Welcome Back

Last Time

Our Objectives• Describe the potential affects of discrimination.• Summarise the importance of anti-

discriminatory/ bias practice• Show how the terms equality, inclusion,

participation and diversity can be promoted in childcare settings to provide positive outcomes.

• Compare the way different services take into account equality, diversity and inclusion.

• The United Nations Food and Agriculture Organization estimates that nearly 870 million people, or one in eight people in the world, were suffering from chronic undernourishment in 2010-2012. Almost all the hungry people, 852 million, live in developing countries, representing 15 percent of the population of developing counties. There are 16 million people undernourished in developed countries (FAO 2012).

• There are currently 3.6 million children living in poverty in the UK . That’s almost a third of all children. 1.6 million of these children live in severe poverty . In the UK 58% of children living in poverty are in a family where someone works. Barnardos

Equality – what does this mean?

• In pairs agree a definition for the term equality.• Once you have decided on a definition find

another pair and all agree a definition.• Once you have agreed on a new definition find

another group and agree a definition to share with the class.

Snowballing..............................................

Equality

Fill in the gaps!

Diversity

In small groups discuss the term diversity and what it means

“Differences in my school class”

Think back to when you were at school, list all the differences that you can remember.

Now list all of the differences in your setting.

Discrimination what is it?

• Inadvertent

• Deliberate

Definition:

Discrimination

Stereotyping

Prejudice

Prejudice= Thought

Discrimination= Deed

Preventing people joining in

Exclusion etc

Pigeon-holing

Assuming

Personal View

Generalisation

Against

Opinion

Thought

Biased

Inadvertent discrimination• Pork sausages removed from the menu as one

child is not allowed them.• All children are picked up at 2 o'clock on the last

day of term.• A child with disabilities always eats their lunch

with a tea spoon but could use a knife and fork if asked.

• An older child is struggling with a written task as you are not aware they are dyslexic.

• Only providing right-handed scissors• List two of your own examples...

Inadvertent and deliberate discrimination

Advertising vacancies

List deliberate discrimination that may happen in a setting

Discrimination

Stereotyping

Prejudice

Racism

Sexism

Institutional discrimination

Potential effects of discrimination

Potential effects of discrimination

• Complete the table effects of discrimination

Case Studies- From a different prospective

Pick a case study, and take on this person’s situation

List the discrimination you might face

How would you feel if you faced this discrimination?

Inclusion

Look at the case study on page 22 and then write down your own definition for ‘inclusion’.

Active Participation

• Read page 193-4 of the text book and record your own definition of active participation.

• How does your practice promote active participation?

• What improvements could you suggest to improve this level of participation?

Why is it important to ensure your practice and that of the setting is

not bias or discriminatory?

How do different settings take into account equality and diversity to

promote positive outcomes?

List two things that you can now implement in your setting following

today’s lesson.

Our Objectives• Describe the potential affects of discrimination.• Summarise the importance of anti-

discriminatory/ bias practice• Show how the terms equality, inclusion,

participation and diversity can be promoted in childcare settings to provide positive outcomes.

• Compare the way different services take into account equality, diversity and inclusion.

Next Time

• Social, economic and cultural environment

Homework

• Section 2 of the assignment

This afternoon

• Self Directed Study

• Portfolio Building• Assignment Guidance• Key/Functional Skills