Karen Hill Unit 3 Equality, Diversity and Inclusion in Work with children and young people 1. Understand the importance of promoting equality and diversity in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity At The Meadows Community Primary School there are a range of policies which set out guidelines and procedures for ensuring equality. These must take into account the rights of all individuals and groups within the school. Policies must also pay regard to the values and practice which are apart of all aspects of school life. It is important for myself to understand relevant legislation and it’s purpose, as this will help me in my role as a teaching assistant and make me aware of my responsibilities.
The protected characteristics are age, disability, race, religion, gender, gender reassignment, pregnancy/maternity, sexual orientation and marriage/civil partnership. There are three public sector equality duties whom those in receipt of public money must abide by. They are to promote equality of opportunity, to foster good relations between groups and to eliminate unlawful discrimination. Pre-schools have a statutory duty therefore to meet these requirements for children, families and staff. Pre-schools should have an Inclusion policy and in Essex have an Equality Named Coordinator and a Single Equality Scheme in place to ensure they are meeting statutory regulations.
TDA 2.4: Equality, Diversity and inclusion in work with children and young people 1. Understand the importance of promoting equality and diversity in work with children and young people. 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. Child Act 1989 - This allocated duties to local authorities, courts, parents and other agencies in the United Kingdom, to ensure children are safeguarded and their welfare is promoted. It centres on the idea that children are best cared for within their own families; however, it also makes provisions for instances when parents and families do not co-operate with statutory bodies.
Here are some of the policies and frameworks on the early years sector and how they have influenced it. Equality act- the equality act has had an influence on the early years sector As it means that employers must allow staff and children to come into their setting to work, or play no matter of their race, cultural background or even sex preference. the Uncrc has had an influence on the early years sector. The four core principles of this are non-discrimination, best interests of the child, right to life, survival and development and to respect the views of a child. This act protects children up to the age of 18 and stresses that no child should be treated unfairly.
CYPCore33-1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The main points of legislation that support the safeguarding of children are the Children Act 1989, Children Act 2004 and the Childcare Act 2006. The Children Act in 1989 set out principles to guide the work of local authorities and courts and also defined ‘significant harm’ and a child ‘in need’ of intervention. The Children Act 2004 provides the legal basis for children’s services set out in the Every Child Matters: Change for Children document. The Childcare Act 2006 is the first piece of legislation that is primarily concerned with Early Years and Childcare and introduces the early years foundation stage (EYFS) which supports settings in delivering high quality early education.
TDA 2.5 Schools as organisations 6.1 Identify the roles and responsibilities of national and local government for education policy and practice The national government has a Department For Education. The role and responsibilities for education policy and practice are: draw up educational policies set National Curriculum set Early Years Foundation Phase looks for new ways to develop the quality of services under Every Child Matters sets up and administers school league tables funds research into education based projects develop workforce reforms promote integrated working for everyone involved with working with children and young people develop the role of the third sector such as voluntary and community
It was further amended in 2006 to include a duty of schools to promote community cohesion. This means schools are required to work alongside other community based organisations to develop links and a shared sense of belonging, while valuing the contributions of different individuals and communities. The Children Act 2004/2006 The Children Act 2004 came in alongside the Every Child Matters framework and had a huge impact on the way in which schools address issues of care, discipline and welfare. The 2004 Act updates but does not supersede The Children Act 1989.
Child education is considered as a must in UK. According to the Every Child Matters agenda and the Childcare Act 2006, all the children from age 3 to 4 in England are entitled for free education. It is a must for them to have part time early education up to 15 hours per week for 38 weeks for a year. It is a responsibility of the government to fund these local authorities to provide this service to children. Early years provision in school is about helping and supporting very young children.
o Revised arrangements for sharing information. • Working Together to Safeguard Children 2006 – This document sets a framework that helps children’s agencies work together and alone to promote the welfare of the children. The Children in Northern Ireland organisations vision is to enhance the lives of all children in Northern Ireland by promoting the work of the children’s sector to maximise positive outcomes for children, young people and their families. They aim to be child focused in their work, ensuring that their activities are oriented towards achieving positive outcomes for children. • Every child matters is a green paper that was a result of the laming report (Victoria Climbie).
Influences on Elementary and Middle Schools Jean Piaget and Lev Vygotsky Influences on Elementary and Middle Schools Jean Piaget and Lev Vygotsky The influence of academic researchers, Jean Piaget and Lev Vygotsky, has heavily influenced both the elementary and middle schools of the 21st Century. Both theorists have contributed to the field of education by offering their distinct explanations for children’s cognitive learning styles and capabilities. We can find their influence not only in classroom teaching styles and curricula and pedagogy, but also in the design of school buildings. Every experience and interaction has an impact on early development and this is especially important in the classroom environment where interactions establish cognitive base. This is known as the cognitive development theory, as children actively construct knowledge as they manipulate and explore their world.