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