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L2 EYP 9 and L3 Unit 1.2 Support Healthy Lifestyles for children through exercise

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L2 EYP 9 and L3 Unit 1.1 Support Healthy Lifestyles through the provision of food and nutrition 

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This follows on from the Child development 1 and 2 PowerPoints

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Child Development 1 L2 EYP5, L3 Units 3.9 and 3.12

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Glossary of terms used in unit criteria

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Planning template you can use if you don't have a copy of settings

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Activity plan template you can use if you don't have a copy of setting plan

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EYP L2 EYE L3 Roles and responsibilities and speech language and communication

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EYP L2 EYP7 Support planning and delivery EYE L3 Unit 3.4 Promote enabling play environments

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Here is an example of a longitudinal study completed by a learner. It is a good example and should help when you come to complete your own study.

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A Learner good example Longitudinal Study

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EYE L3 unit 3.14 Observation, assessment and planning

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VALUE OF PLAY L2 EYP EYP8 and L3 EYE Unit 3.1 FINAL

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Updated Timetable showing new Review dates

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23-24

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Unit 1.4 Emotiona well-being and Transitions

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PP 2

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This is a really good presentation produced by an Apprentice learner - Beverly Kay

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This is the workbook completed at Interview or at beginning of course, please complete if you haven't already done so.

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NEW IAG - Pathway to Employment - Workbook

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Holistic overview of H&S

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Our mission, vision and values explained_N Skills

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Please look at additional guidelines/proformas for some units to support your evidence, in particular Unit 3.15 (Longitudinal Study)

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A holistic overview of safeguarding

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can use as evidence in Unit 4.1 Engage in Professional Development

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Some useful tips!

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Use in conjunction with British Values workbook

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British Values & Prevent PP Slide for delivery - updated Jan 23

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Keeping+Children Safe Key Points - September 2023

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23-24

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How to Promote Equality, Diversity & Inclusion in the Classroom

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Promoting equality and diversity in education is essential for both teachers and students. Find a range of activities for you to use in the classroom here.

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Please look at Qualification Specification Unit 3.15 for additional information and templates for longitudinal study

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Background to the issue

Evidence from the National Crime Agency shows that child criminal exploitation is increasing across all areas of the UK where children, due to their ease of manipulation and coercion, are being groomed and criminally exploited.

In 2021, 27,000 children in England were identified as being involved in county lines. Intervening early is so important to keep children safe from this devastating form of abuse and being aware of the signs a child might be being exploited enables parents and professionals to seek support quickly.

Parents Against Child Exploitation (Pace) and Virtual College have teamed up to create this FREE short (20 to 30 minutes) online course designed for parents, carers and professionals working alongside children and young people.

What will you learn from the course?

Gain an understanding about how children are groomed and criminally exploited. Learn what county lines is and how it is operated across the UK. Understand the impact this form of child abuse has on families and how to seek support if you have concerns about a child at risk.

Learning outcomes

Know more about county lines and other forms of child criminal exploitation

Know the signs and indicators of child criminal exploitation

Appreciate the impact child criminal exploitation has on families

Understand what to do if you suspect a child might be at risk

What will you be able to do, or do differently, after taking the course?

You will have the confidence to talk to a child about what county lines and criminal exploitation is.

You will be able to recognise the signs that a child or young person might be being exploited.

You will know how to seek support if you are concerned about your child or a child in the community.

Who is it for?

The free online training course is aimed and parents, carers and professionals who work alongside children and young people.

Related Course

Want to learn more about the affects of county lines on children? Virtual College have built a full CPD approved Child Criminal Exploitation, Gangs and County Lines Training online course.

Suitable for anyone who comes into contact with children on a regular basis the training will help you identify the signs and symptoms of abuse and what to do if you suspect a child or young person is becoming involved in gang activities.

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Level 1 Child Criminal Exploitation and County Lines Training | Virtual College

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Evidence from the National Crime Agency shows that child criminal exploitation is increasing across all areas of the UK where children, due to their ease of manipulation and coercion, are being groomed and criminally exploited. In 2021, 27,000 children in England were identified as being involved in county lines.

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Female Genital Mutilation: Recognising and Preventing FGM

A free online safeguarding training course developed for the Home Office by Virtual College. Over 100,000 people have so far registered for this course and 95% of those who have completed the course have said they would now do something differently in their role.

About this safeguarding course

A recent study revealed that 137,000 women in England and Wales are estimated to be living with the consequences of FGM. To address this issue, the Home Office is championing a proactive approach and has launched this free online FGM training package.

Throughout this course, we follow a young girl named Hope as she encounters the key issues relating to FGM and we see how they affect her throughout her life. The training will help a wide range of professionals to identify and assist girls who are at risk of FGM.

This course is useful for anyone who is interested in gaining an overview of FGM, particularly frontline staff in healthcare, police, border force and children's social care.

FGM (Abuse Linked to Faith or Belief)

If you want more information on FGM or forced marriage, Virtual College have produced a FGM (Abuse Linked to Faith or Belief) full course priced at £30. This course is specifically designed to help people coming into contact with young people and their families during the course of their work to promote good safeguarding practice, whilst being culturally aware.

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Free FGM Training Online | Recognising & Preventing FGM Free Course | Virtual College

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This free Recognising and Preventing FGM course has been developed for the Home Office by Virtual College. Sign up now.

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When buying one of our courses, you will need to enter a valid email address which will be used to create your account with our Learning Management System - Enable - where you will take the training. We will also send your purchase receipt to this email address, and any additional courses purchased in future using the same email address will be added to your system account.

If you choose to pay via PayPal, we will use the email address linked to your PayPal account to create your Enable system account.

Once you have purchased a course, you will be able to send this course to other people using your system account with Enable by entering the new learner's email address so that they may access the training and set up their own system account with our Learning Management System.

If you are not 100% satisfied with your course then we offer a 30-day, no hassle money-back guarantee. To request a refund, you should email our learner support team with your receipt stating why you would like to be reimbursed. You, or your learners, must not have completed the training in order to make a valid refund claim. Any claim made after the training has been completed will be invalidated.

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When buying one of our courses, you will need to enter a valid email address which will be used to create your account with our Learning Management System - Enable - where you will take the training.

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Forced Marriage Awareness - Free Course | Virtual College

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This free Forced Marriage Awareness course is aimed at all professionals who have a responsibility to safeguard vulnerable children, young people and adults at risk of forced marriage.

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Forced Marriage Awareness - Free Course | Virtual College

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This free Forced Marriage Awareness course is aimed at all professionals who have a responsibility to safeguard vulnerable children, young people and adults at risk of forced marriage.

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About the Keep Them Safe course

Thousands of children in the UK are at risk of being forced or manipulated into sexual activity in a form of abuse called child sexual exploitation.

This abuse can happen to any child, anywhere. Knowing what to look for is an important way you can help to protect your children.

Parents Against Child Sexual Exploitation (Pace) and Virtual College have teamed up to provide this short (20 to 30 minutes) online course designed for parents and carers.

This free course is text and image based with no narration, a transcript of the course will be available to download once you have registered.

This course will help you to:

Understand child sexual exploitation

Find out how to spot the signs

Know who to report any concerns to

This course will be of interest to those working with children but is NOT a replacement for a full training course; any professional seeking training in Child Sexual Exploitation should complete a full practitioners version to be competently trained in this area.

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Keep Them Safe: Free Child Protection Course | Virtual College

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Thousands of children in the UK are at risk of being forced or manipulated into sexual activity in a form of abuse called child sexual exploitation. This abuse can happen to any child, anywhere. Knowing what to look for is an important way you can help to protect your children.

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A holistic teach covering many aspects of caring for a child who is unwell

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Working definition of trauma-informed practice - GOV.UK

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EYFS framework guide

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A holistic teach covering all aspects of child development

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Unit 1.3 Support Care Routines power point & Unit 1.4 afternoon session- emotional well-being 

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Caring for sick children

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Definition

Infant attachment is the deep emotional connection that an infant forms with his or her primary caregiver, often the mother. It is a tie that binds them together, endures over time, and leads the infant to experience pleasure, joy, safety , and comfort in the caregiver's company. The baby feels distress when that person is absent. Soothing, comforting, and providing pleasure are primary elements of the relationship. Attachment theory holds that a consistent primary caregiver is necessary for a child's optimal development.

Description

Attachment theory originated in the early 1950s with John Bowlby, a child psychiatrist, and Mary Ainsworth, a psychologist, who both became interested in young children's responses to experiencing loss. They began studying the realms of attachment and . Their theory was developed and integrated over the following 60 years by researchers around the world. (For attachment as it pertains to , readers can consult the entry in this encyclopedia on adoption.)

Attachment theory is based on the idea that the bond between an infant and his or her primary caregiver is the crucial and primary influence in infant development and as such forms the basis of coping, the development of relationships, and the formation of personality. If the mother is absent or not available, a primary caregiver serves the role usually assumed by the mother. Attachment refers to a relationship that emerges over time from a history of caregiver-infant interactions. As adults nurture and interact with infants during the first year of life, infants organize their behavior around these caregivers. Attachment is a phenomenon involving physiological, emotional, cognitive, and social processes. The baby displays instinctual attachment behaviors that are activated by cues or signals from the caregiver. Therefore, the process of attachment is defined as a mutual regulatory system, in which the baby and the caregiver have an influence on one another over time. The caregiver's presence provides a feeling of safety and security for the infant. Once this relationship is established, the preference tends to remain stable, and a shift of attachment behavior to a new or strange person becomes more difficult.

Some theorists believe that the attachment system evolved to ensure that infants and caregivers remain physically close, and that the infant is protected. Thus, in order to survive, an infant must become attached to the primary caregiver, who is stronger and wiser regarding the dangers of the world. The caregiver is a safe refuge, a source of comfort and protection, and serves as a secure base from which the infant can explore.

Research has shown that babies and caregivers demonstrate an instinct to attach. Babies instinctively reach out for the safety and security of the safe haven they have with their primary caregiver, while parents usually instinctively protect and nurture their children. Children who start their lives with the essential basis of secure attachment fare better in all aspects of functioning as their development progresses.

Attachment and behavior

From a behavioral perspective, attachment is represented by a group of instinctive infant behaviors that serve to form the attachment bond, protect the child from fear and harm, and aid in the infant's protected exploration of the world. These behaviors include:

All of these behaviors assist in facilitating the maximum physical and emotional development of the child. These particular behaviors may vary from one culture or society to others, but the attachment relationship appears to be universal.

Attachment and emotions

From an emotional perspective, attachment is the development of a mutual bond in which the primary caregiver positively influences infant development through the interactions and relationship that person has with the child. Babies are unable to regulate themselves and become overwhelmed by their emotional states, including those of fear, pleasure, and sadness. Babies are unable to keep themselves in a state of equilibrium, as they lack the skills to control either the intensity or the duration of those emotions. In an attached relationship, babies rely on their primary caregiver to help them navigate the world. The primary caregiver serves as a secure base that is used for exploration and learning. At the same time, the infant forms the necessary skills of self-protection and intimacy.

Other important functions that a secure attachment between an infant and his or her caregiver serves for the developing child include the following:

learning basic trust, which serves as a basis for all future emotional relationships

exploring the environment with feelings of safety and security, which leads to healthy intellectual and social development

developing the ability to control behavior, which results in effective management of impulses and emotions

creating a foundation for the development of identity, which includes a sense of capability, self-worth, and a balance between dependence and independence

establishing a moral framework that leads to empathy, compassion, and conscience

generating a core set of beliefs

providing a defense against stress and trauma

Children will display distinct attachment styles, which can be loosely defined as either secure or insecure. Secure styles show a child consistently connected to the primary caregiver, with a firmly established sense of trust and a nurturing response; however, insecure styles of attachment have features of instability.

Infancy

Several milestones occur over the course of their first year as infants form an attached relationship with their primary caregiver. These milestones include the following:

In the first two months of life, even though infants show little observable preference for a particular care-giver, the warm, sensitive, and reliable responses of the caregiver to the child set the stage for the developing attachment relationship.

From two to seven months, infants tend to interact differently with primary caregivers than they do with strangers but in general still do not display solid preferences.

By four to six months of age, infants begin to develop expectations of how their primary caregiver will respond to them when they are distressed.

Between seven months and one year, infants show a definite preference for their primary caregiver. They start to exhibit a wariness of strangers and symptoms of separation anxiety .

Toddlerhood

From 12 to 18 months, as they start to walk and crawl, children use their attachment figure as a secure base from which to go out and discover the world and as a safe haven to which to return when frightened or alarmed. Children with secure histories have been shown to be more determined, enthusiastic, and competent in problem-solving as toddlers.

Preschool

During this time, the attachment relationship is characterized by an increased tolerance for separation and an ability to cooperate with others. The child is learning to balance his or her need for independence, self-discipline, and exploration and the need for love and protection from the primary caregiver. However, as preschool approaches, children are still susceptible to a variety of dangers. Therefore, attachment behaviors, such as wanting to stay close to the primary caregiver and displaying occasional separation anxiety are adaptive processes, not regressive ones. Western culture has often portrayed this type of behavior as controlling or attention-seeking. Attachment theorists believe this is inaccurate, as these behaviors help serve to ensure the child's survival and socialization.

School age

School-age children with a history of secured attachment histories demonstrate an ability to be more goal-oriented and often display positive leadership skills. Numerous long-term studies have shown that in the following areas securely attached children do better as they grow older:

self-esteem

autonomy

ability to manage impulses and feelings

long-term friendships

positive relationships with parents, caregivers, and other authority figures

effective coping skills

trust, intimacy, and affection

positive and hopeful belief systems

academic success in school

Common problems

Insecure attachment develops when a primary care-giver does not consistently respond in ways that are warm, affectionate, loving, dependable, and sensitive to the infant's needs. The three primary insecure types are resistant attachment, avoidant attachment, and disorganized attachment.

Resistant attachment

This pattern is characterized by an emotional ambivalence in the child and a physical resistance to the primary caregiver. The infant is often hesitant to separate from the caregiver and is quick to display anxiety and distress in an unfamiliar setting. This classification is often referred to as anxious-ambivalent because the child will demonstrate anger towards the caregiver at the same time they are expressing their need for comforting. This type of insecure attachment may be an indicator of risk for the development of emotional, social, and behavioral problems in childhood and later in life.

Avoidant attachment

The key behavior in this type of insecure attachment is an active avoidance of the primary caregiver when the infant is upset. These babies readily separate from their primary caregivers in order to explore and may be more affectionate with strangers than their own mother. They exhibit little preference for and appear emotionally distant from the primary caregiver.

Disorganized attachment

In this type of insecure attachment, infants show a variety of confused and contradictory behaviors. For example, during a reunion with the primary caregiver, the child may look away or even display a blank stare when being held. Other babies may exhibit confusing patterns such as crying unexpectedly after being held or displaying odd, dazed expressions.

Parental concerns

Healthy attachment is the key to healthy babies, and healthy babies are the key to healthy adults. It is crucial for parents, however, to understand that each parent faces times when things do not function flawlessly. What is important in the development of secure attachment is that the primary caregiver is available emotionally to the child and sensitive to the infant's needs.

When to call the doctor

Parents should call their doctor if their child exhibits any of the behaviors of an insecure attachment.

KEY TERMS

Attachment behavior -Any behavior that an infant uses to seek and maintain contact with and elicit a response from the caregiver. These behaviors include crying, searching, grasping, following, smiling, reaching, and vocalizing.

Insecure attachment -Develops when a primary caregiver does not consistently respond in ways that are warm, affectionate, and sensitive to a baby's needs.

Secure attachment -Usually develops when the primary caregiver is sensitive to the infant's behavior and is emotionally and physically available to the child.

BOOKS

Blackman, James A. Infant Development and Mental Health in Early Intervention. Austin, TX: PRO-ED Incorporated, 2005.

Bremner, J. Gavin, et al. The Blackwell Handbook of Infant Development. Oxford, UK: Blackwell Publishing, 2004.

Lerner, Claire, et al. Bringing Up Baby: Three Steps to Making Good Decisions in Your Child's First Years. Washington, DC: Zero to Three Press, 2004.

Spitz, Rene A. First Year of Life: A Psychoanalytic Study of Normal and Deviant Behavior. Madison, CT: International Universities Press, 2005.

PERIODICALS

Carlson, Elizabeth A., Megan C. Sampson, and L. Alan Stroufe. "Implications of Attachment Theory and Research for Developmental-Behavioral Pediatrics." Journal of Developmental & Behavioral Pediatrics 24, no. 5 (October 2003): 364+.

ORGANIZATIONS

Attachment Parenting International. 2906 Berry Hill Drive, Nashville, TN 37204. Web site: http://www.attachmentparenting.org.

WEB SITES

Palmer, Linda F. "The Chemistry of Attachment." API News 5, no. 2 (2002). Available online at http://www.attachmentparenting.org/artchemistry.shtml (accessed October 11, 2004).

Porter, Lauren Lindsey. "The Science of Attachment: The Biological Roots of Love-Family Living." Mothering (July-August 2003). Available online at http://www.findarticles.com/p/articles/mi_m0838/is_119/ai_105515898/ (accessed October 11, 2004).

Thurber, Christopher A. "Roots and Wings: how attachment and temperament shape development-Revolutionary Studies in Child Psychology." Camping Magazine (March-April 2003). Available online at http://www.findarticles.com/p/articles/mi_m1249/is_2_76/ai_98953747/ (accessed October 11, 2004).

Deanna M. Swartout-Corbeil, RN

Other articles you might like:

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Attachment Between Infant and Caregiver - baby, symptoms, Definition, Description, Common problems

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Infant attachment is the deep emotional connection that an infant forms with his or her primary caregiver, often the mother. It is a tie that binds them together, endures over time, and leads the infant to experience pleasure, joy, safety , and comfort in the caregiver's company.

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Use this padlet link for current information/support

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Good Practice - Development Matters.  Supports activities, observing children and Longitudinal study

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Good Practice - Development Matters.  Supports activities, observing children and Longitudinal study

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(Please note that the version published on 31 March has been replaced on 12 April to correct errors on p7 and p104 and in the acknowledgements of the earlier version)

You can buy a printed copy of the guidance from some of the Early Years Coalition partners. Pre-orders can be placed now and printed copies will be dispatched at the end of April 2021.

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(Please note that the version published on 31 March has been replaced on 12 April to correct errors on p7 and p104 and in the acknowledgements of the earlier version) You can buy a printed copy of the guidance from some of the Early Years Coalition partners.

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Information for local authorities and institutions about early years funding for the 2022 to 2023 financial year.

Documents

MS Excel Spreadsheet, 66.2 KB

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Technical note

Read the technical note and step-by-step guide (in the funding rates table) to understand how the funding rates for early years have been calculated.

Funding rates

View the funding rates for your local authority area

Operational guide

Local authorities should follow this guidance when funding providers to deliver the early years entitlements in the financial year 2022 to 2023.

Further information

You can view the rates and calculations for previous financial years on the early years national funding formula: funding rates and guidance page and the early years funding: 2021 to 2022.

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

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As Early Years practitioners, we should never underestimate the power and influence we have on shaping the lives of children and families.

It is essential that we reflect on our attitudes, behaviour and practices. The attitudes of young children towards diversity are profoundly affected by the behaviour of the adults around them. Inclusion is not optional. Children have defined entitlements in this area and settings have legal and moral responsibilities.

In order to meet those responsibilities, we must first examine our own thoughts, attitudes and assumptions towards difference and diversity. To overcome barriers for children, we need to be aware that those barriers, not always obvious or instantly recognisable exist, particularly those barriers which are subconscious and attitudinal.

It is important that we are able to examine our feelings and attitudes, sensitively, honestly and openly to avoid successive generations of children experiencing bias and inequality which can lead to underachievement.

What does Equality, Diversity and Inclusion Mean?

Equality means recognising and responding fairly to the needs of individuals and identities of all others. It provides every child with an opportunity to reach their full potential and have an equal chance to live their life as they choose. Equality also refers to the way we handle cases of prejudice and discrimination to ensure there is equality in the process and outcome.

The Equality Act 2010 provides a legal framework to protect the rights of individuals and advance equality for all. It provides a single, consolidated source of discrimination law, covering all the types of discrimination that are unlawful. Everything that we do in early years needs to be non-discriminatory and this requires regular reviews of practice, policies and procedures to ensure we do not discriminate against anyone without exception.

Diversity in the EYFS

The Statutory Framework for the Early Years Foundation Stage (April 2017) which sets the standards for learning, development and care for children from birth to five seeks to provide:
"Equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported."
Providers have a responsibility to ensure positive attitudes to diversity and difference. Not only so that every child is included and not disadvantaged, but also so that they learn from the earliest age to value diversity in others and grow up making a positive contribution to society.

All children should have the opportunity to experience a challenging and enjoyable programme of learning and development.

Inclusion in the EYFS:

Inclusion is the process by which we value all individuals, recognising their unique attributes, qualities and ways of being. Central to good inclusive practice is children's rights. The United Nations Convention on the Rights of the Child, (1989) outlines the basic human rights to which children up to the age of eighteen everywhere are entitled: the right to survival; the right to the development of their full physical and mental potential; the right to protection from influences

that are harmful to their development; and the right to participation in family, cultural and social life. The Convention protects these rights by setting minimum standards that governments must meet in providing health care, education and legal and social services to children in their countries.

In order to ensure inclusive practice, we need to develop our ethos, policies and practices to include all learners with the aim of meeting their individual needs. To help to ensure inclusivity we must be proactive at removing the factors which act as barriers to inclusion such as negativity, bias and stereotyping. It takes a whole team approach to develop positive attitudes, implement clear strategies and nurture collaborative approaches.

Early years settings are well placed to provide a safe environment where parents, staff and children can learn about each other's differences and similarities and learn to empathise and value each other.

Reflecting on Policies and Legislation:

Does your setting have an equality policy? - your setting should implement an effective policy which ensures equality of opportunities for all children regardless of culture, race, faith, belief, gender, sexual orientation, special educational needs and disabilities.

Is equality, diversity and inclusion inspected by Ofsted? - The early years inspection framework sets out the requirements which include children learning to respect and celebrate each other's differences and develop an understanding of diversity beyond their immediate family experience, through a range of activities that teach them effectively about people in the wider world.

Are there opportunities for focussed discussion and training to help practitioners to consider the nature of discrimination and develop inclusive practice? - Ensure opportunities for discussion, to review and implement, monitor and evaluate the setting's race equality policy. Ensure staff have time and opportunities for professional development in race equality.

Do all staff understand the requirements of the legislation and can they make links? - It is crucial that all staff have an awareness of the legislation and make links between the documents. For example, the fourth Fundamental British Value is: mutual respect and tolerance of different faiths and beliefs. It is important to accurately reflect our culturally diverse society so that all children learn about the society in which they live; to foster respect for other cultures and to ensure that children from minority ethnic groups are able to relate to their environment and activities and take pride in their ethnicity.

Reflecting on Equality, Diversity and Inclusion in EYFS practice

Awareness of cultural diversity needs to be at an age appropriate level for Early Years children so that it is positive and meaningful. It is important that practitioners provide an exceptional range of resources and activities that reflect and value the diversity of children's experiences. Schools and settings need to actively challenge gender, cultural and racial stereotyping and help children gain an understanding of people, families and communities beyond their immediate experience.
Challenging Stereo Types
Researcher Marshall Duke found that children who knew their family histories were more resilient. If the narratives were just about the family's successes, they were not as powerful as if the narratives told about both the ups and the downs... " we had plenty of hard times, but we made it through together." It creates a story for children about resilience.

It is equally important for children to see themselves and others portrayed positively in books and posters in the environment. We need to consider how diverse our books are in the provision and to ensure images and pictures include different cultures, race and religion, different disabilities and family backgrounds so that all children feel represented and included.

In 1990 children's literature scholar Rudine Sims Bishop wrote that

"Books are sometimes windows, offering views of the world that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection, we can see our own lives and experiences as part of the larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books."

At the end of this article, you will find a range of books which celebrate diversity. We must remain responsive to the different cohorts of children and work closely with families, developing a mutual understanding of culture and heritage, and understanding the role this plays in planning for learning. We must actively seek out ways to counter the learning of negative attitudes towards difference. It's essential that the support, resources and experiences that we provide reflect the rich diversity of multi-cultural Britain and give all children the opportunity to develop a positive self-identity, self-esteem and respect for others.
Points for Reflecting on Practice:

Are there opportunities to share experiences and explore the concept of fairness, tolerance and forgiveness through circle time and group activities and in everyday play such as role-play, small world and storytelling?

Do our resources reflect cultural and ethnic diversity and do not promote negative stereotypes, for example ensuring that dolls and puppets have realistic skin tone, facial features and hair texture?

Do we provide opportunities for children to explore household items from different cultures, stories and family photographs that realistically reflect a range of backgrounds?

Do we offer foods from a variety of cultures and share family recipes and traditions?

Do we provide books and stories free from stereotypes and promote positive role models from a wide diversity of backgrounds?

Do we provide opportunities to experience diversity through visits or hosting visitors from a range of backgrounds, such as sportspeople, storytellers, artists and musicians?

Do we recognise the need for training in race equality whatever the ethnic makeup of our setting and surrounding area?

Do we answer questions about race and ethnicity openly, honestly and sensitively?

Do we have a commitment to challenge racism?

Do we share that commitment with parents and carers and openly deal with racist remarks and other discriminatory behaviour making it clear that it is not acceptable?

Do we welcome all families equally?

Do we ensure all families have access to all the activities we offer?

Do we place value on equalities education in the same way we do other areas of learning?

Do we raise all children's language awareness in our setting, for example, through dual language stories, songs and rhymes?

Do we find out which children in our setting speak or hear languages other than English at home or within the extended family?

Do we celebrate the languages and regional dialects of the children in our setting?

Do parents recognise the importance of the maintenance and development of their home languages? How do you know?

Books to Help Celebrate Equality, Diversity and Inclusion:

Susan Laughs by Jeanne Willis and Tony Ross - Susan may be in a wheelchair, but she is no different from any other child.

It's Okay to be Different by Todd Parr - This book delivers important messages of acceptance, understanding and confidence. It is targeted at young children.

My Name is Not Refugee by Kate Milner - A young boy discusses the journey he is about to embark on with his mother.

It's a No Money Day by Kate Milner - Mum works really hard but today there is no money left and no food in the cupboards. This story gives a moving insight into the sad rise and necessity of food banks and the perspective of society's most vulnerable.

Hands Up! by Breanna McDaniel, illustrated by Shane W Evans- A black girl raises her arms for many reasons throughout her life, from greeting the sun as a baby to taking part in a protest march as an adult.

And Tango Makes Three by Justin Richardson and Peter Parnell, illustrated by Henry Cole - Two male penguins fall in love and start a family by taking turns sitting on an abandoned egg until it hatches.

Julian is a Mermaid by Jessica Love - Julian wants to dress up like the spectacularly dressed women on the subway. But what will his grandma think about the mess he makes - and how Julian sees himself?

Not All Princesses Dress in Pink by Jane Yolen and Heidi EY Stemple and illustrated by Anne-Sophie - Proof that princesses can jump in puddles, climb trees, play sports and use power tools!

The Pirates Next Door by Jonny Duddle - When a family of pirates move to a seaside town, neighbours are aghast and soon spreading rumours, while the family next door wishes their daughter would play with 'normal' girls and boys.

So Much by Trish Brown, illustrated by Helen Oxenbury - An uncle, auntie, cousins and grandparents all arrive eager to hug and kiss the baby.

Freddie and the Fairy by Julia Donaldson, illustrated by Karen George - Will a hard-of-hearing fairy be able to grant Freddie's wish for a pet, particularly when he tends to mumble?

Fussy Freya by Katharine Quarmby and Piet Grosler - One day, Freya says no to dahl and then to all her favourite foods, but her grandparents have a solution.

My Sister is an Alien by Rachel Bright - Space-mad Alfie is convinced his new sister is an alien and sets about returning her to the moon.

Tucking in - Just Like Me! by Jess Stockham - Babies will love lifting the flaps in this board book to find out all about themselves, and their tastes.

The Mega Magic Hair Swap by Rochelle Humes - Mai and Rose are best friends but they're not two peas in a pod. Mai has dark curly and whirly hair that never stays put and Rose has blonde hair, as straight as a ruler, that slips and slides whenever she tries to put it in a ponytail. This is a joyful story about celebrating differences and loving yourself from head to toe!

Hair Love by Matthew Cherry -This tender and empowering story is an ode to loving your natural hair and a celebration of daddies and daughters everywhere.

Lists of recommended books that celebrate diversity can be found at:

www.sevenstories.org.uk/learning/projects-and-partnerships/diverse-voices-2014

www.letterboxlibrary.com/acatalog/Early-Years-0-5yrs.html

www.booktrust.org.uk/booklists/r/represents-picture-books/

https://diversebooks.org/resources/where-to-find-diverse-books/

http://mirrorswindowsdoors.org/wp/reading-lists/

More Information
The United Nations Convention on the Rights of the Child, (1989)

The Equality Act 2010 and schools (DfE May 2014)

The special educational needs and disability (SEND) Code of Practice 0-25 years

Building futures- a focus on provision for black children in the EYFS

Building futures - a focus on provision for Gypsy, Roma and traveller background children in the EYFS

SEAD -social and emotional aspects of development

Confident, capable and creative: supporting boys achievement
Supporting children learning English as an additional language EYFS

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Reflecting on Equality, Diversity and Inclusion in the Early Years

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As Early Years practitioners, we should never underestimate the power and influence we have on shaping the lives of children and families. It is essential that we reflect on our attitudes, behaviour and practices. The attitudes of young children towards diversity are profoundly affected by the behaviour of the adults around them.