem solving,

Reasoning and

Numeracy


– is about how children gradually know

and use numbers and counting in play,

and eventually recognise and use numbers

reliably, to develop mathematical ideas and

to solve problems.

Children use their

knowledge and skills

in these areas to solve

problems, generate

new questions and

make connections

across other areas

of Learning and

Development.


communication other than spoken English to develop and

understand specific mathematical language while valuing

knowledge of Problem Solving, Reasoning and Numeracy in the

language or communication system that they use at home.

Learning and Development - Use mathematical terms during

play and daily routines.

Knowledge and

Understanding

of the World



world, and find out about their local area,

knowing what they like and dislike about it.

Communities – is about how children begin

to know about their own and other people’s

cultures in order to understand and

celebrate the similarities and differences

between them in a diverse society.

Children find out about

the world through

exploration and from

a variety of sources,

including their families

and friends, the media,

and through what they

see and hear.


opportunities to learn

about different ways

of life, to be given

accurate information

and to develop positive

and caring attitudes

towards others.

Children should

be helped to learn

to respect and

value all people

and learn to avoid

misapprehensions and

negative attitudes

towards others when

they develop their

Knowledge and

Understanding of the

World.

Positive relationships - Help children become aware of, explore

and question differences in gender, ethnicity, language, religion,

culture, special educational needs and disability issues.

Enabling Environments - Make effective use of outdoors,

including the local neighbourhood.


we…?” or “What would happen if…?”.

Learning and Development – Give children accurate

information which challenges cultural, racial, social and gender

stereotypes.

23

Physical

Development






enables children to feel

the positive benefits

of being healthy and

active.


helps children to

develop a positive

sense of wellbeing.


understanding of how exercise, eating, sleeping and hygiene

promote good health.

Learning and Development - Give sufficient time for children

to use a range of equipment to persist in activities, practising

new and existing skills and learning from their mistakes.

Creative

Development

Creating Music and Dance – is about

children’s independent and guided

explorations of sound, movement and

music. Focusing on how sounds can be

made and changed and how sounds can

be recognised and repeated from a pattern,

it includes ways of exploring movement,

matching movements to music and singing

simple songs from memory.


Imaginative Play – is about how children

are supported to develop and build their

imaginations through stories, role-plays,

imaginative play, dance, music, design,

and art.

Children’s responses

to what they see,

hear and experience

through their senses

are individual and the

way they represent

their experiences is


Positive relationships - Accommodate children’s specific

religious or cultural beliefs relating to particular forms of art or

methods of representation.

Enabling environments - Include resources from a variety of

cultures to stimulate new ideas and different ways of thinking.

Learning and development - Create opportunities for

children to express their ideas through a wide range of types of

representation.

24

Activities and games

Activity 1 - Traditions

Ask the children to think of some traditions within their own households.

• Are they all the same?

• Do we celebrate christmas and Easter in a slightly different way?

Make up a chart of the main traditional festivals in Britain, such as Christmas, Easter, Bonfire Night and Halloween and find out who celebrates these

and how. Compare with other traditions from around the world.

Activity 2 - Festivals

Find out about the festivals which take place in your local area.

• What do they mean?

• Have the children been to them?

• Could the setting contribute to the festival?

Using the world calendar, is there anything in another country which compares to your festival.

There are many different festivals listed on the world calendar, have a look and choose some which you could make into an activity. Ask the children

to have a look at a festivel and to think how they could celebrate it. Extend the activity by looking more closely at the country you have chosen and

look at the other customs of that country using the headings in this pack.

Food

Over the last few years food production and the way we shop has changed. On the positive side, we are able to experience foods from around the

world, where many years ago this was a novelty. Chinese and Indian restaurants are common place and supermarket offer foods from across Europe

and beyond. However, if we lose our connection with the production of food we lose much of our cultural history and identity.

Traditions and the EYFS – themes and commitments

Area of learning

Aspects of area

What does the area mean


Personal, Social

and Emotional

Development

Self-care – is about how

children gain a sense of self-

respect and concern for their

own personal hygiene and

care and how they develop

independence.

For children, being special to

someone and well cared-for is

vital for their physical, social and

emotional health and wellbeing.

Positive Relationships - Find opportunities to give encouragement

to children, with practitioners acting as role models who value

differences and take account of different needs and expectations.



ethnicity, language, religion, culture, special educational needs and

disabilities.








Communication,

Language

and Literacy

Language for Thinking – is

about how children learn to

use language to imagine and

recreate roles and experiences

and how they use talk to clarify

their thinking and ideas or

to refer to events they have

observed or are curious about.

All children learn best through

activities and experiences that

engage all the senses. Music,

dance, rhymes and songs support



enjoy a wide range of fiction and non-fiction books, rhymes, music,

songs, poetry and stories.





Learning and Development - Link language with physical

movement in action songs and rhymes, role-play and practical

experiences such as cookery and gardening.

2826

Problem solving,

Reasoning and

Numeracy


Counting – is about how

children gradually know and use

numbers and counting in play,

and eventually recognise and

use numbers reliably, to develop


problems.

Children use their knowledge

and skills in these areas to

solve problems, generate new

questions and make connections

across other areas of Learning

and Development.

Positive Relationships - Support children who use a means of

communication other than spoken English to develop and


knowledge of Problem Solving, Reasoning and Numeracy in the



and daily routines.

Knowledge and

Understanding

of the World

Exploration and Investigation

– is about how children

investigate objects and materials

and their properties, learn about

change and patterns, similarities

and differences, and question

how and why things work.

Place – is about how children

become aware of and interested

in the natural world, and find

out about their local area,

knowing what they like and

dislike about it.

Communities – is about how

children begin to know

about their own and other

people’s cultures in order to

understand and celebrate the

similarities and differences

between them in a diverse

society.


through exploration and from a

variety of sources, including their

families and friends, the media,

and through what they see and

hear.


opportunities to learn about

different ways of life, to be

given accurate information and

to develop positive and caring

attitudes towards others.

Children should be helped

to learn to respect and value all

people and learn to avoid

misapprehensions and negative

attitudes towards others when

they develop their Knowledge

and Understanding of the World.

Positive relationships - Help children become aware of, explore

and question differences in gender, ethnicity, language, religion,

culture, special educational needs and disability issues.




we…?” or “What would happen if…?”.



29272927

Physical

Development


– is about how children learn

the importance of keeping

healthy and the factors that

contribute to maintaining their

health.

Physical Development enables

children to feel the positive

benefits of being healthy and

active.

Physical Development helps

children to develop a positive

sense of wellbeing.

Good health in early years helps

to safeguard health and wellbeing

throughout life. It is important

that children develop healthy

habits when they first learn about

food and activity. Growing with

appropriate weight gain in the

first years of life helps to guard

against obesity in later life.

Positive Relationships - Provide time to support children’s



Learning and Development - Give sufficient time for children to

use a range of equipment to persist in activities, practising new and


Treat mealtimes as an opportunity to promote children’s social

development, while enjoying food and highlighting the importance

of making healthy choices.

Creative

Development

Being Creative – Responding

to Experiences, Expressing

and Communicating Ideas – is

about how children respond in

a variety of ways to what they

see, hear, smell, touch or feel

and how, as a result of these

encounters, they express and

communicate their own ideas,


Children’s responses to what they

see, hear and experience through

their senses are individual and the

way they represent

their experiences is unique and

valuable.

Positive Relationships - Accommodate children’s specific religious


representation.

Enabling Environments - Include resources from a variety of


Learning and Development - Create opportunities for children to


Games and activities It is important that children learn how to cook for many reasons.

• It can teach them about nutrition and healthy eating

• It boosts their self-esteem

• Encouraging children to cook within your settings, will encourage them to cook at home with their families.

• Children are more likely to eat food they have made themselves.

• Cooking helps with science, language, maths, planning and creativity.

2826

• Being able to cook is a valuable life skill.

• Cooking in pairs or as a group helps children learn good team working skills.

Cooking activities in your setting can help children learn about food from different cultures and encourage them to try food they have never

experienced before. Cooking activities can also be linked to work on festivals and traditions which often have a specific food element.

Remember – when doing any cooking activity it is important to check any allergies in all children in your setting. Activity 1 - Banquet

Description: Organise a special banquet. It might be based on a particular historical or cultural event. Have some reference material and recipes

relating to the theme you have chosen. Involve the children in planning the menu and preparing the food. Be aware of food allergies and of different

cultural traditions so as to ensure there’s food available for everyone.

Discuss ways of decorating the play space and the table. The children can make flags or banners. Exotic cloths can be used to cover the tables and

table decorations can be created. Children can make their own costumes to reflect the theme. Music can be added to suit the event and some

children will enjoy making up their own entertainment. You can chose to invite parents or people from the community who either come from the

country you are celebrating or whose ancestors come from there.

Game 1 – Supermarket

Materials: Something which can be used as a ‘marker’. A story which includes the names of different foods from around the world and the word

supermarket.

Description: This game is played in teams of equal numbers in straight lines, one player behind the other facing the same direction. The players are

positioned at one end of the playing area and the marker is placed at the other end. Players are named in turn as food items from around the world.

For example, the first child in each team is ‘pineapple’ second child in each team is ‘noodles’. The leader then tells the story which includes the names

of each of the items. When an item is mentioned, the children with that name run up to the marker and back to their places, when the word

‘supermarket’ is mentioned all the players run to the marker and back.

Game 2 – Pass the fruit Materials: Selection of fruit, music player Description: (Similar rules to pass the parcel). Children sit in a circle. Play the music. A piece of fruit/food is handed to a child and who then passes it to the next person. This continues until the music stops. The child with the food has to say what it is. Continue with this theme for awhile. Introduce another piece of fruit/food and continue with game. You can add as many bits of food during the game and change the rules, so that the children can describe the food – shape, size, colour etc. for older children, you can then link to where it might come from, do we grow anything similar in UK. Use fruit/food from around the world and in UK. Have some spare pieces to the side, so that when the game has finished, the children can taste the food.

29272927

Resources It is possible to find some really good international recipes online. A good place to start is www.bbcgoodfood.com/recipes

Also the Collaborative Learning website at www.collaborativelearning.org has some really nice games which the children can play.

http://www.bbcgoodfood.com/recipes

http://www.collaborativelearning.org/

Clothes

Clothing is more than just what we like to wear; our choice of clothes depends on where we live: most of the things people wear have a lot to do with

the weather. The whole world is full of fun, colourful and unusual items that people use as clothes.

You may want to work with your children to look at some of the different clothes that are worn by people in other countries, such as:

• kilts and the meaning of Tartan in Scotland

• sarongs common in hot, humid climates

• grass skirts from Hawaii and the Polynesian Islands

• animal skins jackets and trousers worn for warmth in cold climates

• saris worn by many Eastern Indian women and the special ways of wearing them

• burkas and hijabs worn by some Muslim women, particularly in the Middle East

• the brightly coloured traditional dress worn by people in many African countries.

Clothes and the EYFS – themes and commitments

Area of

learning

Aspects of area What does the

area mean?


Personal, Social

and Emotional

Development

Self-care – is about how children gain

a sense of self-respect and concern for

their own personal hygiene and care

and how they develop independence.

For children, being special to

someone and well cared-for is

vital for their physical, social and


Positive Relationships - Find opportunities to give


models who value differences and take account of different


Enabling Environments - Provide positive images that

challenge children’s thinking and help them to embrace

differences in gender, ethnicity, language, religion, culture,

special educational needs and disabilities.




emotional, moral, spiritual and social development together

with intellectual development.

Provide experiences that help children to develop autonomy

and a disposition to learn.

Communication,

Language a

nd Literacy

Language for Thinking – is about

how children learn to use language

to imagine and recreate roles and

experiences and how they use talk to

clarify their thinking and ideas or to

refer to events they have observed or

are curious about.

All children learn best through

activities and experiences that

engage all the senses. Music, dance,

rhymes and songs support language

development.


enjoy a wide range of fiction and non-fiction books, rhymes,


Enabling Environments - Plan an environment that is rich

in signs, symbols, notices, numbers, words, rhymes, books,

pictures, music and songs that take into account children’s

different interests, understandings, home backgrounds and

cultures.

Learning and Development - Link language with physical

movement in action songs and rhymes, role-play and practical

experiences such as cookery and gardening.

Problem solving,

Reasoning and

Numeracy



and use numbers and counting




problems.

Children use their knowledge and

skills in these areas to solve problems,

generate new questions and make

connections across other areas of

Learning and Development.

Positive relationships - Support children who use a means

of communication other than spoken English to develop and


knowledge of Problem Solving, Reasoning and Numeracy in

the language or communication system that they use at home.

Learning and Development - Use mathematical terms

during play and daily routines.

Knowledge and

Understanding

of the World

Exploration and Investigation – is

about how children investigate objects

and materials and their properties,

learn about change and patterns,

similarities and differences, and

question how and why things work.





dislike about it.








through exploration and from a

variety of sources, including their

families and friends, the media, and

through what they see and hear.

Children need regular opportunities

to learn about different ways of life,

to be given accurate information

and to develop positive and caring

attitudes towards others.




negative attitudes towards others

when they develop their Knowledge


Positive relationships - Help children become aware of,

explore and question differences in gender, ethnicity, language,

religion, culture, special educational needs and disability issues.



Pose carefully framed open ended questions, such as “How

can we…?” or “What would happen if…?”.

Learning and Development – Give children accurate

information which challenges cultural, racial, social and gender

stereotypes.

32

Physical

Development





their health.

Physical Development enables

children to feel the positive benefits

of being healthy and active.

Physical Development helps children

to develop a positive sense of

wellbeing.

Good health in the early years helps

to safeguard health and well-being

throughout life. It is important that

children develop healthy habits

when they first learn about food and

activity. Growing with appropriate

weight gain in the first years of life

helps to guard against obesity in later

life.




Learning and Development - Give sufficient time for

children to use a range of equipment to persist in activities,

practising new and existing skills and learning from their

mistakes.

Treat mealtimes as an opportunity to promote children’s

social development, while enjoying food and highlighting the

importance of making healthy choices.

Creative

Development






touch or feel and how, as a result of

these encounters, they express and

communicate their own ideas, thoughts

and feelings.

Children’s responses to what they

see, hear and experience through

their senses are individual and the

way they represent their experiences

is unique and valuable.

Positive relationships - Accommodate children’s specific

religious or cultural beliefs relating to particular forms of art

or methods of representation.

Enabling environments - Include resources from a variety of


Learning and development - Create opportunities for

children to express their ideas through a wide range of types

of representation.

Resources There are some colouring sheets of children from around the world on the Activity Village website at www.activityvillage.co.uk Ask the children to

colour them in and decide which countries they come from and then find the country on the map.

http://www.activityvillage.co.uk/

Languages

There are about 5000 languages spoken in the world today - a third of them in Africa. In Britain, although English is still the predominant language

spoken, more often we are hearing different languages being spoken all around us. Many towns and cities have families living in them from across the

world, who continue to communicate in their native tongue between themselves. It is important to remember in your settings there may be families who do not have English as their first language. You should look to have signs,

books and leaflets available in other languages. Devon County Council has an English as an Additional Language Team which has a range of resources

for settings www.devon.gov.uk/eals-resources Language does not always mean spoken language: people with hearing impairments use sign language to communicate. It is important to provide

symbols and pictures for people who can’t read – either English or because they are unable to understand the written word. Having equipment and

toys labelled with words and pictures helps children to link the written word with the appropriate symbol.

Language and the EYFS – themes and commitments

Area of

learning

Aspects of area What does the area

mean


Personal, Social

and Emotional

Development

Self confidence and self esteem


understanding of the need to be sensitive

to significant events in theirs and others

lives.

Behaviour and Self-control – is about

how children develop a growing

understanding of what is right and wrong

and why, together with learning about

the impact of their words and actions on

themselves and others.

Children who are

encouraged to feel free

to express their ideas and

their feelings, such as joy,

sadness, frustration and fear,

can develop strategies to

cope with new, challenging

or stressful situations.

Positive Relationships – Find opportunities to give


models who value differences and take account of different needs

and expectations.


children’s thinking and help them to embrace differences in

gender, ethnicity, language, religion, culture, special educational

needs and disabilities.



Learning and Development - Plan activities that promote





http://www.devon.gov.uk/eals-resources

Communication,

Language and

Literacy

Language for Communication – is about

how children become communicators.

Learning to listen and speak emerges

out of non-verbal communication, which

includes facial expression, eye contact,

and hand gesture. These skills develop as

children interact with others, listen to and use

language, extend their vocabulary and

experience stories, songs, poems and rhymes.

Language for Thinking – is about how

children learn to use language to imagine and

recreate roles and experiences and how they

use talk to clarify their thinking and ideas or

to refer to events they have observed or are

curious about.

Linking Sounds and Letters – is about how

children develop the ability to distinguish

between sounds and become familiar with

rhyme, rhythm and alliteration. They develop

understanding of the correspondence

between spoken and written sounds and

learn to link sounds and letters and use their

knowledge to read and write simple words by

sounding out and blending.

Reading – is about children understanding

and enjoying stories, books and rhymes,

recognising that print carries meaning, both

fiction and fact, and reading a range of

familiar words and simple sentences.

Writing – is about how children build an

understanding of the relationship between

the spoken and written word and how

through making marks, drawing and personal

writing children ascribe meaning to text and

attempt to write for various purposes.

All children learn best through activities

and experiences that engage all the

senses. Music, dance, rhymes and songs

support language development.

As children develop speaking and

listening skills they build the foundations

for literacy, for making sense of visual

and verbal signs and ultimately for

reading and writing. Children need

varied opportunities to interact with

others and to use a wide variety

of resources for expressing their

understanding, including mark-making,

drawing, modelling, reading and

writing.

Positive Relationships - Give daily opportunities

to share and enjoy a wide range of fiction and non-

fiction books, rhymes, music, songs, poetry and

stories.

Allow children to see adults reading and writing and

encourage children to experiment with writing for

themselves through making marks, personal writing

symbols and conventional script.

Identify and respond to any particular difficulties in

children’s language development at an early stage.

Enabling Environments - Plan an environment

that is rich in signs, symbols, notices, numbers,

words, rhymes, books, pictures, music and songs

that take into account children’s different interests,


For children who may need to use alternative

communication systems provide opportunities for

them to discover ways of recording ideas and to gain

access to texts in an alternative way, for example

through ICT.

Provide time and relaxed opportunities for children

to develop spoken language through sustained

conversations between children and adults, both

one-to-one and in small groups and between the

children themselves. Allow children time to initiate

conversations, respect their thinking time and silences

and help them develop the interaction.

Show particular awareness of, and sensitivity to, the

needs of children learning English as an additional

language. Use their home language when appropriate

and ensure close teamwork between practitioners,

parents and bilingual workers so that the children’s

developing use of English and other languages

support each other.

Communication,

Language and

Literacy

Writing – is about how children build

an understanding of the relationship

between the spoken and written

word and how through making

marks, drawing and personal writing

children ascribe meaning to text and

attempt to write for various purposes.

Handwriting – is about the ways in

which children’s random marks, lines and drawings develop and form the

basis of recognisable letters.

Learning and Development – Link language with

physical movement in action songs and rhymes, role-play

and practical experiences such as cookery and gardening.

Show sensitivity to the many different ways that children

express themselves non-verbally, and encourage children

to communicate their thoughts, ideas and feelings through

a range of expressive forms, such as body movement, art,

dance and songs.

Develop children’s phonological awareness, particularly

through rhyme and alliteration and their knowledge of the

alphabetic code.

Develop children’s awareness of languages and writing

systems other than English, and communication systems

such as signing and Braille.

Problem solving,

Reasoning and

Numeracy



gradually know and use numbers and

counting




problems.






Positive relationships – Give children sufficient time,

space and encouragement to discover and use new words

and mathematical ideas, concepts and language during

child-initiated activities in their own play.

Support children who use a means of communication

other than spoken English to develop and understand

specific mathematical language while valuing knowledge

of Problem Solving, Reasoning and innumeracy in the


Learning and Development - Use mathematical terms

during play and daily routines.

3634

Knowledge and

Understanding

of the World





dislike about it.




understand and celebrate the







they see and hear.


learn about different ways of life, to

be given accurate information and to


towards others.







Positive relationships - Help children become aware of,

explore and question differences in gender, ethnicity,

language, religion, culture, special educational needs and

disability issues.

Enabling Environments - Make effective use of

outdoors, including the local neighbourhood.

Pose carefully framed open ended questions, such as

“How can we…?” or “What would happen if…?”.

Learning and Development – Encourage children to

tell each other what they have found out, to speculate

on future findings or to describe their experiences.

This enables them to rehearse and reflect upon their

knowledge and to practise new vocabulary.

Give children accurate information which challenges

cultural, racial, social and gender stereotypes.

Physical

Development



importance of keeping healthy

and the factors that contribute to

maintaining their health.

Physical Development enables children

to feel the positive benefits of being

healthy and active.


develop a positive sense of wellbeing.


understanding of how exercise, eating, sleeping and

hygiene promote good health.

Learning and Development - Give sufficient time for

children to use a range of equipment to persist in

activities, practising new and existing skills and learning

from their mistakes.

Introduce appropriate vocabulary to children, alongside

their actions.

39

Creative

Development

















hear and experience through their

senses are individual and the way they

represent their experiences is unique

and valuable.

Positive Relationships - Accommodate children’s specific

religious or cultural beliefs relating to particular forms of

art or methods of representation.

Enabling Environments - Include resources from a

variety of cultures to stimulate new ideas and different

ways of thinking.

Provide opportunities for children with hearing impairment

to experience sound through physical contact with

instruments and other sources of sound. Encourage

children who cannot communicate by voice to respond to

music in different ways, such as gestures

Learning and Development - Create opportunities for

children to express their ideas through a wide range of

types of representation.

Games and activities Many of the games you currently place in your setting will use language on a daily basis, but consider how you can adapt these games to include

matching symbols to words; using sign language or other languages.

Resources The EAL web pages have a range of resources at www.devon.gov.uk/eals-resources

Schools Links at www.schoolslinks.co.uk has some downloadable cards showing the months, days of the week and areas of the setting in

various languages which would be good for displaying in your setting.

http://www.devon.gov.uk/eals-resources

http://www.schoolslinks.co.uk/

3636

Gender

Gender is a set of characteristics distinguishing between male and female, particularly in the cases of men and women. Depending on the context, the

discriminating characteristics vary from sex to social role to gender identity.

Gender inclusive policies and employment practices provide children with positive role models, for example within your setting, employing male play

leaders provides children with a non-stereotypical role.

Your setting should offer children and young people opportunities, activities and resources regardless of their gender. It should encourage their

ambitions even if they are not typical for their gender.

A welcoming gender-inclusive approach should be reflected in all aspects of your physical environment, from the welcoming signs at the door, to the

labelling signs of toilets and the types of pictures, books and resources available.

Ensure that pictures and posters on the wall or books show men and women in positive caring roles and active, dramatic roles. Encourage both

parents to join in with the setting and ensure that your activities are not stereotypical.

All children should be valued as unique individuals, regardless of their gender. Children should be allowed to socialise together without discrimination,

but also be allowed to participate in activities which are available to both boys and girls.

39

Gender and the Early Years Foundation Stage – themes and commitments

Area of learning

Aspects of area

What does the area mean



Development

Self confidence and self esteem




and others lives.

Behaviour and self-control – is

about how children develop a growing


wrong and why, together with learning

about the impact of their words and

actions on themselves and others.






other people

Children need adults to set a good

example and to give them

opportunities for interaction with

others so that they can develop

positive ideas about themselves and

others.

Children who are encouraged to

feel free to express their ideas and

their feelings, such as joy, sadness,

frustration and fear, can develop

strategies to cope with new,

challenging or stressful situations.

Positive Relationships - Find

opportunities to give encouragement

to children, with practitioners acting

as role models who value differences

and take account of different needs

and expectations.

Enabling Environments - Provide

positive images that challenge

children’s thinking and help them

to embrace differences in gender,

ethnicity, language, religion, culture,

special educational needs and

disabilities.

Establish opportunities for play and

learning that acknowledge children’s

particular religious beliefs and cultural

backgrounds.

Learning and development

- Plan activities that promote

emotional, moral, spiritual and social

development together with intellectual

development.

Provide experiences that help

children to develop autonomy and a


3638

Communication, Language and

Literacy










experience stories, songs, poems and

rhymes.



senses. Music, dance, rhymes and

songs support language development.

Positive Relationships - Give daily

opportunities to share and enjoy a

wide range of fiction and non-fiction

books, rhymes, music, songs, poetry

and stories.

Enabling Environments - Plan an

environment that is rich in signs,

symbols, notices, numbers, words,

rhymes, books, pictures, music and

songs that take into account children’s

different interests, understandings,

home backgrounds and cultures.

Learning and Development - Show

sensitivity to the many different ways

that children express themselves

non-verbally, and encourage children

to communicate their thoughts,

ideas and feelings through a range

of expressive forms, such as body

movement, art, dance and songs.

Problem-solving, Reasoning and

Numeracy



and use numbers and counting




problems.







Development

Communication, Language and

Literacy Knowledge

Positive relationships - Support

children who use a means of

communication other than spoken

English to develop and understand

specific mathematical language

while valuing knowledge of problem-

solving, reasoning and numeracy

in the language or communication


Learning and Development - Use

mathematical terms during play and

daily routines.

41

Knowledge and Understanding

of the World




area, knowing what they like and dislike

about it.




understand and celebrate the similarities

and differences between them in a

diverse society.





they see and hear.


learn about different ways of life, to

be given accurate information and to


towards others.




negative attitudes towards others

when they develop their Knowledge


Positive relationships - Help

children become aware of, explore

and question differences in gender,

ethnicity, language, religion, culture,

special educational needs and

disability issues.

Enabling Environments - Make

effective use of outdoors, including


Pose carefully framed open ended

questions, such as “How can we…?”

or “What would happen if…?”.

Learning and Development – Give

children accurate information which

challenges cultural, racial, social and

gender stereotypes.








healthy and active.


develop a positive sense of well-being.

Positive relationships - Provide time

to support children’s understanding

of how exercise, eating, sleeping and

hygiene promote good health.

Learning and Development - Give

sufficient time for children to use

a range of equipment to persist in

activities, practising new and existing

skills and learning from their mistakes.

40




children are supported to develop and

build their imaginations through stories,

role-plays, imaginative play, dance,

music, design, and art.




represent their experiences is unique

and valuable.

Creativity involves children in initiating

their own learning and making choices

and decisions.

Positive relationships -

Accommodate children’s specific

religious or cultural beliefs relating to

particular forms of art or methods of

representation.

Enabling environments - Include

resources from a variety of cultures

to stimulate new ideas and different

ways of thinking.

Learning and development - Create

opportunities for children to express

their ideas through a wide range of

types of representation.


It is essential that all play activities and resources are well-planned to ensure they are as inclusive as possible. Try to think creatively about the range

of activities and resources you provide and ensure that all children can participate in these activities without feeling discriminated against or teased.

Game 1 - Newspaper costumes

Materials: Plenty of newspaper, roll of sticky tape for each group, pair of scissors per group, other bits of paper and other scrap resources

Description: Prepare on several strips of paper names of different occupations or national costumes for example firefighter = uniform. Divide the

children into groups of four or five depending on how many children you have.

Each group is given 8 sheets of paper, one roll of sticky tape and scissors. Pass around a container with the strips of paper in and ask each group to

pick one slip out. Allow the other team members to have a look. On the word ‘go’ the children have 10 minutes to design the costume to fit the

occupation or country, from the newspaper. The children can tear up, stick the paper together, add colours or other accessories as time allows.

When ‘stop’ is called, each group has to guess which occupation or country is being represented by the outfit.

41

Disability

A disability is considered to be physical, cognitive or mental, sensory, emotional, developmental impairment or some combination of these.

A person with an impairment is considered to have a problem in body function or structure. Disability is a complex phenomenon, reflecting an

interaction between features of a person’s body and features of the society in which they live.

There are many definitions of disability what one person believes to be a disability may not be considered as such by others. It is important to

recognise that all children have different needs but this does not necessarily mean they have a disability.


Remember that all of your setting’s games and activities should be inclusive for all abilities.

Game 1 - Same or similar height

The group leader tells the children to get into groups of – same shoe size, same eye colour, hair colour, likes or dislikes etc. Players move from group

to group. The final task should be for the children to get into groups of the same height. When they have done this ask the whole group to organise

themselves in to a line from shortest to tallest without speaking. This game can be used as a starting point to discuss differences and how we all belong to different groups at different times.

44

Disability and the Early Years Foundation Stage – themes and commitments

Area of learning

Aspects of area

What does it mean?


Personal, Social and

Emotional Development





and others lives.







Behaviour and self-control – how

children develop a growing


wrong and why, together with learning

about the impact of their words and

actions on themselves and others

Exploration within close relationships

leads to the growth of self-assurance,

promoting a sense of belonging which

Being special to someone and well cared

for is vital for children’s physical, social,


Positive Relationships - Find opportunities

to give encouragement to children, with

practitioners acting as role models who value

differences and take account of different


Enabling Environments - Provide positive

images that challenge children’s thinking and

help them to embrace differences in gender,

ethnicity, language, religion, culture, special

educational needs and disabilities.

Support the development of independence

skills, particularly for children who are highly

dependant upon adult support for personal

care.

Learning and Development - Plan activities

that promote emotional, moral, spiritual and

social development together with intellectual

development.

Provide experiences that help children

to develop autonomy and a disposition

to learn.

Give support and a structured approach to

vulnerable children and those with particular

behavioural or communication difficulties to

hep them achieve successful personal, social

and emotional development.

45

Communication, Language

and Literacy










experience stories, songs, poems and

rhymes.



books and rhymes, recognising that

print carries meaning, both fiction and

fact, and reading a range of familiar

words and simple sentences.



senses. Music, dance, rhymes and songs

support language development.

As children develop speaking and

listening skills they build the foundations

for literacy, for making sense of visual

and verbal signs and ultimately for

reading and writing. Children need

varied opportunities to interact with

others and to use a wide variety

of resources for expressing their

understanding, including mark-making,

drawing, modelling, reading and writing.

Positive Relationships - Give daily

opportunities to share and enjoy a wide range

of fiction and non-fiction books, rhymes,


Identify and respond to any particular

difficulties in children’s language development

at an early stage

Enabling Environments - Plan an

environment that is rich in signs, symbols,

notices, numbers, words, rhymes, books,

pictures, music and songs that take into

account children’s different interests,

understandings, home backgrounds

and cultures.

For children who may need to use alternative

communication systems provide opportunities

for them to discover ways of recording ideas

and to gain access to texts in an alternative

way, for example through ICT.

Learning and Development - Develop

children’s awareness of languages and

writing systems other than English, and

communication systems such as signing and

Braille.

Problem solving, Reasoning

and Numeracy







solve problems.







Development Communication, Language

and Literacy Knowledge

Positive relationships - Support children

who use a means of communication

other than spoken English to develop and

understand specific mathematical language

while valuing knowledge of Problem Solving,

Reasoning and Numeracy in the language or

communication system that they use at home.

Learning and Development - Use

mathematical terms during play and daily

routines.

44

Knowledge and

Understanding of the World





dislike about it.











they see and hear.







Positive Relationships - Help children

become aware of, explore and question

differences in gender, ethnicity, language,

religion, culture, special educational needs

and disability issues.

Support children with sensory impairment

by providing supplementary experiences and

information to enhance their learning about

the world around them

Enabling Environments - Make effective

use of outdoors, including the local

neighbourhood.

Learning and Development – Give children

accurate information which challenges

cultural, racial, social and gender stereotypes.






their health.



healthy and active.


develop a positive sense of wellbeing.

Positive relationships - Provide time to

support children’s understanding of how

exercise, eating, sleeping and hygiene


Enabling Environments - Provide time

and opportunities for children with physical

disabilities or motor impairments to develop

their physical skills,

working in partnership with relevant

specialists such as physiotherapists and

occupational therapists.

Use additional adult help, as

necessary, to support individuals and

to encourage increased independence

in physical activities

Learning and Development - Give sufficient

time for children to use a range of equipment

to persist in activities, practising new and


45




















represent their experiences is unique and

valuable.

Positive relationships - Accommodate

children’s specific religious or cultural beliefs

relating to particular forms of art or methods

of representation.

Enabling environments - Include resources

from a variety of cultures to stimulate new

ideas and different ways of thinking.

Offer opportunities for children with visual

impairment to access and have physical

contact with artefacts, materials, spaces

and movements.

Provide opportunities for children with

hearing impairment to experience sound

through physical contact with instruments

and other sources of sound.

Encourage children who cannot communicate

by voice to respond to music in different ways,

such as gestures.

Learning and development - Create

opportunities for children to express their

ideas through a wide range of types of

representation.

46

Useful resources

Websites

• www.under5s.co.uk

• www.kidslikeme.co.uk

• www.open-sez-mefestivals.co.uk

• www.parrotfish.co.uk

• www.teachers.tv/earlyyearsresources.co.uk

• www.theequaloppshop.co.uk

• www.nacell.org.uk

• www.eastwesteduaction.org

• www.unicef.org.uk

• www.milet.com

• www.positive-identity.com

• www.oxfam.org.uk

• www.glbalcentredevon.org.uk

• www.factmonster.com

Book suppliers

The Willesden Bookshop www.willesdenbookshop.co.uk

Tamarind Books www.tamarindbooks.co.uk

Barefoot Books www.barefootbooks.co.uk

Appendix A

http://www.under5s.co.uk/

http://www.kidslikeme.co.uk/

http://www.open-sez-mefestivals.co.uk/

http://www.parrotfish.co.uk/

http://www.teachers.tv/earlyyearsresources.co.uk

http://www.theequaloppshop.co.uk/

http://www.nacell.org.uk/

http://www.eastwesteduaction.org/

http://www.unicef.org.uk/

http://www.milet.com/

http://www.positive-identity.com/

http://www.oxfam.org.uk/

http://www.glbalcentredevon.org.uk/

http://www.factmonster.com/

http://www.willesdenbookshop.co.uk/

http://www.tamarindbooks.co.uk/

http://www.barefootbooks.co.uk/

Books This list is not meant to be fully comprehensive. There are many other titles available. You should make judgements about suitability, depending on the

needs of the children and staff in the group.

Title Author ISBN Content Status Publisher

My brother Sammy

Becky Edwards and David Armitage

0-7475-4654-1

Child with autism

fiction

Bloomsbury

Double the Love

Bernard Ashley and Carol Thompson

1-84121-278-4 Grannies and mixed

race

fiction

Orchard

My hippie

Grandmother

Reeve Lindberg

1-84428 -785-8 Challenges age

stereotypes

fiction

Walker Books

Susan Laughs

Jean Willis and Tony Ross

0-09-940756-6

Child in wheelchair

fiction

Red Fox

Dan and Diesel Charlotte Hudson and Lindsey

Gardiner

978–0–099–47585-9

Child with guide dog

fiction

Red Fox

We Are All Different

Rebecca Rissman

978–0–431–19302-1 Different abilities and

culture

factual

Acorn Plus+

Jobs People Do

Anna Lee

0–237–52462-7 Male and female roles

and work

factual Evans Brothers

Ltd

All Together Now

Anita Jeram

0–7445–7857-4 A family with

difference: big feet

fiction

Walker Books

Picnic in the Park

Joe Griffiths and Tony Pilgrim

190566408-7

Diversity of families:

foster and adoption;

ability; race; disability

fiction

British

Association for

Adoption and

Fostering

And Tango Makes

Three

Justin Richardson and Peter Parnell

1–84738–148-0 Same sex penguin

parents

fiction Simon and

Schuster

Meet the Family - My

Brother

Mary Auld

978–0–7496–8107-4

Half and step siblings,

some from different

cultures

factual

Franklin Watts

Meet the Family – My

Aunt and Uncle

Mary Auld

978–0–7496–8109-8

As above for other

relatives and babysitters

factual

Franklin Watts

52

Meet the Family -

others in series

Mary Auld

Franklin Watts

We are All Different -

We All Play

Rebecca Rissman

978–0–431–19315-1

Mental and Physical

Differences, cross

cultural

factual

Heinemann

(Acorn Book)

We Are All Different –

others in series

Rebecca Rissman

Heinemann

(Acorn Book)

Our Families from Baby

to Grandma

Monica Hughes

0-431-16258-1

Combinations of

different family set ups

factual

Little Nippers

Our Global Community

- Families

Lisa Easterling

978-0-4311-9114-0

Families around the

world – similarity and

difference

factual

Heinemann

(Acorn Book)

Various multi-cultural

picture books

www.tamarindbooks.co.uk

www.kidslikeme.co.uk

www.harambeecentre.org.uk

Welcome Poster

www.freechildmindingresources.com




http://www.harambeecentre.org.uk/

http://www.freechildmindingresources.com/

49

Festivals and Cultures of the World by Rosheena Bateson

Appendix B

People of the world - easy start up exercise

• Children collect magazines from home or in setting, cutting out as many varieties of people and faces they can find.

• In your setting, have a folder, scrapbook or recycled paper for each child where they can stick pictures on as ‘individual communities’ (all the

same cultures together) or as a ‘one world poster’.

• Discuss why they made their choices.

• Talk together about what nationality the many faces are.

• Write the words of the nationalities down to talk about later - have some already on card to stick on the pictures.

Special events

• Keep the celebrations or festivals simple to start – this will let the children and you develop confidence together. You may even be guided by

the children themselves.

• Celebrate special events and days as a group. It will give plenty of opportunity to learn about other people.

Additional Activities MUSIC – find a piece of music which you know has been copied from an earlier version i.e. Jail House Rock by Elvis Presley was originally recorded by Big Mama Thornton –

a black Rhythm and Blues singer in 1950’s America. She was not well known due to her colour and the record did not go far but when Elvis released it in 1954, it was a big hit.

Talk about the difference between the two societies in USA at that time and was it like that in the UK? find other music to demonstrate the differences between black/ethnic

minority singers and white singers. Many of the Disney music was originally produced by unknown black singers but was adapted by many well known white singers e.g.

52

Lion king. Ask the children to do some research and discuss their findings.

DRAMA – using the example above of Elvis and Big Mama, go onto discuss segregation within the black and white communities. A good example of this is the story of Rosa

Parks. She was a coloured lady living in 1954 USA. When she was asked to move from her seat on a bus, she refused to do so and was eventually jailed for non-conforming

to segregation. Ask the children to research the story and then act out the incident and discuss was this fair, should she have moved, should she have been jailed? Split the

children into two teams and form a bus – whites at the front, blacks at the back – is this fair, how do they feel? This drama can be applied to an incident which occurred in

Bristol at about the same time – does this really happen in the UK? Does it still happen? Also this could be linked to the suffragette movement – separate the boys from the

girls. Give all the boys the right to do what they like but take those rights away from the girls – is this right? This can be linked to modern day cultures, where this still

happens. Discuss the role of men and women within these cultures and how they compare to our culture. These activities link into the KS2 history lessons – have a chat with

the class teacher when they look at these subjects.

SPORT – sports are a good way of discussing diversity but in particular football. Ask the children to pick their favourite sports man/woman and find out about where they

come from. you can plot their country on the map, find out about their culture, food, living conditions etc. This is very poignant with the Olympics this year. Don’t forget the

Para-Olympics and perhaps play some of the games with hands tied behind backs, blind folded etc – RISK ASSESS ENVIRONMENT.

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Special event – new babies and how we welcome them

New children will all need to settle into a new setting. Inviting a new baby to visit is a good way to focus on being new - talking about how new

babies behave and what they need to learn as well as how much the children have learned since they were babies. You could use the opportunity

to talk about Christening and baptism.

You can use:

• books or stories on Christenings

• Christening outfits and gowns

• Books and stories about babies from a variety of

backgrounds, races and cultures.

Key words

• Birth • Special

• Christening • Gift

• Celebration • Godparents

• Gown • Church

• Font • Name

• Visit different places of worship to see how babies in other cultures are welcomed into the world

• Have a Guess the Baby competition with photos. Can you guess who the babies are?

• Tell lots of baby stories and talk about all the things they have learned to do since being a baby.

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A place to worship - finding and using resources in your community

Visiting local places of worship will give children opportunities to see faith and culture in action. .

You can use:

• books and artefacts from different faith groups

• photos and posters from different faiths and in different languages

• DVDs of ceremonies

• A local map and a multi-faith calendar

Key words

• Worship • Building

• Artifacts • Street

• Special • County

• Celebrate • Teach

• Faith • Ceremony

• Belief

Collect resources on as many faiths as you can, not just those represented in your setting. When you visit a church, temple, or other place of

worship yourself, ask if you can take photos and collect any leaflets, postcards or information possible.

• Invite people from different cultures to come to your celebration days in traditional or religious dress. Display relevant artefacts and other

resources for the children to look at

• Visit local places of worship before deciding whether a visit is appropriate and how long the children need to spend there. Talk to the people

who know the place and let them help you decide on the sort of visit suitable for young children. It’s better to make several shorter visits than

one long one.

• Don’t forget local churches, chapels and halls where different Christian denominations worship and celebrate.

• Make the visits and discussions part of everyday events, such as local walks, shopping trips or other outings. Draw children’s attention to

places of worship as you would to other local features and buildings.

• Encourage children to talk about the celebrations they have at home and with their families. Use scrap books and displays to follow the

annual calendar of events for your community.

• Try making and tasting foods from different cultures. Some of your visitors may be able to help make their own specialities!

Devon County Council

Early Years and Childcare Service

Cultural Diversity Pack

For more information contact 01884 256515

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