CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 4 Use legislation relating to equality, diversity and inclusive practice

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.1, 1.2)

Lets play hangman.

Work as a class to find the answers

Webpage - http://www.hangman.no/Code – hxfifafjgmga

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Understand how legislation and codes of practice inform equality, diversity and inclusive practice.

AC - Describe what is meant by:

• Equality• Diversity• Inclusion• Discrimination

- Outline at least 5 strategies that are used in settings to support inclusion - Evaluate and present strategies used to support inclusion within Early Year

settings - Identify at least one example of ways individuals feel valued and respected

within college

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

It is very important to understand the meaning of key terms when they are used in relation to working with children.

• Equality• Diversity• Inclusion• Discrimination

Use the Early years resource books to look up each definition of the words, use a different book per word, then add your findings to a leaflet. Remember to add in your referencing and a bibliography.

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.1)

Individual activity

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

It is important to understand what important words mean when working with children and their families.

Move around the room asking people to read the information on your back to find your pair.

Share with the group your definition pairs

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.1)

Definitions

Incl

usio

n

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Sit in your definition pairs

Add examples to your leaflet that the group found covering all the headings around the room

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.1)

Definitions

Incl

usio

n

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

Describe how inclusive your setting is, move around the room to share good practice.

Consider:• Activities that include everyone• Equipment that is accessible to all• Displays that reflect all children and families• Role-play clothes from around the world• Books that’s support cultural backgrounds

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

As a group choose one example from each sheet to evaluate how effective the identified strategy is to offer inclusive practice in Early Years settings. Write your notes on the tables to allow you to

Present your findings to the class

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)

How do you feel valued in college and at placement?

Consider:• Being listened to• Feeling that your thoughts and opinions are important• Being praised for something you have achieved• Being praised for something you have done• Friends asking for your advice and guidance.

Individual activity

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Placement homework

December 5.12.16 1st Placement

OP2: 2.1. Plan creative activities for children which support: Music, dance and movement

8:3.4. Carry out the activities and write a reflection which describes how you carried them out.

Individual activity

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Placement homework

Religious Festivals and Holidays - 8 December

Bodhi DayOn Bodhi day Buddhists celebrate the Buddha's attainment of enlightenment. The tradition is that having spent six years living an extreme simple life, the Buddha spent time in deep meditation under the Bodhi Tree in India, where he achieved enlightenment.

https://www.youtube.com/watch?v=k0bIE8jLTbc

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 4 Use legislation relating to equality, diversity and inclusive practice

Session 2

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.1, 1.2)

https://www.youtube.com/watch?v=Urw4JUrul1Y

What would you like to give for Christmas? Add your ideas onto your Christmas tree ball-ball and we will

hang them on our class Christmas tree.

What does Christmas mean to you?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Understand how legislation and codes of practice inform equality, diversity and inclusive practice.

AC 1.2 Explain current legislation and codes of practice relating to equality, diversity and inclusive practice.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Legislation and codes of practice are in place to support practitioners to promote equality, diversity and inclusive practice.

They include:• Race Relations Act 1976 & 2000• Children Act 1989 & 2004• Disability Discrimination Act 1995• Special Educational Needs & Disability Act 2001• Equality Act 2010.

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.2)

Current legislation and codes of practice

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• All legislation and codes of practice will support practitioners to work effectively with children and their families.

• The legislation and codes of practice give children and families rights to be treated fairly and with equality.

• Each piece of legislation or code of practice will focus on one specific area – for example, disability or race.

• The Equality Act 2010 was created to bring together, simplify and further strengthen all previous legislation.

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.2)

Current legislation and codes of practice

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Log onto Oracle and you can choose from a key pieces of legislation or codes of practice relating to equality and inclusion You will need to complete research and add your findings to the padlet page identifying the main elements.

Consider:• The full name and date of the legislation or code of practice• The key points of the legislation or code of practice• How this supports practitioners in equality, diversity, inclusion and anti-

discriminatory practice.

You will use this information in the Classroom discussion activity.

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Reflection activity

How inclusive are you?

Write how your setting supports the following, print out your answer and stick it in your note books. Consider:• How do you include all children in every activity you run?• How do you stop children from being unkind to others?• How do you encourage all children to do their best even if they cannot

complete an activity or task?• How do you work with all children equally?

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Understand how legislation and codes of practice inform equality, diversity and inclusive practice.

AC 1.2 Explain current legislation and codes of practice relating to equality, diversity and inclusive practice.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Extension activity

Time: 15 minsWhat would you do if you heard a child calling another child by a discriminatory name?

Consider:• What you would say to both children• How you would deal with the child who was being unkind• Whether you would tell the parent/carer• What might happen if you did not challenge this situation.

1. Understand how legislation and codes of practice inform equality, diversity and inclusive practice (1.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Summary

• Inclusive practice is a key element of early years practice.

• Practitioners must challenge any form of discrimination.

• Legislation and codes of practice guide practitioners and inform current practice.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

1. Describe what is meant by the word ‘equality’.

2. Describe an activity that is inclusive.

3. Name two pieces of legislation relating to equality, diversity and inclusive practice.

Plenary

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 4 Use legislation relating to equality, diversity and inclusive practice

Session 3

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

Lets open our advent

calendarhttp://advent.makaton.org/

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO2 Understand how policies and procedures inform equality, diversity and inclusive practice.

AC 2.1 Identify policies and procedures relating to equality, diversity and inclusive practice.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Every setting will have a set of policies and procedures to ensure equality, diversity and inclusive practice, including:• Equal opportunities• Inclusion • Medication • Special educational needs• Food and drink• Behaviour• Anti-discriminatory practice.

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1)

Policies and procedures

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Equal opportunities – this will ensure everyone within the setting is treated equally.

• Inclusion – this will ensure that all children are included and are able to access the setting and the activities to the best of their ability.

• Medication – settings will have policies about administering non-prescription medication such as Calpol. The policy should not discriminate against children who require medication for a condition or long-term illness.

Add infornation to your leaflet

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

Policies and procedures

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Move around the room and add your ideas to given headings to describe how your setting provides equal opportunities.

Consider:• If a child had a mobility difficulty or a visual impairment,

would they be able to safely access all areas of the setting?• Do practitioners challenge stereotypes, for example if a boy

said only boys can play with certain toys?• Are all activities adapted to meet individual needs and

abilities?

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Special educational needs – this will show how practitioners will meet the individual needs of any children with special educational needs within the setting.

• Food and drink – this will identify how any special dietary requirements will be met.

• Behaviour – this will explain the expectations and sanctions for behaviour within the setting, and will include information for children with behavioural difficulties.

• Anti-discriminatory – this will clearly state how any act of discrimination will not be tolerated and how it will be dealt with.

Add information to your leaflet

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

Policies and procedures

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

Describe how children’s individual dietary needs are met within your setting.

Consider:• Are there children with allergies to certain foods?• Are some children vegetarian?• Are there cultural reasons for children having different food?• How are children identified as having different dietary needs?

Do you feel children with dietary needs are made to feel different in your setting, or are they fully included?

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Be creative in demonstrating a traditional meal for one of the following religious festivals – state the food added

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 4 Use legislation relating to equality, diversity and inclusive practice

Session 4

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

Create a graffiti wall on the classroom white board

What roles and responsibilities do we have as practitioners, when supporting equality, diversity

and inclusive practice?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO2 Understand how policies and procedures inform equality, diversity and inclusive practice.

AC 2.2 Explain roles and responsibilities when supporting equality, diversity and inclusive practice.

Outline role of a persona doll

Identify how to use a persona doll

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• All practitioners have a responsibility to follow the setting’s policies and procedures.

• Every setting will have designated people with specific responsibilities within the policies and procedures.

• The head of a setting has overall responsibility, and must be informed about any incidents relating to equality, diversity and inclusion.

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

Roles and responsibilities

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

All practitioners also have a responsibility:• To value the individual child• To develop and sustain a child-centred approach• To engage actively with the family to appreciate the holistic needs of the

child• 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 the child.

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

Roles and responsibilities

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Classroom discussion activity

What would you do if you felt a child was not being fully included?

Consider:• Mealtimes• Outdoor play• Story and rhyme time• Who you would talk to• Following the policies and procedures of the setting.

What might happen if you did not raise this concern?

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Soft bodied Persona dolls can be purchased with a range of skin tones, eye and hair colours and in both genders.They are a ‘child visitor’ to the setting usually at circle time. Usually have a story to tell to the children.Are friends with whom the children in the setting can bond with.

What is a Persona Doll?

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

http://www.youtube.com/watch?v=_PUhAoVAx0w

Lets see this method in action.

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• 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 at circle time.• The doll sits on the practitioners lap and the practitioner listens to the doll and tells the

children what the doll has said. • The practitioner gives a few facts about the doll-his/her name, where he /she lives and

encourages the children to ask more questions.• The practitioner is encouraging the children to make friends with the doll on every visit.• The next time the doll visits it may bring an item to share with the children for example’

a story book or a photo album. • Recount what the children know about the Persona doll from the first visit.• The Persona doll could have a back pack/bag in which to bring items to the setting.

How to use persona dolls

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

To explore different cultures and religions. To explore issues such as bullying, obesity or disabilities.To explore interesting artefact/special objects.To help children to explore a range of big issues such as prejudice, discrimination and racism in a non-threatening way.To help with a problems encountered by the children and practitioners in a setting.To help children celebrate positive events for example, birthdays, weddings, festivals, new baby and moving to a new home.

When can they be used?

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Lets us see the dolls in action, read the information you have a share with the group.

I will be observing your practice throughout.

Circle Time

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO2 Understand how policies and procedures inform equality, diversity and inclusive practice.

AC 2.2 Explain roles and responsibilities when supporting equality, diversity and inclusive practice.

Outline role of a persona doll

Identify how to use a persona doll

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

In pairs create a help guide to using a persona doll.

Extension - Create a help guide

2. Understand how policies and procedures inform equality, diversity and inclusive practice (2.1, 2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 4 Use legislation relating to equality, diversity and inclusive practice

Session 4

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)

What do you do if you want some information

or advice?

Answer the question you have been given.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO3 Know how to access information, advice and support about equality, diversity and inclusion.

AC 3.1 Identify sources of information, advice and support about equality, diversity and inclusion.

AC 3.2 Explain when to access information, advice and support about equality, diversity and inclusion.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Practitioners will always have to follow policies and procedures to make sure the setting is diverse, inclusive and treats all children equally.

• From time to time, practitioners will need to access information, support and advice to help them to meet the individual needs of children.

• Support will be available from within the setting, but practitioners may need to access additional information and this can be found in a range of places.

3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)

Information, advice and support

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)

Information, advice & support

Colleagues Manager

EYFS/NC

BooksMagazines & journalsInternet

Specialists

Parents & carers

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Looking at the books on your table, discuss how you could use books to support an activity that promotes diversity.

Consider:• Children’s story books from around the world• Books that show different family structures• Books that celebrate festivals

Can you name actual book titles you have seen or used when in setting?

3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Practitioners can talk to their colleagues and managers for advice and guidance.

• The team can work together to share their own knowledge and experiences, and this will support practitioners to provide a diverse and inclusive environment.

3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)

Information, advice and support

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• The setting may seek information, advice or support from other professionals outside of the setting, as they will have specialist knowledge in particular areas.

• The internet is another source for information, advice and support, but practitioners must be careful to only use trustworthy sites, as some of the information available is not accurate.

3. Know how to access information, advice and support about equality, diversity and inclusion (3.1)

Information, advice and support

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Classroom discussion activity

Move around the room and add your thoughts to the headings to highlight why it is important to access information, advice and support about equality, diversity and inclusion.

• Do you have any examples from your setting?• What might happen if you did not seek information, advice and support?

3. Know how to access information, advice and support about equality, diversity and inclusion (3.1, 3.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

It is important that practitioners access a variety of information, advice and support to help them when planning for a specific event such as celebrating Diwali.

This could include:• Speaking to parents/carers who celebrate Diwali and asking for their help• Using any of the relevant books already in the setting• Using templates or activity ideas from the internet• Using a DVD or video to show the story in an age appropriate way.

3. Know how to access information, advice and support about equality, diversity and inclusion (3.1, 3.2)

Information, advice and support

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Practitioners may need to access information, advice and support when they are planning to meet the individual needs of a child who has mobility difficulties.

This could include:• Speaking to the parent/carer about their child’s movements at home• Working with an occupational therapist within the setting who can advise

the best standing and sitting positions for the child• Working with any other professionals involved in caring for the child’s

individual needs• Attending training courses to help practitioners further support the child.

3. Know how to access information, advice and support about equality, diversity and inclusion (3.1, 3.2)

Information, advice and support

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO3 Know how to access information, advice and support about equality, diversity and inclusion.

AC 3.1 Identify sources of information, advice and support about equality, diversity and inclusion.

AC 3.2 Explain when to access information, advice and support about equality, diversity and inclusion.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 4 Use legislation relating to equality, diversity and inclusive practice

Session 6http://fcpsweb/ProSolution/Pages/Home/Home.aspx

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)

Time: 15 minsHow do you feel valued in college and at placement?

Consider:• Being listened to• Feeling that your thoughts and opinions are important• Being praised for something you have achieved• Being praised for something you have done• Friends asking for your advice and guidance.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO4 Be able to work in ways which support equality, diversity and inclusive practice.

AC 4.1 Interact with children in a way that values them and meets their individual needs.

AC 4.2 Reflect on the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• All children are unique and have their own individual needs.

• Practitioners will plan a variety of activities and experiences that all children can take part in to the best of their ability.

• Everyone has the right to be respected and to feel valued.

• Practitioners will be positive role models and will interact with all children.

4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)

Interacting with children

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Describe on your tables and then share with the group two situations where you know you have made a child feel valued.

4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)

Consider:• The use of praise and encouragement• Listening to a child• Responding to a child’s idea or wishes• Thanking a child for something they have said or done• Asking for a child’s opinion.

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Children love to talk to adults, and practitioners can show that they really value what a child has to say by giving them their undivided attention.

• When a practitioner stops what they are doing to listen to a child, they are using active listening skills.

• It is important to carefully listen to children, as this will support their self-esteem and they may be trying to tell you something that needs to be shared with the team.

4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)

Interacting with children

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Some children will have individual needs that may mean they need extra support within the setting.

• By meeting these individual needs, practitioners will show that they value the child.

• Practitioners need to be aware of how to support all children so that no child feels left out.

• Individual needs can include learning difficulties, a physical impairment or English as a second language.

4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)

Meeting individual needs

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

https://www.youtube.com/watch?v=PT-HBl2TVtI

You challenge for next week is to complete 1 act of kindness for someone else

If you give a little love, you can get a little love of your own

4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• It is very important to remember that everyone has their own attitudes and values, and just because they may differ from yours, it does not make them wrong.

• Practitioners may not agree with parents/carers’ attitudes or values, but as long as they are not causing any harm, the practitioner must accept and respect their differences.

• You may disagree with a parent/carer giving their 4-year-old child a dummy when they pick them up, but this does not make them a bad parent/carer.

4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)

Impact of own attitudes, values and behaviour

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Classroom discussion activity

As an individual move to true or false heading towards your feelings to the following statements.

Discuss your views and opinions on the following statements:• Children should always give up their seat to an adult on a bus• Mothers should not be allowed to breastfeed in public places• Children under 15 years old should always be home by 8.30pm• Babies should not be given dummies• It does not matter if you drop your ‘t’s when talking to children• There should be child-free areas in restaurant?

4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)

Individual activity

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Practitioners must treat all children equally no matter what their own values may be.

• Practitioners are role models and young children will copy their behaviours.

• If a practitioner shouts across the setting, then a child is likely to do the same.

• If a practitioner refuses to eat something, then a child will be reluctant to try that food.

4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)

Impact of own attitudes, values and behaviour

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Practitioners must always follow the policies and procedures of the setting when dealing with any situation within the setting.

• Practitioners must not allow their own attitudes and values to influence how they handle a situation.

• A practitioner may need to behave differently inside and outside of the setting. For example, if they were to hurt themselves in the setting they would need to think carefully about how they react, as children will be watching and may copy them.

4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)

Impact of own attitudes, values and behaviour

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

Discuss given questions as a table, to outline situations where you may need to think carefully about your own attitudes and behaviours within the setting.

Consider:• How would you behave in your own home if these situation happened?• Why is it important to behave professionally within the setting?

4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Independent research activity

In pairs complete research and create a basic information sheet to display, covering your given religious heading.

Religious research

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO4 Be able to work in ways which support equality, diversity and inclusive practice.

AC 4.1 Interact with children in a way that values them and meets their individual needs.

AC 4.2 Reflect on the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice.

Learning Outcomes