2. Lets play hangman.
Work as a class to find the answers
Webpage - http://www.hangman.no/
Code - hvbjbdegfedc
Once you have worked out the answer, as
an individual write your understanding of
the meaning for each word.
Starter Activity
3. Aims and Objectives for
session
Describe equality
Describe diversity
Describe inclusion
Describe discrimination
Outline policies within your
setting that link to equality,
diversity and inclusive
practice
4. Research - Task 1 (assessment
criteria 1.1
Use the Early Years books to check
your answers
Produce a leaflet intended for Level 2
students to describe what is meant by:
equality
diversity
inclusion
discrimination
5. What legislation links to equality,
diversity and inclusive practice?
Legislation is the act or process of
making or enacting laws.
(http://www.vocabulary.com/dictionary/legislation)
Can you think of any policies within your
setting that link to equality, diversity and
inclusive practice?
6. Current legislation and codes of
practice linking to equality,
diversity and inclusive practice?
SEN code of practice,
UN convention for the rights of
children
Equal opportunities act 2010
EYFS statutory framework and
Inclusion policy
7. Self Study at home
Research your identified legislation,
statutory framework, codes of practice
or guideline
You will present these
next session
Remember to reference, lets refresh
how to do this correctly.
13. Starter Activity – 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?
14. Aims and Objectives for
session
Identify roles and
responsibilities practitioners
have when supporting
equality, diversity and inclusive
practice
Outline role of a persona doll
Identify how to use a persona
doll
15. Roles and
responsibilities
to work within the policies and procedures of the
setting
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 provide an inclusive environment which actively
welcomes diversity
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.
16. 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
17.
18. 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.
19.
20. Lets us see the dolls in action, read the
information you have a share with the
group.
I will be observing your practice
throughout.
23. Aims and Objectives for
session
Explain how equality can be achieved at
a setting
Identify where to gain information, advise
and support about equality, diversity and
inclusive practice
Outline colleague support
Explain parent and family support
Identify sources of useful information for
equality support
Outline religious calendar event
24. Where can you gain
information, advise
and support about
equality, diversity and
inclusive practice?
25. Colleagues for support
In settings there is a SENCO, who you
can approach for information or support
when working with a child with
additional needs.
It is important to get to know the
strength and personal expertise of
individual member of staff team, you will
often find that they can offer useful
support, having encountered a similar
situation before.
26. Parents and families for
support
Parent and family members can be a
valuable resource if further information
is required about an individual child.
- Disability or condition
- Home language
- Special dietary needs or allergies, and
preferences
- Cultural preferences
27. Organizations specialising in
equality issues for support
There are lots of sources of useful
information available, lets have a look.
The relevant acts of parliament www.gov.uk
The equality and human rights
commission
www.equalityhumanrights.com
Early year education www.early-education.org.uk
National Children’s Bureau www.ncb.org.uk
Organisation Mondiale Education
Pre-Scholaire
www.omepuk.org.uk
