Childcare Level 3 Research Paper

Both discrimination and prejudice can take a range of forms and can take place for a multitude of reasons and usually occurs through lack of knowledge and an understanding of diversity, every childcare professional must be conscious of the fact that a child or young person will experience some form of prejudice or discrimination against them throughout their time in

It is important to ensure children and young people are protected from harm within the setting, as the parents are leaving their children in your care with the expectation that they can trust you and your colleagues to keep their children from harm. It is difficult for parents to leave their children in an education or care setting and then go to work; they need to be confident that their children will be in safe supportive hands with people that will help them develop.

The ‘Children’s Act 2004’ was continuously updated and developed into the ‘Children’s Act 2006’. This act states that all settings have to follow the Early Years Framework Stages (which were renewed in 2012). The Early Years Framework Stages (EYFS) is aimed to fulfil the five aims of ‘every child matters’ and the previous children’s act of 2004. The intentions are to achieve these aims by setting standards, promote equal opportunities and through a framework of partnerships, improve quality and consistency and lay secure foundation for all learning and development, present and future. By improving the quality the service and experiences are improved for all children and families. Safeguarding children is a vital part of improving all childcare services/settings.

Understand the importance of promoting equality and diversity in work with children and young people

The nursery is a special nursery in one that we get children from Army parents and Civilian parents. We get staff from Army wives or from the wider community. We get children from the same aspects. This shows that the range of people that are within this building is so diverse. With diversity can bring deliberate discrimination. It can be something as petty as gossip leading up to verbal attacks on a certain individual. Even though I care after children in my job this does not mean deliberate discrimination doesn’t happen against parents or staff. Deliberate discrimination is intentional; it is not something that happens in gest. Examples of this could be singling a child out of an activity for not liking their parents. Verbally assaulting a colleague to them or another colleague for not liking who they are. Deliberate discrimination should be ridden from all work places.

How national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people

Two legal issues that may arise in an early childhood setting is harassment between parents or staff members towards children and discrimination of children with disabilities. Some ways to respond to both legal issues is to report it to a child safety authority or take it to the police.

Working together to Safeguard Children (2010) sets out how organisations and individuals should work together to safeguard and promote the welfare of children and young people in accordance with the Children Act 1989 and the Children Act 2004. Working Together is addressed to practitioners and frontline managers who have particular responsibilities for safeguarding and promoting the welfare of children, and to senior and operational managers in:

While regulation and standard are the keys to the success of a childcare facility, there are factors that I believe are equally important to be successful in an early childcare program. So, I looked for a highly qualified teacher with good communication skills. Saint Mary Academy Inc. displayed these factors upon entry to the facility. I saw degrees of teacher and directors ranging from masters to bachelor degrees specialized for the profession display behind the desk of the director for the day.

This paper has been divided into four parts. The first section defines and gives a brief explanation of the Basic Skills Component Domains of working with Children and young people including- Core competences for working with children and young

Promote equality, diversity and inclusion in work with children and young people 3 2 Assessment criteria The learner can: 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity 1.2 Explain the importance of promoting the rights of all children and young people to participation and equality of access 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people 1.4 Interact with children and young people in a way that values diversity and respects cultural, religious and ethnic differences 1.5 Demonstrate ways of applying the principles of equality, diversity and antidiscriminatory

I am doing my CSL placement at a government-funded organization called English at First. This organization is free of charge, and provides classes to refugee and immigrant adults in order to help improve their English writing and reading skills. Many of the adults who come to this program have young children who are not yet able to attend school. There is an infant, toddler, and preschool section available, therefore accommodating children from newborns to children who are 3-4 years old. Although I was originally supposed to help out in the toddler section, they are asleep at the time I go volunteer, so instead I help out with the preschool aged children. One of my main roles/responsibilities is to ensure that the children have a safe environment

In Park Lane Primary, us as practitioners and the school must create an atmosphere which Mr and Mrs Khan can feel valued and welcomed. I would do this by telling them that we will meet individual needs of their child and if there is any problems we will talk to you. Also, we can tell Mr and Mrs Khan that we provide activities relating to their culture because they don’t have to feel that they are getting discriminated against. When we invite Mr and Mrs Khan into the setting, it is important that we discuss the child 's needs and allow them to ask questions. When answering questions it is important that you be honest and open. If you don’t be honest then Mr and Mrs Khan may not trust them again. As a key worker in Park Lane Primary school,

When working with youth groups it is the providers or workers duty of care to avoid exposing young people to physical, psychological or emotional harm or injury. Workers will always up hold the principle of ‘does no harm’. Workers must assess risk and manage the safety of work and activities involving all young people while remaining aware of the need to encourage young people to partake in challenging activities that assist them to reach their full potential and meet their needs and goals. All workers will understand that risk comes in many forms and that cultural abuse and racism are influential risk factors in Indigenous young people. It is also the responsibility and duty of care for all workers to be aware of who they work with in relation to the services provided to young people and to ensure that all young persons are protected from abuse and careful of whop interacts with the young people they work with. It is

I think that one of the challenges in communicating assessment information to any family is the different cultural beliefs. Since there would be different types of cultures in the day care, it’s important to make sure that you go and try to follow their beliefs as close as you can. If not, then you wouldn’t really have a bond with the child or the parents won’t feel comfortable around if you don’t at least try. Since there would be a few different cultures, I think it would be nice to have someone to help so it doesn’t really stress the one caregiver out. I would maybe try and split both of the caregivers so maybe one week we learn cultures and the next switch cultures so we would both get to know the cultures a bit better.