Equality and Diversity by Soniya Tamang https://padlet.com/soniyatamang/5vz39326tbpeza3o Maybird Training en-us 2022-05-16 00:03:03 UTC 2025-06-17 14:01:34 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/1674084838/e92b06e0ece67f17837f6046326f1ee2/33216__Maybird_Training_Logo__MJ_01_4mp.jpg Fundamental British Values in the Early Years soniyatamang https://padlet.com/soniyatamang/5vz39326tbpeza3o/wish/2186324619 All schools and education providers have a duty to 'actively promote' the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. In addition to this, the Counter Terrorism and Security Act also places a duty on early years providers 'to have due regard to the need to prevent people from being drawn into terrorism' (the Prevent duty).

You can find statutory guidance on the duty here: https://www.gov.uk/government/publications/prevent-duty-guidance

The fundamental British values and how they can be implemented

  • Democracy - making decisions together

        - Nursery managers and staff can encourage children to see their role in the bigger picture by encouraging them to know their views count, value their peers' views and values, and talk about their feelings (i.e. when they do or do not need help). When appropriate, demonstrate democracy in action e.g. children voting for what film to watch with a show of hands.

  • Rule of law - understanding rules matter
      
       - Staff can collaborate with children to create the rules and codes of behaviour, i.e. to agree the rules about tidying up and ensure that all children understand rules apply to everyone.

  • Individual liberty - freedom for all
     
       - Staff should encourage a range of activities and experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand their freedom to hold different opinions, for example - having a group discussion on how they feel about transferring into Reception class.

  • Mutual respect and tolerance - treat others as you would want to be treated

       - Managers and leaders should create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.

]]> 2022-05-16 19:32:12 UTC https://padlet.com/soniyatamang/5vz39326tbpeza3o/wish/2186324619 Faith and Belief soniyatamang https://padlet.com/soniyatamang/5vz39326tbpeza3o/wish/2186324903 Faith is a deeply integral part of society and early years consultants believe that holding occasional celebrations in the nursery is not enough to teach children about different cultures.

It is okay to get confused and make mistakes, but it is not acceptable for you, as professionals, to close your minds to the significance of the religious practices, symbols, festivals and beliefs of other people, or to tell children that one faith or sect is more 'right' than another.

The EYFS states that educators must promote equality of opportunity and anti-discriminatory practice and must ensure that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability. 

It does not specify particular religious festivals that should be celebrated in institutions, but the requirement under Personal, Social and Emotional development is that children should be provided with experiences and support that help them to develop a positive sense of themselves and of others. 

The early learning goals state that by the end of the EYFS, children should:
  • have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others
  • have a developing respect for their own cultures and beliefs and those of other people.
  • understand that people have different needs, views, cultures and beliefs that must be treated with respect.

]]> 2022-05-16 19:32:27 UTC https://padlet.com/soniyatamang/5vz39326tbpeza3o/wish/2186324903 Gender Identity soniyatamang https://padlet.com/soniyatamang/5vz39326tbpeza3o/wish/2186325030 Children and young people are continually trying to make sense of the world, assimilating new information and altering their theories along the way. As Ramsey (2004) states, most human and environmental influences in their lives reinforce existing stereotypes.

When children are left to their own devices without any prominent adult figures helping them consider perspectives that challenge the status quo, they tend to develop notions that conform to said stereotypes. Brill and Pepper (2008) found that when children are regularly exposed to images, actions, people and words that counter stereotypes, they are more likely to modify and expand on their narrow theories.

Therefore, educators of children and young people should offer their students different perspectives, including those that counter society's confined constructs, in order to allow children access to a range of roles, expressions, and identities. Without such efforts, their development is hindered, keeping them from realising the extent of their potential.

At this age, children of all genders have similar interests and needs: 
  • They’re making sense of language, social interactions, and their own bodies.
  • They’re curious about the world, and eager to learn through games, arts, and tactile experiences. They want to get messy and adventurous and to be physical and curious.

One of the most profound developmental tasks for young children is to understand who they are - to develop a sense of identity. Gender is a core aspect of who we are. However, gender is more complex than the binary categories of male and female. It is an interplay of sex, identity, and social influences. As an educator, your role is to support children on this path, as well as to actively work to counter gender stereotypes.

Challenge stereotypes with open discussion. Assertions like, "girls can't be firefighters" or “boys can’t be nurses” are perfect teachable moments. Stop and ask why they might think these things are true, and then, together, search for images of female firefighters or male nurses.

For more information, please visit this website as it breaks down gender identity in more detail:
https://www.brighthorizons.com/family-resources/gender-identity-early-childhood
]]> 2022-05-16 19:32:34 UTC https://padlet.com/soniyatamang/5vz39326tbpeza3o/wish/2186325030 Special Educational Needs and Disability soniyatamang https://padlet.com/soniyatamang/5vz39326tbpeza3o/wish/2186326913 The Special Educational Needs and Disability Code of Practice (2015) defines special educational needs as:

A child or young person has SEN if they have a learning difficulty which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of others of the same age
  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream-post 16 institutions.

Children’s special educational needs are generally thought of in the following four broad areas of need and support:

  • communication and interaction
  • cognition and learning
  • social, emotional and mental health
  • sensory and/or physical needs

There is often an overlap between disability and special educational needs. Therefore, a child can be defined as being disabled, having a special educational need (SEN) or having both a special educational need and a disability (SEND).

The Equality Act (2010) defines disability as:

a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.

Funded early years settings should follow the guidance in the EYFS and SEND Code of Practice to ensure all requirements outlined are incorporated into all aspects of their provision. Settings should ensure that all staff are knowledgeable in relevant law and policy and know how to apply it in their practice. This ensures children's needs are identified early, appropriate support is given, and children are referred onto external agencies if their learning and development continues to be a concern.

For more information, please visit:
https://www.eyalliance.org.uk/special-educational-needs-and-disability-send
]]> 2022-05-16 19:34:05 UTC https://padlet.com/soniyatamang/5vz39326tbpeza3o/wish/2186326913 Picturebooks to promote diversity and equality soniyatamang https://padlet.com/soniyatamang/5vz39326tbpeza3o/wish/2257096805 Rudine Sims Bishop (1990), a children's literature scholar, stated that books can sometimes be windows where different views of the world can be seen by the reader, whether these may be real or imagined. She also wrote that these windows can sometimes become mirrors in the right lighting conditions, where books and stories offer us a reflection of our own lives and experiences. Readers often seek their mirrors in books and stories; this goes for children too. Here are 10 picturebooks to celebrate and promote diversity and equality in the Early Years:

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

  • Look Up! by Jung Jin-Ho – A girl has only a bird’s eye view of the world from her balcony. Realising the problem, a boy lies flat on the pavement. Then others do the same.

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

  • 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.

  • Deep in the Sahara by Kelly Cunane, illustrated by Hoda Hadadi – Growing up in Mauritania, Lalla learns about the importance of the malafa, the cloth Mauritanian women wear to cover their heads and clothes, both in public and in prayer.

  • 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!

  • It’s Okay to be Different by Todd Parr – Delivers important messages of acceptance and confidence through bold colours and silly scenes: it’s okay to dance by yourself, be a different colour, and eat macaroni in the bath.

  • 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.

(McCormack, 2020)
https://www.nurseryworld.co.uk/features/article/picturebooks-part-6-mirrors-and-windows
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