Equality, Diversity and Rights

UNIT
1 Equality, diversity and rights

in early years work
What you need to learn

1 The meaning of diversity in today’s society
2 The importance of equality, diversity and rights in early years
services
3 How early years services can recognise and promote equality,
diversity and rights
4 Promoting equality, diversity and rights in your own
early years practice
Introduction
T his unit introduces the concepts of equality, diversity and rights. These
concepts form the foundation of your work with young children and their
families. Some of the language used may be new to you, so each time you see a
new word look it up so that you understand precisely what it means. As your
understanding of equality, diversity and rights grows, you will see that these
important concepts are integral to the way in which early years settings and early
years practitioners provide their services.
How you will be assessed

This unit is assessed internally.
UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 1

1 The meaning of diversity in today’s society
Diversity is about the differences between with many different languages, ethnic groups and
people – you need to understand this in order to cultures. There are many aspects of diversity, or
practise in early years and childcare settings. difference, but those most commonly recognised
Contemporary British society today is diverse, are described in the following table.
DIFFERENCE COMMENT
Gender In the past men had more rights than women and were seen as more
important. Women still earn less than men for similar work and find
difficulty in breaking through the ‘glass ceiling’ to the most senior positions
at work. There are far more derogatory terms, such as ‘slag’, used to
describe women than men.
Race and ethnicity People categorise themselves and others based on race and ethnicity, such
as being black or white, European or Asian. Many people in our society still
place a preference on white skin and Western European background, and
derogatory terms for black people are still used. Ethnic origin is different
from race and usually covers a shared history, social customs and common
ancestry.
Culture All of us have a cultural background – activities, beliefs, values, knowledge
and ideas shared by a group of people. White, middle-class culture still
dominates the media and is often seen as more valuable. People feel more
comfortable with others of a similar cultural background and groups who
hold power and influence in society tend to value others like themselves.
Place of origin Immigration into the UK has been taking place throughout our history.
Waves of immigrants have come here from many countries of the world and
have chosen to settle here. Today is no exception and many are here fleeing
from persecution, war and disruption in their home countries, or simply to
make a better life for themselves. Some groups have formed significant
communities in different parts of the UK, whereas others are more integrated
into our society. We are now part of an enlarged European Union and many
immigrants to the UK are now coming from countries right across Europe.
These people have a right to be here and to work in the UK.

Terminology used in this unit

Equality – In our society, equality is about fairness and ensuring people have the same rights
regardless of their background or who they are. Any society that ensures its people have equal
chances and equal treatment is building for its future by encouraging equality of opportunity for
all.
Diversity is about differences, such as differences in gender, disability, race, age, culture,
religion, social class, child-rearing practices, appearance, employment status or sexuality.
Differences enrich our society and make it an exciting and challenging place to be.
Rights are what we are entitled to as members of society. Our society recognises that rights
often come with responsibilities. For example, we have a right to live in peace, but a
corresponding responsibility to be peaceful ourselves. These rights are sometimes called ‘moral
rights’ and are based on ideas about what is right or wrong, fair or unfair and just or unjust.
2 BTEC NATIONAL EARLY YEARS

DIFFERENCE COMMENT
Beliefs People are brought up with varying religious backgrounds. Religion is closely
linked with culture. In the UK there is religious freedom and people are
allowed to practise their religion without fear of prejudice. But criticism of a
religion is often used as a cover for prejudice. As early years practitioners we
have a duty to respect the beliefs that children and families hold.
Values Values are held by all of us – they are the beliefs and moral principles by
which we live. We are likely to share many of the values of our society, such
as respect for human life and opposition to murder, but there is less
agreement on other issues, such as capital punishment for people who
commit murder. We need to make sure our values do not lead us to make
negative judgments about other people.
Age Youth is generally valued above old age, although the very young are also
often not valued. There are problems for older people in employment and in
relation to issues such as health care.
Health status People with illnesses are often made to feel different and outside
mainstream society. This is especially true for mental health problems.
People can also be treated differently if they are seen as somehow being
responsible for their situation, such as with diseases like AIDS or lung cancer.
Physical ability People have different levels of physical ability, ranging from those who are
super fit and physically able to those who may have severe physical
disabilities which hinder them in taking a full part in our society. People
make assumptions about disability and make negative judgements about
those who are seen as disabled. The ‘social model’ of disability is one which
sees the problems as lying in society’s lack of provision for disabled people,
who could achieve substantially more given the right support. Another view
is the ‘medical model’ which concentrates on the person’s disability and sees
them as a ‘condition’ rather than as a whole person with the ability to
achieve. In early years settings the ‘social model’ is the one that is used, as it
encourages us to look at the whole child, regardless of their physical ability,
and help them to achieve as best they can.
Learning needs People learn differently and have different abilities. Children with special
educational needs learn differently from most children of the same age.
These children may need extra or different help from that given to other
children.
Economic status This refers to a person’s income or wealth, and so can also refer to differences in
social background, education, income or lifestyle. Assumptions are made about
people who are poor or have a limited lifestyle. People who are employed are
often valued above those who are unemployed, regardless of the reasons. One
of the first questions people ask each other is ‘What do you do?’.
Family structure This refers to differences in family or social relationships, such as lone
parents or same sex relationships. These are often not valued as much as
heterosexual relationships and two-parent families. Even today divorced,
separated or single people are often made to feel different.
Language English is seen as the UK’s mainstream language, but Welsh is also a
mainstream language with a statutory basis. Children in Wales are
routinely taught Welsh in state schools and many are essentially bilingual.
Some children are multilingual, speaking a variety of home languages,


DIFFERENCE COMMENT
Language (contd.) as well as English and Welsh. Languages other than English or Welsh are
often seen as less important, but in early years settings all children’s
languages should be valued and respected.
Accents Within the UK there are a number of regional accents. Sometimes these are
mocked and judged as ‘inferior’, although this is less likely to happen than 20
years ago. People who have English as an additional language may also have
accents based on their first language.
Sexuality Being a gay man or lesbian woman is a difference. Homosexual relationships
are often not valued as much as heterosexual relationships, and can suffer
prejudice.
Codes of People have different codes of behaviour according to their beliefs, values
behaviour and backgrounds. People may have different codes of behaviour for
different aspects of their lives. For example, people who live quiet and
law-abiding lives may behave differently at football matches or when with
certain friends. As early years practitioners, it is important to make sure our
behaviour at work is highly professional at all times and adheres to the
policies and procedures of the setting. Its also important to remember that
our work is in a regulated setting and requires the confidence of parents
and families. Therefore our behaviour outside of work may also affect our
work status.
Families with a This refers to families who may have been in trouble with the law. Many
history of children are punished for their families’ offending behaviour by being
offending separated from their parents or looked after by the state. It is important to
remember that children who come from families with a history of offending
should not be labelled or viewed as potential offenders themselves. Some
families may require high degrees of support from early years services.
The table can only include broad categories.

For example, the category ‘gender’ is a broad term
but we all know there are huge differences
between men and other men, and women and
other women. The main lesson is that the
similarities between us are usually greater than
the differences and we should always see people
as individuals rather than as part of a particular
group. We are all different. Also, it is important
not to judge by appearances, as people with
hidden disabilities, such as autism, deafness or
mental health problems, may look just like anyone
else. This can lead to reverse discrimination,
where people with real needs are overlooked
because they look like everyone else.
It is important that we do not judge people who
are ‘different’ from us as either inferior or lacking
in some way. Our society, in common with most The UK is multicultural and early years
others, values particular characteristics. These practitioners are responsible for helping all
messages are often not deliberate but are picked up children to recognise and appreciate diversity.

by young children from their families and the
Think it over...
world around them and reinforced throughout life
by experiences, influential people and the media. Jo is a seven-year-old girl with cerebral palsy. Her
For many of us, learning about diversity and family are black and live on a South London
relating to those who are different can be stressful, housing estate with their three other children.
as we may feel that our own culture and values • In pairs, discuss your initials feelings and
are under threat. We need to be aware of this and thoughts about Jo and her family. What sort
be willing to see the benefits of diversity in our of life do you think she has? What
society and in the workplace. assumptions do you make?
In fact both Jo’s parents are lawyers and she
lives in a private estate of large detached
Assessment activity 1.1
houses. Jo’s cerebral palsy is very mild. Jo is a
gifted musician and academically already
Re-read the section on pages 2–5 on diversity.
performing at the highest level. She has twin
Develop a leaflet for other students explaining elder sisters and an elder brother, all of whom
the different elements of diversity. are devoted to her.
2 The importance of equality, diversity and rights in

early years services
Equity 30 per cent were in households of working age
Equity is about fairness, natural justice, and being not containing children
impartial and reasonable. Many people will use the
✱ income poverty increased in the 1980s and
term equity in the same way as they would talk
1990s, from 13 per cent in 1979, to 25 per cent
about equality. The principle of equity is very
in 1996/97 and to 21 per cent by 2003/04.
important and should be the hallmark of a civilised,
mature society. British society, through its laws and Children in poverty have lower educational
practices, supports the view that fairness, tolerance attainments. In 2004 in England, 56.1 per cent of
and equity are important moral principles. A society children not receiving free school meals got five or
that is not based on principles of equity will be an more GCSEs at grades A to C. This was double the
unequal and divided society. But even where rate (26.1 per cent) of children in receipt of free
society, at least in its laws and constitution, supports school meals. Children’s health is also affected:
equity, there are still many gaps between rich and children of manual workers are five times more
poor. Equity is not just about poverty but, if you likely to die in accidents.
are poor, you suffer most from a range of different The leaflet states that the causes of equality are
problems and deprivations. as follows.
The Child Poverty Action Group published, in
✱ High income inequality. In 2003/04, the
2005, a summary leaflet called Poverty: the Facts. poorest fifth of the population had a median
This leaflet states that: income (the mid-point of incomes in this
✱ children face a higher risk of income poverty. group) of £128 a week; for the richest fifth this
In 2003/04 28 per cent of children (3.5 million) was £616, nearly five times as much.
were poor
✱ Worklessness. In 2003/04, 1.5 million people
✱ of all those income poor in 2003/04, 19 per lived in households where either the head or
cent were pensioner households, 52 per cent spouse were unemployed. A total of 6.0 million
were in households containing a child and individuals lived in households where adults

of working age were not working (for reasons It is clear that, despite efforts to bring about a
including ill health and caring responsibilities). more equitable society, there is still a long way to
go. It remains to be seen whether the
✱ Inadequate safety net. In 2005/06, ‘safety net’
benefits and tax credits were worth around government’s agenda for social inclusion, and a
£192 a week for a couple with children aged more equal society with better public services for
5 and 11 – £80 less than the poverty line (£272, all, will be achieved.
uprated from 2003/04). For a lone parent with
children aged 5 and 11 the safety net was
worth £160, some £29 less than the poverty line KEY ISSUES
of £189. Recently the government has introduced a
Groups of people at greater than average risk of major strategy for reform of services for
experiencing poverty are identified as follows. children, young people and their families called
‘Every Child Matters: Change for Children’.
✱ Where the head of the family or their spouse This includes an extensive overhaul of the
were unemployed – in these cases 78 per cent way services are provided. The programme
of people in such families were income poor. identifies five key outcomes for children. These
are:
✱ 19 per cent of white people were income poor,
while 58 per cent of Pakistani and Bangladeshi • being healthy
people and 40 per cent of black or black British • staying safe
people were income poor. • enjoying and achieving
• making a positive contribution
✱ 47 per cent of those in lone parent households
were income poor, compared to 23 per cent of • economic well-being.
single people without children. For those
households containing children, 20 per cent
were income poor compared to 11 per cent
where there were no children. For pensioner
Tolerance
couples, 20 per cent were income poor. British society is widely regarded as a society that
tolerates the beliefs and opinions of others.
The Child Poverty Action group is a campaigning
Although there are people who hold intolerant
group to help our poorest children and families
views, our laws and way of life mean that most of
and is a rich source of information.
society is open minded and tolerant of differences.
Being tolerant of others and of differences
between people is an important principle in early
years services.
Think it over...
Imagine you are a young Asian woman in a bus
queue and everyone keeps ignoring you and
pushing past to get on the bus. When you
eventually get to the front of the queue the
bus driver does not let you on and is hostile
and unhelpful. You might feel angry and argue
the point or decide to go by train next time.
Discuss how you would feel if this was your
experience every day, in all sorts of different
situations.
Many children grow up in poverty in the UK.

Tackling social exclusion and the available in all community languages. The
services also need to be accessible and affordable.
cycle of disadvantage Finally, services must welcome children and
Generally, groups that experience discrimination families and involve them at all levels, including
do not have power or influence in our society and management and service development.
are often marginalised to a greater or lesser extent.
These people are sometimes called the socially KEY ISSUES
excluded. In December 2004 the government published a
Currently, government policy is to promote ten-year strategy for childcare (‘Choice for
social inclusion with such initiatives as Sure Start Parents: The best start for children’). This policy
and to empower communities and give people the document sets out many ideas but, its main
skills for employment. Sure Start’s aim is: purposes, outlined in paragraph 1.8, are:
• many families still have difficulty finding
‘To work with parents, parents-to-be and
childcare services that fit their circumstances
children to promote the physical, intellectual and that adapt as their children grow
and social development of babies and young
• many parents still find childcare services hard
children – particularly those that are to afford
disadvantaged – so that they can flourish at • the quality of childcare services can vary, which
home and when they get to school, and can undermine parents’ confidence and, at its
thereby break the cycle of disadvantage for the worst, have harmful impacts on children’s
current generation of young children.’ development
(DfES, 2001.) • services can be poorly joined up, making them
more difficult to access
The cycle of disadvantage is where generations of
• parents would like flexible working
the same families are trapped in a vicious circle
arrangements to enable them to spend more
and face multiple problems such as poverty,
time with their children
unemployment, poor environments and low
• too many parents, especially mothers, who
aspirations. Often these are fragile families located
would like to stay in work and develop their
in troubled communities. Sure Start and other careers after their children are born, are
initiatives are usually focused on the family and not able to do so, which can result in
local community. These often have many strengths considerable costs to the family and to the
and successful programmes will build on them. wider economy
• many parents would like more time with their
children when they are very young
Think it over...
• childcare and family support could be used
Research information on Sure Start on both a more effectively in helping families break out
local and national level. In a group, discuss how of the cycle of poverty and worklessness.
you would answer the following questions, using
Obtain a copy of the strategy and write a short
your research to help.
leaflet on how it might help families in poverty.
• Is the UK an equitable society?
• How can the cycle of disadvantage be broken?
• How can the Sure Start programme help with Early years values and principles
this?
Most occupations have some kind of value base or
professional code of ethics that underpins how
Equal access to services they work. These value statements generally
Tied up with social exclusion is the issue of access recognise the importance of good standards of
to services. To gain access to services people need provision and public safety, according to the type
to know they exist and that they can use them. of occupation, and many recognise principles of
This means information must be open and equality and rights.

CASE STUDY
A rural initiative has been set up to work with funding for several projects to help children and
children under five and their families in several small families. The success has been in taking the services
villages. There are real difficulties for these families, to the communities and meeting the real needs of
as many have been affected by lower prices for young families in isolated settings.
their produce and have lost their jobs or their farms.
• Research the needs of rural communities for early
The initiative has been very successful due to its
years services. Identify ways in which the needs
motivated and talented organiser and has attracted
have been met or could be met.
The code of ethics or value base covers an and values. Attitudes are about the way you view
occupation’s approach to its service users and to something and usually include how you judge or
the work it actually undertakes. These values evaluate. For example, your attitude to war is
will be evident in the work of the setting and likely to include views about whether you agree
demonstrated through the kind of service offered or disagree with the idea. Together, your attitudes
and the attitudes and behaviour of the staff. and values are of major importance for how you
Early years services have a set of values and view the world and the people in it.
principles stated clearly within the national
occupational standards for the sector. The values KEY ISSUES
and principles are listed later in this unit. The You are aware that there are several families
occupational standards for early years services are using the nursery who are asylum seekers and
called standards for ‘Children’s Care, Learning that part of a local estate seems to have many
and Development’ (CCLD). Occupational houses and flats where families claiming asylum
standards are based on the functions people live. The press reports that local children cannot
undertake when working and are published by get school places near to home due to the influx
standard-setting bodies for different types of of children from abroad.
employment, such as early years, catering or • Do we think of asylum seekers as one group or
engineering. They are grouped into units that lay many groups, each with different reasons for
being here?
out the standard of service expected by employers
and government and include the values of the • Are we prejudiced – if so, why?
occupation. These units form NVQs. It is • Do we mind if someone accuses us of prejudice?
important for you to become familiar with the • Do we think we are superior?
values of the early years sector, as you will need • Do we think asylum seekers are getting
to make sure you can work to these values when something they don’t deserve?
you are in placement and in employment.
The values and principles are so important that
they are integrated into every unit within the How we learn our attitudes and values
occupational standards for Children’s Care, Attitudes, values and prejudices are usually
Learning and Development. You can find out more learned in our early years. Children as young as
about occupational standards by contacting the two years old are able to make judgements based
relevant standard-setting body, in this case the sector on race or gender as they learn to put a higher
skills council Skills for Care and Development. value on certain types of physical appearance.
Young children develop their attitudes and
Attitudes and values values as a result of early learning from their
To be able to work using the values of any sector families, friends, nursery, school and from
it is important to understand your own attitudes television and other media. The family is a very

powerful influence on children’s values and through history and experience as well as
attitudes and it is often in the home that they first misinformation. Prejudices are often shared with a
learn to stereotype other people or groups. larger social group and have become part of what
Children pick up the attitudes of their parents or we all believe and what we express to our children,
carers through observing their behaviour and then regardless of whether there is any factual basis for
copying it. Boys who are always given ‘boys’ them. For example, a common prejudice is against
toys’, such as construction equipment for making obese people who are often judged as lazy or out
cars, and girls who are always given ‘girls’ toys’, of control.
such as dolls, and who are also encouraged to Remember: children have a right not to learn
behave in stereotyped ways, are likely to hold negative attitudes and prejudices from people
back from trying new ideas and ways of relating around them.
that cross those stereotypes.
Most people make friends with and have
Think it over...
family members who share their values and
attitudes. This often means that communities and Ask yourself the following questions:
individuals are less likely to be able to explore • Can I remember examples of times when I felt
similarities and differences with others who are I was receiving unfair treatment?
different. When children have the chance to mix • How did that experience make me feel?
with and make friends with other children who • Do I hold stereotyped views about race,
may have different social and cultural gender, disability or other people who are
backgrounds of their own this will help them to different from me?
become more tolerant and to understand the
feelings of others about what it is to be different.
Often individual prejudices have come about How people using early years
services may be subject to
Why don’t you go
and play with the
inequality in our society
dolls? I’m sure you’d
enjoy that more.
Most people in our society are subject to some
forms of inequality, but some groups experience it
much more than others. As we have already
discussed, being different in some way often brings
discrimination. The following are examples of
vulnerable groups who may feel the effects of
inequality:
✱ disabled people, who may experience high
levels of inequality, such as not being able to
travel freely or go to a theatre and being
prevented from doing certain jobs
✱ older people, who may be considered not able
to work or to care for children
✱ economically disadvantaged people, who may
not be able to afford things they would wish to
buy for their family, such as healthy food
✱ Educationally disadvantaged people, who for
various reasons have not achieved at school
either for social reasons or through learning
Gender stereotypes can hold children back from disabilities.
exploring new ideas.

Effects of inequality social exclusion of whole groups, such as young
Inequality affects everyone and is closely linked to males. Some communities find increased levels of
discrimination. People, including children, who violence and aggression and social problems like
experience inequality and discrimination, are crime or drug taking. Inequality is both a moral
damaged in many ways. Discrimination affects issue and a social issue with wide consequences.
children from birth. During their early years, As well as being marginalised, people can also feel
children are developing their sense of identity, self- disempowered. This means they feel that they have
worth and self-esteem. They are learning how no control over their lives. In this situation people
others see them and react to them, especially wonder what they have to lose and may find it
outside the home. For example, overweight difficult to invest in or support the society they live
children may be bullied or called names. Alongside in. Being marginalised and disempowered leads to
this, they may encounter advertising where slim low self-esteem and low self-confidence with
and active children are portrayed positively as people lacking faith in themselves or their ability to
successful and beautiful. It is important to ensure a succeed and improve their chances in life.
balance between encouraging healthy lifestyles,
including healthy eating and exercise, without KEY ISSUES
portraying those who are overweight in negative The effects of inequality and discrimination on
and demoralising ways. self-esteem include:
If children grow up with a view of themselves
• lack of confidence
as inferior (or superior), this will affect their
• low self-esteem
whole future. Children with poor self-esteem may
• being unwilling to take risks
achieve less at school and may have serious
emotional and behavioural problems. • fear of rejection
• feeling unsafe and vulnerable
Marginalised and disempowered • withdrawal
As well as personal feelings which hold people • feeling excluded
back from realising their true potential, the effects • loss of motivation to achieve
of inequality spread out to the wider community. • stress and illness
This can lead to increased marginalisation (being • depression and hopelessness.
pushed to the fringe or edge of society) and the
No-one cares
about me, so why I’ve got nothing
should I care? to lose.
Social exclusion and marginalisation can cause problems for the wider community as well as for the
individuals experiencing it.

The Race Relations (Amendment) on inadequate facts). They involve labelling and all
are untrue as they do not look at all the aspects of
Act 2000 the entire individual. You will need to be sure that
This act identifies four types of discrimination. you are aware of holding any prejudiced and
stereotyped attitudes as these may lead you to
✱ Direct discrimination. Treating a person less
behave unfairly towards people. Most of us hold
favourably on racial grounds, such as refusing
stereotypes without necessarily realising it and
children places at nursery because they are
apply those stereotypes to people we meet. There
black, Asian or white.
are people, for example, who are long-term
✱ Indirect discrimination. Applying a requirement unemployed because they are disabled, ill or not
to everyone that certain racial groups either able to move to another part of the country because
cannot fulfil or only a small proportion can fulfil. of family commitments. People in this position are
For example, insistence that girls wear skirts as sometimes labelled lazy or scroungers because the
part of school uniform can be unlawful as it very good reasons why they cannot get a job are not
indirectly discriminates against certain religions. considered. When people are labelled, often this can
✱ Victimisation. Being treated less favourably act as a self-fulfilling prophecy. Children who are
because someone is using race relations labelled as lazy may act in a lazy way, not because
legislation or alleging discrimination. of themselves but because of the adults around
them having low expectations or treating them
✱ Segregation. Segregating on racial grounds differently.
may constitute discriminatory treatment, such Stereotyping affects the ways we treat
as grouping children by colour at mealtimes or individual children. For example, we may feel that
when in line. girls, in general, enjoy quiet activities and are less
These definitions of discrimination are equally competitive than boys. We may feel that boys are
applicable to other groups that might suffer usually noisier and enjoy competitive games and
discrimination such as in disability discrimination, vigorous outdoor play. Equally we may think that
gender discrimination, or religious discrimination. black children are stronger and more athletic than
others or that Asian girls are quiet and submissive.
Anti-discrimination Our expectations of children are known to be a key
factor in their achievement. If we hold stereotypes
Anti-discrimination means actively opposing we may expect less of some children in some areas
discrimination by implementing policies and of their learning and development and they may
practices designed to rid society of barriers and not reach their true potential.
discrimination, such as when women are paid less Early years best practice looks at individual
for the same work as men and legal action is taken children with their individual needs, personalities,
against the employer under the Equal Pay Act. likes and dislikes rather than whether they are
Anti-discrimination puts equal opportunities boys or girls, or black or white.
into action and means that positive steps are taken Discriminatory practices are sometimes present
to combat the various types of discrimination, because no one in an organisation realises they are
such as racism. discriminating and there is lack of thought or
Within early years settings, anti-discriminatory understanding or, on rare occasions, where staff
practice is considered to be best practice and this simply can’t be bothered. Examples include:
is dealt with in more detail later in the unit.
✱ where a setting uses books and learning
Stereotyping and labelling materials that only feature white children
A stereotype is defined as ‘a standardised image or ✱ where a setting only allows the English language
conception of a type of person’. Most stereotypes to be used when it has many bi-lingual children
are based on prejudices (prejudice usually means an and/or children with English as an additional
unfavourable view of someone or something based language

We live in a globalised society.
Holding stereotypical views about children based

on their gender, race, ability or any other feature
is not acceptable within early years settings and
should never be tolerated.
Advantages of diversity
The UK has a rich cultural and ethnic mix that has
many positive effects. Today we live in a
globalised society. Countries have links with other
countries across the world, communication is
Welcoming children and families from all cultures
and linguistic backgrounds is very important.
instant and understanding other cultures has
positive benefits to business and commerce.
Immigration has brought skills and knowledge
✱ asking boys to play outside and girls to stay in into the UK and has enriched our national life.
and help staff clear away Highly skilled people come here to work in arts
✱ when disabled children are steered away from and science and many top experts, such as
certain activities that, with appropriate support, specialists in reproductive medicine, come to work
they could undertake very successfully. here because of the UK’s more open attitude.
CASE STUDY
Egyptian-born Dr Mohammed Taranissi, the director embryos – those that are a suitable match are
of the Assisted Reproduction and Gynaecology implanted and become what has sometimes been
Centre in London, has been a strong voice within the called ‘designer babies’. Dr Taranissi is anxious to
UK for more progress in human embryology help parents whose existing children have real health
research. For a number of years he has supported issues and believes that all the babies that are born
parents with children who have serious illnesses that as a result of this technique will be loved and cared
can be helped by donations of stem cells from for. He has said, ‘It’s not a commodity, as the baby
brothers and sisters who are a genetic match. This will be loved and cherished on its own merit. It’s not
can only be achieved by genetic screening of just being produced as a spare part.’

Cultural enrichment takes many forms. On a Early years settings can develop and use the
day-to-day basis there are new foods to try, differences in culture, ethnic group, gender,
different clothes to wear and new forms of language and religion to help make attending a
relating. For example, Asian communities are well nursery a learning experience for all children and
known for their hospitality and for their respect their families. Looking positively at other cultures
for and care of the elderly. Cultural enrichment is and ways of life helps children to understand the
also present in music and the arts. It is almost wider world, to grow up to be tolerant and to
impossible to imagine UK society without reggae accept, without fear and as equals, people who are
or rap music, both of which have their origins in different.
immigrant groups. Different cultures are Children who, as part of their overall social
represented in the media and sports and help the development, learn to respect the views and needs
UK to succeed in all these areas. People who of others and to value difference, are more likely
accept differences in culture can be more flexible to become tolerant adults who are able to
and creative, and understand the needs of others. contribute to a fairer society.
In the past, specific economic activities have
been strongly associated with specific groups of
people. However, different communities are
increasingly moving into mainstream business
activities. It would be wrong, for example, to
assume that Asians are only involved in the food
industry. Equally, black people of African or
Caribbean backgrounds are moving forward in
the arts, science and politics.
Early years and diversity

There are particular advantages in recognising
diversity within early years settings. In schools
and nurseries there are children from many
different races and cultures speaking many
different languages. Being positive about diversity
can enrich our lives and those of the children in
our care. It is important to make sure that
different people and groups are equally respected.
Appreciation of diversity promotes tolerance and
acceptance without fear.
CASE STUDY
Baroness Amos was born in Guyana and studied on Social Security and Women’s Issues. She was
at the Universities of Warwick, Birmingham and created a life peer in August 1997. She joined the
East Anglia. She was awarded an Honorary Cabinet as International Development Secretary in
Professorship at Thames Valley University in May 2003 before becoming Leader of the House
1995 in recognition of her work on equality and of Lords and President of the Council in October
social justice. Valerie Amos was appointed a 2003.
government Whip in the House of Lords in July
• Find out about black MPs or MEPs. Are their
1998. In addition to her role as a Spokesperson
numbers growing? What posts of responsibility
on International Development, she also spoke
do they hold?

Human rights Rights of children
Children are increasingly seen to have rights and
Moral rights
their voice heard in decisions affecting their lives.
Moral rights are based on views about what is just
This is reflected in our legislation and social
and moral and consist of universal values that are
policy. The UN Convention on the Rights of the
generally agreed to apply to all human beings,
Child, described later in the unit and which the
regardless of gender, race, culture or difference.
UK government has ratified (agreed to), sets out
Some are truly global – theft, murder or perjury
rights for our children.
are recognised as immoral activities throughout
the world and protecting people’s rights would
involve protecting them from these activities.
Some moral rights may not be recognised You have read an article in a newspaper saying
globally. Freedom of speech or capital punishment that ‘children should not be the subject of all
may not be regarded in the same way in different this nonsense about being equal’. Write a letter
countries or areas of the world. In the European back to the paper stating why in your view it is
Union there are shared human rights laws and important to understand equality issues in the
conventions. The Human Rights Act is discussed service we provide for children.
in more detail later in this unit.
3 How early years services can recognise and promote

equality, diversity and rights
Early years and care services are operated within a Each policy will have a code of practice and/or
framework of laws and regulations designed, statements of procedures that set out in general
among other things, to support equality, diversity terms how the policy will operate and what actions
and rights. They have policies, procedures and are to be taken in particular situations, such as what
codes of practice in place as a matter of best practice staff do if a parent makes a racist comment.
and to make sure that the law is upheld. The main Many policies are primarily designed to
thrust of these policies is to ensure that people are promote an individual’s rights and freedoms
allowed equal treatment and that an individual’s when in employment, whereas other policies are
rights are protected. Work practices, administration designed to protect service users. For example, a
and organisation should all reflect this. harassment policy protects employees from
different forms of harassment or bullying,
Formal policies
Policies are overall statements, aims and
equal opportunities
intentions and include the general goals
affirmative action anti-discrimination
and values of the organisation. Policies are
powerful tools to make sure that the
organisation’s values and beliefs are freedom from promotion of
implemented in everyday practice. harassment individual rights
Formal policies
Policies that cover equality, diversity and can be about…
rights have a role in ensuring high-quality staff development advocacy
services relating closely to the values of the and training
sector. Quality services are difficult to
achieve if systems and anti-discriminatory
staff recruitment work practices
policies and practices are not in place to
protect staff and service users.

whereas a policy on behaviour is designed both to do not feel it is relevant. For example, an early
give staff clear guidance and to protect children. years setting in a rural area where all the children
Policies covering equality are required in early attending are white should still ensure that
years settings’ legislation, and they should include equipment, activities, books and so on clearly
an appeals and complaints procedure that is reflect positive images of black and Asian
implemented fairly and without prejudice. children. Children need to understand that they
Every organisation and setting should have an live in a diverse society and learn to value and
equal opportunities policy that includes all areas respect other people.
of potential discrimination, even areas where they
COMMON POLICIES IN
EARLY YEARS SETTINGS EXAMPLES OF POLICY GOALS
Recruitment and Open and transparent recruitment and selection that does not put up
selection of staff barriers to any section of the community. Designed to encourage a multi-
racial workforce that reflects the proportion of different races in the
community, and also including male staff and those with disabilities.
Equal opportunities For staff as well as children and families. Equal opportunities
should form a part of all other policies to bring about equal treatment
and equal chances. A ‘no blame’ culture to cope with change and
service development.
Inclusion This is defined in the CCLD occupational standards as ‘a process of
identifying, understanding and breaking down barriers to participation
and belonging’. Making sure, in everyday practice, that barriers are
broken down for individual and groups of children is a goal for a
number of policies and is sometimes used to refer specifically to disabled
children or children with special educational needs.
Anti-discrimination Actively opposing and challenging discrimination in every area of
work, including discriminatory language, bullying, and hidden or
unintentional discrimination.
Harassment Giving clear guidance on all forms of harassment experienced by staff,
children and families, such as racial or sexual harassment.
Admissions Open, fair and transparent admissions systems, ensuring access to service
by all parts of the community. Providing materials translated into
community languages and extending knowledge of the services into
‘hard to reach’ groups, such as travellers.
Curriculum The curriculum, resources, equipment and activities should be fully
accessible to all children, including disabled children, those with special
needs or with English as an additional language. Positive images of
groups that experience discrimination should be used throughout. Links
with the community should be strong and diversity celebrated.
Relations with parents This policy will state the setting’s attitudes and values regarding parents
as partners.
Staff development and On-going training to raise awareness of discrimination and to ensure
training staff both understand the issues and support the solutions. Staff
development is vital to ensure the best possible service for children and
families.


COMMON POLICIES IN
EARLY YEARS SETTINGS EXAMPLES OF POLICY GOALS
Quality assurance This may incorporate elements of other policies but is designed to ensure
that levels of service meet high quality standards across all the work of
the setting. Settings may have written quality standards that they aim to
achieve and a quality-assurance policy will include these, together with
mechanisms for obtaining and using feedback from service users and
other agencies involved. Inspections, regulations, codes of practice and
the underlying principles will all contribute to the quality standards.
Complaints For use by families who may have a complaint or grievance and who
should also know about how to make complaints to a regulatory
authority, such as Ofsted. Human resources policies also allow for staff to
make complaints in various circumstances if they feel they have received
discrimination.
Work practices Positive promotion of individual

It is very easy to have a policy, but it is more
rights
difficult to make sure that the policy is put into It is important that individual rights are promoted
practice and that everybody knows about it and in a positive way and this applies to both adults
sticks to it. Organisations and settings should and children in early years settings. Staff who
regularly evaluate the success of their policy in respect themselves and are respected by others
achieving its objectives. This also means that find it easier to respect the children they care for
organisations will have to use management and to set a positive example. Lack of respect
strategies, such as appraisal and performance easily communicates itself to children and families
management, to make sure policies and and damages self-esteem. Policies and procedures
procedures are followed by individuals and concerning equality and anti-discrimination are
monitored regularly. Many organisations now designed to protect individual rights and should
have whistle-blowing procedures whereby staff form a normal part of the culture of the setting.
can report problems of all types, including
bullying, harassment and poor work practice. A Advocacy
whistle-blowing policy should protect, not Disability legislation and practice stresses the
penalise, the whistle-blower. Adequate staff need to encourage children to make their own
training and development follows on from decisions and gain some control over their lives.
appraisal. Regular in-house and off-the-job This is known as empowerment and is a right for
training sessions on equality of opportunity, anti- every child. Children with special needs may find
discriminatory practice and so forth will help the it difficult to communicate their needs and desires
organisation to meet its goals. Staff should work and require an independent adult (an advocate) to
together on developing policies for their work speak for them. Sometimes parents can be their
with children and policies that affect them as an child’s advocate, while at other times a child’s
employee. They should be clear on what policies health visitor or social worker can perform the
protect them and how they do so. task. Some local authorities employ children’s
As well as working closely with families, work rights officers. Legal advocates are appointed by
practices should ensure that the voices of children courts for children taken into care. Adults who
are heard in decisions affecting their lives and may have severe learning or communication
experiences. difficulties may also require advocates.

CASE STUDY
Megan is an office worker. She is teased sympathetic and suggests she is being
constantly by her boss who uses sexual innuendo oversensitive. Megan talks to a colleague who
and who also puts pressure on her to meet him takes her seriously and advises her to go to her
outside work hours. Megan feels she wants to union. The union is taking up the case but
leave her job as the situation is so bad. Megan Megan is not sure whether it’s worth all the
talks to another senior manager who is not stress.
Affirmative action successful. Despite laws being in place, certain

groups still experience discrimination. For
Affirmative action occurs when employers and
example, black people are still under-represented
others can take positive action to overcome
in professions such as law or medicine and
discrimination or to put right previous
women are under-represented in parliament.
discrimination. For example, where there are few
Under the Race Relations Act, it is still
people from a particular ethnic group in the
difficult to prove discrimination and obtain
workforce the aim of positive action would be to
evidence that makes comparisons with other
enable these people to compete on equal terms
racial groups. Cases take a long time and are
with others. Positive action in this case could take
often stressful. There are possibilities under the
the form of printing leaflets in relevant languages
Act for positive action in certain cases, such as
or arranging extra training for the minority ethnic
where an employer wishes to advertise for a
group. However, selection itself must be based on
black member of staff and can justify why they
merit and all applicants must be treated equally.
are allowed to do so, perhaps to work with
There are cases when being of a particular ethnic
people from a specific ethnic group.
group might be a genuine occupational
The Sex Discrimination Act has still not
requirement and the law allows this to happen,
succeeded in bringing equality for women, who
for example, when working in a particular
earn on average 82 per cent of men’s hourly
ethnic restaurant.
earnings for broadly the same work. The pay gap
Harassment isn’t just bad news for women. It means that
Harassment is illegal under both the Race women’s abilities and skills are not being fully
Relations Act and the Sex Discrimination Act. used in businesses and in the economy.
Harassment in these contexts can mean subjecting Women are still kept from rising to top
people to unwanted sexual attention or racial positions at work because of the ‘glass ceiling’.
abuse. This covers a whole range of behaviours, This is a term used to describe the barriers in
such as verbal or physical bullying, jokes and place to prevent women getting beyond middle
taunts or excluding people because of their race or management.
gender. No one should have to put up with this There are other structural barriers to women
sort of behaviour and people can expect the law to succeeding, such as poor childcare facilities, lack
be on their side if harassment is proven. of family-friendly policies at work, inflexible
working hours and low status given to part-time
Success of legislation in opposing work. Many UK employers expect staff to work
long hours if they are to rise in the company and
discrimination women still take the major burden of caring for
It would be wrong to assume that all legislation the home and family, making the pressures on
designed to oppose discrimination is entirely them enormous.

KEY ISSUES
If you live in Wales, Scotland or Northern Ireland
the systems for registration and inspection are
different. Find out what systems are used in your
area, how they relate to equality, diversity and
rights and how they might differ in another part
of the UK.
such children are identified or admitted to the

provision. This means settings will have to
take steps to promote the welfare and
development of the child in partnership with
parents/carers.
The ‘glass ceiling’ at work.

Human Rights Act 1998
The Human Rights Act incorporates the European
Convention on Human Rights into UK law across
The Children Act 1989 and National England, Wales, Scotland and Northern Ireland.
Standards for Under Eights Day Care The Act allows residents to seek justice through
and Childminding the courts if they feel a public authority has
The Children Act is a very important piece of infringed their human rights. The term ‘public
legislation that affects many aspects of the way in authority’ covers:
which children are cared for. The Act covers ✱ local authorities (including social services)
children who are disabled and states that health,
✱ government departments
education and social services for children should
be co-ordinated so that a seamless service may be ✱ police
offered. ✱ NHS (including GPs, dentists, etc.) when doing
In England the regulations under the Children NHS work
Act (DFES, 2001) require early years providers to
✱ other public bodies (covers a wide range of
meet a set of fourteen standards and supporting organisations that have a public function).
criteria. Ofsted inspect early years settings, taking
The Act is designed to modernise relationships
account of these standards. The standards most
between people and the state based on the values
closely linked to equality, diversity and rights are
of fairness, respect for human dignity, and
as follows.
inclusiveness in public services. The law is
✱ Standard 9, Equal opportunities: This divided into sections, all of which affect broad
standard will ensure that settings actively human rights. The main exceptions to the goal of
promote equality of opportunity and anti- promoting individual human rights are to do with
discriminatory practice for all children. ensuring the safety of the individual or the wider
✱ Standard 10, Special needs (including special common good.
educational needs and disabilities): This The main areas that have been incorporated
standard will ensure that settings are aware into UK law are listed in the table below with a
that some children will have special needs and brief commentary of those sections most relevant
that they are proactive in taking action when to early years work.

RIGHTS AND FREEDOMS
(PART 1) COMMENTARY
Article 2 Public authorities must not cause death. There are some exceptions,
Right to life such as when necessary force has been used to protect someone from
unlawful violence and this has resulted in death. This article could affect
decisions on abortion, life-saving operations or end-of-life decisions. It
will also affect decisions about access to treatment, withdrawal of
treatment, and investigations of suspicious deaths while in health or
care settings.
Article 3 No one should be subjected to inhumane and degrading treatment. This
Prohibition of torture article could affect decisions about taking children into care where they
are experiencing inhumane or degrading conditions.
Article 4 People must not be ‘owned’ by anyone as if they were slaves or forced
Prohibition of slavery to work and unable to leave. There are some exceptions, such as during
and forced labour emergencies affecting the community or for people in prison.
Article 5 Everyone has rights to liberty except when detained by law, such as
Right to liberty and convicted criminals, those with mental illness or people entering the
security country illegally. This article could affect people detained under Mental
Health Acts when there is a delay in dealing with their case.
Article 6 People have a right to a fair trial within a reasonable time and are
Right to a fair trial innocent until proved guilty. This part of the Act gives everyone the
right to a public trial or hearing by an independent tribunal. It covers
criminal and many civil cases, tribunals and hearings.
Article 7 No one can be held guilty of a criminal offence for something they did
No punishment in the past when, under the law at the time, what they did was not
without law criminal.
Article 8 Public authorities are not allowed to interfere in people’s private affairs
Right to respect for unless they have legal authority to do so, such as in cases of national
private and family life security, public safety or protecting others. Health and social care services
can affect family life, for example, when taking children into care.
Article 9 Freedom to change religions, and to practise religion. Covers issues such
Freedom of thought, as taking time off for religious festivals, refusing life-saving treatment
conscience and religion such as blood transfusions on religious grounds, children practising
religion when in care, and adoption practices based on religion.
Article 10 Freedom to hold opinions, and to receive and impart information. This
Freedom of expression covers the media, the Internet, books – any type of communication.
Article 11 Right to demonstrate and to join (or not to join) trade unions and
Freedom of assembly associations.
Article 12 Right to marry and found a family. The article will affect adoption and
Right to marry fostering. Local authorities’ policies on who can adopt may need
reviewing to ensure they do not discriminate on grounds of race or age
or other criteria, such as obesity.
Article 13 The rights and freedoms under the Act do not discriminate between
Prohibition of people on grounds of race, colour, sex, language, religion, political
discrimination opinion, national or social origin, being part of a minority, property,
birth or other status.


RIGHTS AND FREEDOMS
(PART 1) COMMENTARY
Article 14 Prohibits discrimination. It could cover a whole range of different
Freedom from scenarios, such as organ donation or denying treatment because of
discrimination in age. This article recognises not all differences in treatment are
respect of protected discriminatory, only those with no reasonable justification.
rights (not a separate
article)
RIGHTS AND FREEDOMS
(PART 2 THE FIRST PROTOCOL OF THE ACT)
Article 1 Gives people entitlement to peaceful enjoyment of their property and
Protection of property possessions so long as the public interest is not affected or removing
property is allowed under the law.
Article 2 No one is to be denied education and the state will respect the right
Right to education of parents to ensure education for their children conforms with their
principles, for example in terms of religion. The rights have to be
measured against the available resources. This article could affect the
rights of children with special educational needs or children who are
excluded from schools.
Article 3 Covers rights to a free election with secret ballot.
Right to free elections
RIGHTS AND FREEDOMS
(PART 2 THE SIXTH PROTOCOL OF THE ACT)
Article 1 No one shall be executed. Exceptions to this Article cover times of war.
The death penalty
shall be abolished
UN Convention on the Rights of the ✱ Children have a right to be heard. (Article 12)
Child ✱ Children must be protected from violence,
The UN Convention on the Rights of the Child has abuse and neglect. (Article 19)
influenced law and public policy with respect to
✱ Children with disabilities and learning
children in the UK. The UN Convention is a formal difficulties must have their rights protected.
statement designed to protect children’s rights (Article 23)
agreed by almost all nations. The Convention on
the Rights of the Child outlines in 41 Articles the ✱ Children have a right to education. (Article 28)
human rights to be respected and protected for ✱ Children have a right to play and recreation
every child under the age of 18 years and requires activities according to their age. ( Article 31)
that these rights are implemented in the light of the ✱ Children have a right to freedom from
Convention’s guiding principles. The following economic exploitation. (Article 32)
highlights some of the rights that are included.
✱ Children have a right to be protected from
✱ All rights apply to all children, whatever their sexual exploitation. (Article 33)
background, and the state has an obligation to
protect children against discrimination. Think it over...
(Article 2)
Read about the UN Convention on the Rights of
✱ Children’s best interests must come first. the Child. In groups, discuss what rights covered
(Article 3) are used in your everyday work with children.

CASE STUDY
Article 12 of the UN Convention talks about articulate their feelings, experiences and
children having a right to be heard. In 2000, concerns.
Coram Family (a London based charity) began
This project is helping practitioners to move from
its ‘Listening to young children’ project. This
a model of practice which centres on adults
work aimed to understand how to really listen
promoting young children’s welfare to one that
to young children under the age of eight. It
acknowledges children’s rights by recognising
aimed to identify the kinds of relationships
that even at a young age they are competent to
and opportunities that help children to
make or contribute to informed decisions.
The UN Convention on the Rights of the Child

Think it over...
has radically changed early years practice as well
as attitudes to children. Here are some examples Young girls in some parts of the world are
of how early years practice has changed over the subjected to what is known as female genital
years in line with the Convention and subsequent mutilation (female circumcision). Parts of their
UK legislation. external genital organs are altered or removed in
order to minimise sexual pleasure and encourage
1 The rights of disabled children to be included chastity. This is illegal in the UK but sometimes
within mainstream education where this is young girls who live here are taken to other
appropriate for them. countries to be circumcised as it is considered to
be a part of their culture.
2 Avoiding humiliating practices in work with
children such as the ‘naughty chair’. Discuss in a group how the UK views this practice
and how prevalent it is in the rest of the world.
3 Consulting with and listening to children. Can any culture justify female genital mutilation?
4 Involving children in decision-making. How does the practice accord with the UN
5 Maintaining contact with families for ‘looked- Convention on the Rights of the Child?
after’ children.
force the child or family to undertake a certain
6 A child’s right to privacy in cases of child
course of action even when it is perceived as
protection.
being for their ‘own good’ but should allow them
7 Making voluntary payments for school trips to make an informed decision.
rather than compulsory payments. There are cases when individual rights have to
be put aside, sometimes by the exercise of
Overriding individuals’ rights authority and the use of force. Sectioning people
under Mental Health Acts usually means the
Practitioners working in early years settings have
person is taken away from their home without
to be very careful not to override individual rights
their consent. The law allows this to happen to
and freedoms. This is particularly the case when
ensure public safety or the safety of the individual
dealing with vulnerable children and families. The
concerned by giving statutory powers to the
principle of parents as the most important people
health authorities or to the police to take this
in the child’s life is very important. What parents
action. If mental health professionals decide that
want for their children or children want for
the patient has a mental illness and treatment is
themselves should be respected. Practitioners do
‘in their best interests’ a doctor has a duty of care
not always agree with parents’ or children’s
under common law to provide treatment in the
choices and this can cause some difficulties.
patient’s best interests where the patient lacks a
However, in most cases practitioners should not
capacity to consent to or refuse treatment and

CASE STUDY
Adam is a new child in the nursery. His parents and tries to explain the benefits of allowing
are very traditional in their views of gender Adam to explore different roles. Adam’s father
roles. Adam loves playing in the home corner asks that his son be prevented from playing in
and one day his father visits and finds him the home corner in future.
‘ironing’ and playing with dolls. His father
• In a group, discuss how the setting could
comments loudly, ‘Come out of there Adam,
deal with this. Role play a meeting between
boys don’t do ironing, leave that to the girls!’
Adam’s father and the practitioner.
The practitioner takes Adam’s father to one side
there is no valid advance statement. Common law that you are obliged to tell other people. Equally,
is based on the principle of deciding cases by if a parent states they suspect a third party of
reference to previous decisions (precedents), rather abuse you cannot collude with secrecy and have
than to written statutes drafted by legislative to override their rights for confidentiality.
bodies such as parliament. Common law focuses
more intently on the facts of the particular case to Promoting equality and individual
arrive at a fair and equitable result. The patient’s
best interests are not simply confined to what is in rights
his or her best medical interests, as there are other As an early years practitioner you will be required
factors that may be taken into account, which to treat both children and adults fairly and equally,
include the patient’s values and preferences when ensuring their individual rights. Treating everyone
able, their psychological health, well-being, quality fairly is not the same as treating everyone in the
of life, relationships with family or other carers, same way. Fair treatment in any organisation or in
spiritual and religious welfare and their own an early years setting means meeting the needs of
financial interests. individuals. Individual needs are always different
In cases of child protection the Children Acts and need to be met in different ways as long as
1989 and 2004 and other relevant legislation these are fair in terms of the law and the policies of
clearly outline principles for safeguarding the setting. This is not favouritism – giving all
children and this can mean children are forcibly children the same activity and materials does not
removed from their home. These laws give allow for the fact that some children will not be able
statutory powers to local authorities or other to do the activity without additional assistance. For
agencies involved, such as the NSPCC, when the example, a disabled child will be treated differently
safety of a child is at stake. These statutory but only to ensure he or she has an equal chance
powers can be seen to override parents’ rights, with everyone else of completing a task.
making the welfare of the child paramount.
In many situations dealing with young
children, practitioners have ‘power’ over the
Allowing choice
children or their families and must use this There have been occasions when children who are
ethically. For example, where a child discloses fussy about food have been ‘force fed’ in early
abuse, or where you suspect that a child is being years settings, sometimes with the best of motives.
abused, a particularly difficult situation arises. This kind of behaviour is totally unacceptable. No
The child may well say that ‘This is a secret’. In matter how young children are their views and
this case you will have to say immediately to the opinions should be sought and should generally
child that it cannot remain a secret and make clear direct what happens to them.

CASE STUDY
An early years setting in an inner city had an family the equal opportunities policy and to
established equal opportunities policy which talk to them about the benefits to their child
ensured that discrimination, when identified, of meeting people from other backgrounds.
was dealt with immediately. The officer in The family understood that the policy meant
charge insisted that all staff had training in anti- that their request could not be granted
discriminatory practice as soon as they started although they were free to take their child
at the nursery. elsewhere.
A new family had a place for their two-year- • What positive actions had the officer in
old at the nursery and were assigned a black charge taken? Why were the actions
key worker. They met with the officer in appropriate?
charge and stated that they did not wish
• How might the family be feeling? How could
their child’s key worker to be black or Asian.
their attitudes affect their own child?
The officer in charge was able to show the
Children should be allowed choice and such as ethnic minorities, who may not have
autonomy within the bounds of safe practice. This worked there before. Training all staff in equality
is not the same as a free for all where children are and diversity, inclusion and anti-discriminatory
not given boundaries and frameworks for positive practice means better outcomes for children and
behaviour. Practitioners do need to prevent families. You should take every opportunity open
children hurting one another or to prevent and to you for further training as, in early years work,
manage self-destructive behaviour. things move quickly and your initial training soon
becomes out of date.
KEY ISSUES
The same principles of fairness and equality Implications of confidentiality
should underpin your work with colleagues and Confidentiality is an important principle in work
with the families using the service. This can lead
with children and families. If confidences are
to tensions and contradictions. For example you
may find that families have different values and broken and sensitive information leaks out
do not support equal treatment for all. Some through accident or careless practice, this has
families do not like it if boys engage in domestic major implications for all concerned and leads to
play or girls are noisy and enjoy football. In some loss of confidence in the setting. Parents or other
cases, families are overtly prejudiced against service users are at liberty to take legal action
other groups, such as travellers, who may be against the setting in some cases.
using the service.
Communication
Recruitment practices Positive and effective communication is essential
Recruitment practices are very important indicators in early years settings and practitioners have to be
of fair employment. Recruitment to your setting able to communicate with:
should be open and transparent and all staff should
✱ colleagues
have access to training and development
opportunities. By ensuring that your recruitment
✱ visiting professionals
practices meet the needs of your community, such ✱ children
as accessible information in community languages, ✱ parents and families
you are much more likely to recruit from groups, ✱ emergency services.

Sharing information, both in a single organisation practitioners should not be judgemental when
and with other agencies, may save children’s lives different family patterns are encountered. In
and will certainly contribute to their well-being. today’s society there is a wide range of different
Most cases when children known to social services family patterns, such as lone parents, blended
are murdered by their carers involve a breakdown families (two existing families merging) or same-
in communication between the people and sex relationships. Families may need support from
agencies involved. The government is taking steps the setting to undertake their parenting role.
to redress this by ensuring anyone working with Positive relationships with families help children
children, young people and their families learns to develop and thrive in the early years setting, as
about information sharing and multi-agency work most children are acutely aware of tensions and
as part of the DfES Common Core of Skills and may respond negatively. When problems arise,
Knowledge. You can find the Common Core on discussion should take place as soon as possible,
the DfES website. before the situations become difficult.
Information about services and policies should Early years settings should welcome and value
be provided in all community languages and the parents, regardless of their backgrounds or
information should be available to those who differences. Two-way sharing of information with
need it through signing, large print or Braille. As parents is essential for the well-being of the child.
described elsewhere in this unit, advocates can be When children start at the setting, a whole range
useful if parents or children require them. Where of information is obtained and recorded to ensure
necessary, interpreters and translators should be that appropriate action can be taken in
provided. Positive relationships with local emergencies and the child’s and families’
communities often bring with them useful preferences about care are known. Some of these
contacts that can help to provide these services. may be vital to a child’s life – for example, some
allergies may be life threatening. There are many
ways to share information, including daily diaries
Partnership with parents left out for busy parents to see when collecting
Partnership with parents is a key value within their child after work or formal and informal
early years services. Parents and carers know conversations. Children’s records are normally
more about their young children than anyone else available for parents to see.
and are the most important influence in their Parents can be involved in many ways in the
lives. The role of the parent is not easy and setting if they wish to be and feel welcomed.
understanding
discussion
cultural expectations
parental
sharing
involvement
Partnership with
parents involves…
positive welcoming and
relationships valuing information
accepting diverse
valuing parents
family patterns

may enjoy language classes based in the setting or
find their self-esteem raised through helping with
children who have additional needs or who need
language support.
Cultural expectations of care and education in
the early years sector may vary with different
parents or groups of parents. Some parents may
not be accustomed to allowing the kinds of
freedom that are given to children in the setting –
for example, children may be taking part in messy
activities, such as painting or digging in the
garden. Other parents may have strict gender
roles at home and find it difficult to understand
The relationship between the early years why children are encouraged to explore different
practitioner and parent should be based on trust. roles. A play-based curriculum is also
controversial for some families who would prefer
to see a more formal learning programme.
They can: It is important for you to know why you do
what you do with respect to equality, diversity
✱ participate as volunteers, supporting everyday
activities and rights and be able to explain this sensitively
to parents. You also need to know when to refer to
✱ help with the management of the setting, as in other members of staff.
many voluntary pre-schools
✱ provide help with specific activities within Assessment activity 1.3
their expertise, such as dentists giving advice
or equipment • Find examples of policies covering equality,
diversity and rights in your placement or get
✱ help with visits and outings. them from a college tutor.
Parents from other cultures may need to be • Compare them and see if they cover the same
approached in different ways and encouraged to areas. Ask yourself if there are missing areas.
become involved. Some parents may find leaving • Discuss in groups or pairs how such a policy
the home setting and participating culturally helps early years services to promote rights
acceptable while other activities are not. Parents and monitor good practice.
4 Promoting equality, diversity and rights in your own

early years practice
Personal awareness after her children? Beliefs are opinions,
assumptions, prejudices, judgments, ideas and
As you study or work with children in early years attitudes through which everything we experience
settings, you need to be aware of your own in life is filtered. They are the lenses through
prejudices and beliefs. This means taking time to which we see the world. Some of your beliefs
note your personal reactions when faced with were probably influenced by your parents,
difficult and potentially discriminatory situations, grandparents, teachers or come from books, the
such as working with a family where the mother media, magazines and films.
has recently been released from prison. How Beliefs and prejudices dictate our experience,
would your contact with her make you feel? whether we recognise it or not. We automatically
Would you be concerned about her ability to look notice things we’re expecting to see, because

we’re looking for them. In this way, the world Challenging discrimination
largely conforms to our beliefs about it. The outer It is important to challenge oppressive and
world is a reflection of our inner world. If you discriminatory behaviour. Anti-discrimination is
believe, for instance, that boys are always noisy, defined in the Children’s Care, Learning and
then you may not notice all the boys being quiet. Development occupational standards as ‘Taking
positive action to counter discrimination: this will
Our beliefs and prejudices
involve identifying and challenging discrimination
Maintaining your beliefs and prejudices feels safe
and being positive in your practice about differences
because they are familiar to you, but in reality
and similarities between people.’ So it’s not enough
they can be dangerous. On the pretence of helping
to just not be discriminatory yourself – this is too
you, they may be severely limiting. Though beliefs
passive. You must challenge discrimination when
are supposed to define your world, they can
you see or experience it. Remember that you act as a
narrowly shape what you think and how you
role model to children and families as well as
experience life. Sticking to your beliefs and
colleagues and others in the setting. Children will
prejudices may harm both you and the children
copy the behaviour of people they respect or care for.
and families you work with, so you need to think
hard about change or ask for help in sorting out Anti-discrimination in the early years
prejudices that are not in line with the early years setting
value base and the policies of your setting. All forms of discrimination should be removed
Remember that you are responsible for your immediately as soon as they are evident in the
beliefs and prejudices and how we behave to each setting. This means tackling discrimination and
other and to those around is the outward face of discriminatory remarks as soon as possible. Staff
our inner beliefs. need to be clear about the policies they are working
None of us is likely to be completely free of to and be sure of the support of management.
prejudice, but we must make sure that the way we As well as dealing with discrimination from
behave at work is always true to the values and people and organisations, early years practitioners
principles of the sector. In other words, we must have a duty to provide a curriculum that, in
never behave in ways that discriminate, either addition to promoting children’s development
intentionally or unintentionally. This means
constantly checking the ways in which we relate
I don’t know why they let
to service users and the kind of service we those travellers come here.
provide. Settings do this in many different ways, They’ll probably steal the
other children’s money.
including feedback from parents and children and
I don’t think
through inspections and self-assessment. All the that’s fair…
work of the setting will be covered and the
feedback will inform future planning. Individual
staff can use this feedback to inform their own
practice.
Theory into practice

Write a list of things you believe about people –
be honest with yourself as no-one needs to see
it. What does your list tell you about your
beliefs? Start each item with the words ‘I
believe’. Here is an example of a common
prejudice to help you start:
‘I believe that most fat people are lazy.’ You must challenge discrimination whenever you
come across it.

and learning, is also in itself anti-discriminatory. ethnic group or if children use abusive and
Louise Derman Sparks (1989) uses the term ‘anti- discriminatory language or behaviour, there is
bias’ to describe a curriculum that should usually an established procedure for these
permeate every aspect of the early years provision situations. This behaviour needs to be addressed –
and goes beyond celebrating the occasional non- doing nothing is not an option.
mainstream festival. All nursery activities and
equipment should reflect anti-bias and ensure that
all children feel valued and at home in the setting, Theory into practice
regardless of their background. Investigate your setting’s approach to
discriminatory remarks or actions from children
Think it over... and parents, and how individual workers deal
with this. Think about your own approach to
A candidate of mixed race is on placement in a anti-discriminatory practice and what support
large nursery in a rural area. There are a few and help you may need.
black or ethnic minority children in the setting.
The supervisor in the room where the candidate
is working is very welcoming and helpful but
says firmly that all the children are treated the KEY ISSUES
same and that none of the children, who are
two and three years old, are aware of colour of People who hold discriminatory attitudes often
skin. When the candidate hears a child make a have:
racist remark to one of the black children she • feelings that some groups are ‘less human’
tells the supervisor immediately who comments • a false sense of superiority
that she is oversensitive and won’t last long if • little empathy or consideration for others
she accuses young children of racism every five
• unreal perceptions of life
minutes. There are no witnesses to the
conversation. • less respect for others.
• How should the candidate proceed?
Appropriate use of language

Children and parents discriminate too It is important to be careful not to use
Occasionally you will have to deal with children discriminatory language and to check that you
who behave inappropriately or make are accurately using descriptive terms.
discriminatory remarks. Children may not know Terminology changes and develops over time.
the views they are expressing are inappropriate For example, many disability groups prefer the
and need to be told clearly and calmly, with term ‘disabled people’ to ‘people with
appropriate explanation. For example, in a home disabilities’, or today the term ‘black’ is often
corner a group of girls say to a boy wishing to join preferred to ‘coloured’.
them ‘We don’t want boys in here – they’re dirty,’ It is important not to define people by their
or comments are made in the school playground differences but by their similarities, so that you do
to an Asian child, ‘Go home, we don’t like pakis’. not limit what they can achieve. Ask for ‘strong
In these circumstances you should explain clearly children’ not ‘strong boys’. Don’t group children
to the child that you do not like what they have by gender, such as saying ‘boys this side, girls the
said and explain why their remarks were hurtful. other’. Why would you do this?
According to Iram Siraj-Blatchford (1994), you
should support and physically comfort the abused Check your language
child, making sure they know you support their Some languages are considered more important
identity. than others. Bullying or teasing children because
If parents are openly racist and ask that their of their home language or their name seriously
child does not sit with a child from a different affects how they feel about themselves.

Many people find it difficult to know what Each child is different and has areas where
language is acceptable when talking about they are especially talented or skilled, and
discrimination. They are afraid of offending areas where they may lag behind others of their
someone by being unintentionally insulting. For age. Yet when we think about children who
example, many older people describe black people have a disability, it is easy to think about the
as ‘coloured’ as they feel using the term ‘black’ disability first, putting the child into a category
could be offensive, whereas many black people with other ‘disabled children’, and rarely
find the word ‘coloured’ reminds them of the days stopping to think further about the individual
of slavery and apartheid. Similarly, words to behind the label.
describe disability are not always clear.
Most people know what constitutes
discriminatory language. There are many
KEY ISSUES
derogatory terms used against women, black Some disability groups prefer to be called
people or disabled people – there are far fewer ‘disabled people’ which they feel is a
against white men, although any group may be straightforward description of the situation;
addressed in inappropriate language. others prefer the term ‘people with disabilities’
It is also important to learn the names of the which they say concentrates on the person not
the disability. The term ‘handicapped’ is not
children and their families and to know which is
often used today.
their first name and which is their family name –
• Research the terms commonly used to describe
this can change depending on cultural or ethnic
different aspects of disability and identify
background. Correct pronunciation is also which groups use particular terms and why.
important, as this shows concern and respect for
the individual.
Theory into practice Children who are disabled or who have other
special needs have the same rights and should
Learn the names of the children in your group receive the same opportunities as other children.
and how to pronounce names correctly. Find
They should be treated as unique individuals and
out some of the rules for naming children
in different ethnic groups. Learn a few words should not be labelled or stereotyped, as this is
in some of the community languages discrimination.
in your setting – such as ‘please’ or ‘thank
you’.
Think it over...
Role modelling Do you demonstrate respectful attitudes to
Early years practitioners model good practice to children and their families, visiting adults and
children by the way they behave and what they other staff? How can you be sure your approach
say. ‘Actions speak louder than words’ is never is effective?
truer than for young children who are watching
you very carefully and soon see if you say one
thing and do another. The key issue is to
The early years value base
demonstrate respectful attitudes and fairness and
to positively welcome and build on the diversity Early years practitioners have to ensure that they
in our society. promote equality, diversity and rights in their own
practice and work to the values and principles of
Disability discrimination the sector. The basis of the principles and values is
The effects of discrimination are discussed earlier respect for individual differences and the identity
in this unit and apply equally to disabled people. and dignity of children and families.

Study the rest of this section and copy and complete the table, working in a group or on your own.
PRINCIPLES PRACTICE IMPLICATIONS – HOW DO WE DO IT?

The welfare of the child is paramount.
Practitioners contribute to children’s care,
learning and development and this is
reflected in every aspect of practice and
service provision.
Practitioners work with parents and
families who are partners in the care,
learning and development of their
children and are the child’s first and most
enduring educators.
The needs, rights and views of the child are
at the centre of all practice and provision.
VALUES PRACTICE IMPLICATIONS – HOW DO WE DO IT?
Individuality, difference and diversity are
valued and celebrated.
Equality of opportunity and
anti-discriminatory practice are actively
promoted.
Children’s health and well-being are actively
promoted.
Children’s personal and physical safety is
safeguarded, while allowing for risk and
challenge as appropriate to the capabilities
of the child.
Self-esteem, resilience and a positive
self-image are recognised as essential to
every child’s development.
Confidentiality and agreements about
confidential information are respected as
appropriate, unless a child’s protection and
well-being are at stake.
Professional knowledge, skills and values
are shared appropriately in order to
enrich the experience of children more
widely.
Best practice requires reflection and a
continuous search for improvement.

Inclusive practice books, story tapes and posters need to be
available. Multi-lingual children often cope very
Inclusion is about removing barriers to access and well if they have more than one language and can
participation for individual children and their derive real benefits but may also need support.
families. It is often used in relation to children Children with other communication difficulties
who have additional needs, perhaps because of must have appropriate specialist support.
disability or learning difficulties. However, Practitioners will find that drawing attention to
inclusion is a much broader concept and means dialect, accents, sign language and so forth is a
making sure that all children feel that they good way of complementing discussions on
‘belong’ in the setting and have equal access to community languages.
resources, activities and services. Observing and
assessing individual children and identifying their
needs in partnership with parents and families Theory into practice
will give you a clear idea of those who may feel Identify how your setting gets feedback from
excluded or need extra help to get the most out of service users, inspections and other sources to
their experiences. help them to be more effective in implementing
the values of the early years sector. Use that
Empowering children information towards your own action plan.
Identify what support or information you may
Children need to be encouraged from a very
need.
early age to deal with bullying and
discriminatory attitudes – although adults must
also always be there to support and protect them Environment
when they are needed. Children can be taught
It is important to make sure the environment is
techniques which empower them or, in other
accessible to all children who use the setting and
words, give them strategies to use to defend
supports their development. The environment is
themselves. Children’s self-esteem and
both the physical environment and the emotional
confidence grow if they feel they have some
environment. Removing physical barriers, using
control over their lives and if they feel that they
appropriate support for children who have
and their families are valued. Derman Sparks
additional needs and differentiating the
(1989) suggests that for children to feel good and
curriculum so that children of all abilities can
confident about themselves they need to be able
participate are all important. The emotional
to say ‘That’s not fair’ or ‘I don’t like that’ if they
are the targets of discrimination. If they see a
child abusing another child they should have the
confidence to say ‘I don’t like what you are
doing’. We should help children as much as we
can to have the confidence to stand up for
themselves and others in these situations.
Children with English as an additional
language are vulnerable to discrimination if they
cannot communicate well in English, as are other
children with different communication difficulties.
Communication support is very important and
may involve using interpreters and bringing in
those who speak the child’s language. Children
who cannot understand or communicate in
English will need to be clear that their home The environment needs to be physically and
language is valuable and examples of bi-lingual emotionally safe.

environment is more difficult to precisely describe
Think it over...
but should be positive and affirming for everyone,
building on and encouraging achievement, not It is very easy to stereotype boys or to believe
denigrating or criticising or focusing on the that natural physical differences are solely
negative. A safe emotional environment allows responsible for their behaviour. This could lead
to aggressive and sometimes difficult behaviour
children to take risks and encourages their self
being tolerated from boys where the same
esteem. behaviour in girls would not be allowed. It is
important that we see both boys and girls as
Care routines individuals with their own personalities,
Your everyday routines should ensure that every strengths and weaknesses and avoid
stereotyping.
child is treated as an individual and all individual
needs are met. Allow children who require it more
time to complete activities or care routines, give
appropriate praise and reward. Make sure your Circle time with children
expectations for children are high but realistic, Circle time is when children gather together in
building in lots of opportunities for praise and small groups and sit in a circle with an adult they
encouragement know, such as a key worker, and where they can
see and hear each other. Circle time varies
Play and curricular activities between settings but is often used to:
Play is the most important aspect of provision in ✱ provide an opportunity for children to share
early years settings, as children learn best views, ideas and feelings
through their play and their social relationships.
They learn all about themselves and who they
✱ develop skills in language and communication
are in the world. Well-thought-out play provision ✱ support personal, social and emotional
will provide many opportunities for development.
development of positive self-esteem and Usually circle time is kept to around ten minutes
resilience and this is vital if children are to or so, but this may vary depending on the
achieve the best they can. Play-based activities children involved. It should never be used with
should allow children to succeed and to take children who are too young or who are not
risks in their relationships, as well as physical developmentally ready to ‘sit still’. Properly
challenges. conducted circle time works well with primary
✱ Promote equality, diversity and rights through age children and can be used with older nursery
play. children. Children should not be forced to take
part and speaking in the group should be
✱ Encourage boys to talk and express their voluntary.
feelings appropriately.
Skilled adults should support circle time.
✱ Encourage girls to use construction equipment Many use the time for questions and discussion
and outdoor equipment such as bikes or appropriate to the age of the children in ways that
climbing frames. stress similarities between people and races,
✱ Encourage boys to use the home corner. rather than emphasising differences. This is a
much more effective way of ensuring co-operation
✱ Don’t expect girls to tidy up after boys.
and respect. It is also important to encourage
✱ Don’t condone overly boisterous behaviour children to look at other points of view. For
from boys or allow it to disrupt other example, if a child is upset at something that has
children’s experiences. been said to them, encourage empathy by asking
✱ Encourage all parents to participate in the life the other children to consider how they would
of the nursery. feel if someone said something similar to them?

You can also: Persona dolls
✱ use the time to suggest ways of sharing and Persona dolls are special dolls that represent
resolving conflicts different people and are not usually kept with the
other toys and equipment.
✱ discuss differences, such as in colour or shape
These dolls can be very helpful in explaining
of face or features, personality or ability,
diversity and exploring concepts of discrimination
always in a positive and sensitive way without
with children. For example, the doll could
labelling
represent a child from an ethnic minority and can
✱ set rules for circle time such as no be used to discuss feelings and difficult issues one
interruptions and accepting that others have step removed from the children.
comments and feelings to share.
Events and opportunities
Activities, equipment, books and
✱ Settings should explore with their communities
pictures whether celebrating religious and cultural
✱ Learn to use these thoughtfully and with events is appropriate.
understanding.
✱ Use festivals to celebrate diversity not just to
✱ Use equipment with which children can pay lip service to different cultures or religions.
identify and that reflects diversity, such as Be authentic and don’t just dwell on the exotic
black-skinned dolls, dressing up clothes aspects.
from different cultures, multi-ethnic kitchen
utensils. ✱ Invite parents and members of the community
in to talk to children and work with them.
✱ Ensure that there are positive images of girls,
disability and ethnic minority groups in the
nursery. Assessment activity 1.5
✱ Value languages that are not English and
Devise a leaflet for an early years setting
support bi-lingual children.
explaining to parents the policy on equality,
✱ Encourage children to use their home language diversity and rights and how early years
during role play. practitioners will promote these. Talk to other
candidates and think of frequently asked
✱ Use dual-language books, labels and posters. questions (FAQs) about these topics to include in
✱ Ensure that all nursery activities are adaptable your leaflet, with a model answer for each.
for use by children with special needs.
Practice implications of
Theory into practice confidentiality
• Undertake an audit of two or three types of How confidential information comes into the
resources in your setting, such as books, setting, how it is recorded and stored and how it
domestic play equipment, posters and is retrieved from storage are all points where the
pictures, dolls, puzzles and games.
wrong people can find out things. For example, if
• Check the resources for an anti-bias approach information is received by fax or email it can
and whether they promote equality, diversity sometimes be seen by those for whom it is not
and rights. intended. Therefore, a setting will need to have
• Select the resource that best encourages systems for receiving, recording and storing
equality of opportunity. Say why you have confidential information.
chosen this resource instead of one of the
Clearly children’s records should be stored
others.
securely as well as medical or court reports, case

conference material and so forth. Staff must be practitioner suspects abuse, they must report this
clear about who has access to what and in what immediately to a responsible, senior member of
circumstances. Use of IT can be controlled and staff. In turn, senior staff will act according to the
made secure by the use of passwords and other setting’s policies and procedures for child
means of limiting access. Storage of data is protection. If a child or anyone close to the child
controlled by the Data Protection Act 1998 and reports abuse they must be told that this
involves limitations on what basis data can be information cannot remain confidential (see Unit 5
stored and who is entitled to see it. This Act for more information).
repealed the Access to Personal Files Act 1987 –
together with its subsidiary regulations – and the Assessment activity 1.6
Access to Health Records Act 1990. Except on rare
occasions, people are entitled to see records kept • Identify scenarios when you may wish to
about them, including medical, social work, discuss children and/or families outside the
setting.
housing and school records and children’s records
kept by early years settings. • How might families feel if you break their
confidence?
Where face-to-face interviews and discussions
take place, participants should be clear at the start • Identify legislation that both protects the
rights of the individual and sometimes may
that what is said must be confidential, including
override the rights of individuals and think of
any notes or minutes taken and where recording examples affecting children and families.
devices or video have been used.
• Write a report evaluating your examples and
In most circumstances the relationship between how legislation works to provide for the rights
children, their parents and the early years of individuals.
practitioner is one of trust, based on a professional
relationship where confidentiality is the rule.
Parents must feel able to share with staff any There are other issues that may interfere with
issues that affect children and many of these will the confidential relationship between families and
be deeply personal, such as changes to the the setting, for example drug dealing on the
household when a parent moves out or another setting’s premises, or where theft is a problem.
adult moves in. Students in placements must These issues always have to be dealt with on their
never discuss or write about the children and own merits, but are likely to involve the police
families in their care outside the setting, except and may result in the necessary sharing of
with prior written permission. confidential information.
Day-to-day work with children and families All individuals in the UK have some protection
will necessitate some recording of information; through the Data Protection Act 1998. This Act
this should be done sensitively and accurately. gives legal rights to individuals in respect of
You should record what you see and hear personal data held about them by others.
objectively and without bias. You should not However, there is no other requirement or
express opinion unless it is firmly based on absolute right to confidentiality. In practice it
evidence. would be difficult to keep confidentiality in
There are, however, some circumstances where settings where information has to be exchanged
confidentiality cannot be guaranteed and these are between staff and between agencies. If
mainly to do with child protection. If a child information is sensitive, permission should be
discloses abuse of any type or where the sought before passing to others.

END-OF-UNIT TEST
1 Explain the term ‘diversity’.

2 Evaluate the statement ‘the UK is an equal society’.
3 Identify the meaning of the terms ‘values’ and ‘beliefs’.
4 Describe three key points from the UN Convention on the Rights of the Child and explain how
these affect early years practice.
5 Describe what is meant by the term ‘human rights’.
6 Identify and explain three reasons why an understanding of equality, diversity and rights is
important to early years services.
7 Describe three ways in which diversity in our society can be celebrated within the early years
setting.
8 Explain how holding prejudiced views can affect our work with children and families. Give two
examples.
9 Explain how children learn attitudes and values.
10 Identify an example of when a family’s right to confidentiality may be overridden.
11 In the nursery you overhear a member of staff telling a parent, ‘We treat all the children exactly
the same in this nursery’. Analyse whether this attitude encourages equality of opportunity.
12 Evaluate how Persona dolls could assist children’s understanding of equality and diversity.
13 Describe why partnership with parents is important for early years practitioners.
14 Explain how circle time with children can be used to promote anti-discrimination.
15 Evaluate the reasons why confidentiality is important in early years practice.

References and further reading
Commission for Racial Equality, (1989), From Maxime, J (1991), Towards a Transcultural Approach
Cradle to School, London: CRE to Working with Under Sevens, Conference report
Council for the Disabled, (1995), Help Starts Here, for the Early Years Trainers Anti-racist network
London: NCB and the National Children’s Bureau, Wallasey:
EYTARN
Brown, B (1998), Unlearning Discrimination in the
Early Years, Trentham Books Lancaster, P and Broadbent, V (2003), Listening to
Young Children, Open University
Dare, A and O’Donovan, M (1997), Good Practice in Press
Caring for Young Children with Special Needs,
Cheltenham: Stanley Thornes Milner, D (1983), Children and Race: 10 years on,
Ward Lock Educational
Denziloe, J and Dickins, M (revised 2002), All
Together: How to create inclusive services for disabled Pre-school Learning Alliance (2001), Equal Chances:
children and their families, National Early Years Eliminating discrimination and ensuring equality in
Network pre-school settings
Department of Health (1989), Children Act, Siraj-Blatchford, I and Clarke, P (2000), Supporting
London: HMSO Identity, Diversity and Language in the Early Years,
Oxford: OUP
Derman-Sparks, L (1989), Anti-Bias Curriculum,
Washington, DC: National Association for the Siraj-Blatchford, I (1994), The Early Years: Laying the
Education of Young Children foundation for racial equality, Staffordshire:
Trentham Books
DfES (2003), Every Child Matters, London: DfES
Woolfson, R (1991), Children with Special Needs,
DfES (2001), SEN Code of Practice, London: DfES London: Faber and Faber
DfES (2001), SEN Toolkit. London: DfES Working Group against Racism in Children’s
Early Years Trainers Anti Racist Network – Resources (1990), Guidelines for the Evaluation and
EYTARN (revised 1999), All Our Children: A guide Selection of Toys and Other Resources for Children,
for those who care London: WGARCR
Early Childhood Education Forum (1998), Quality Working Group against Racism in Children’s
and Diversity in Early Learning, London: National Resources, Early Years Student Information Pack, a
Children’s Bureau series of articles regularly updated costing £7 at
Equal Opportunities Commission, An Equal Start, time of writing
Manchester: EOC
Useful websites
Equal Opportunities Commission (Scotland), An Commission for Racial Equality – www.cre.org.uk
Equal Opportunities Guide for Parents, Glasgow: EOC
Equal Opportunities Commission –
Hyder, T and Kenway, P (1995), An Equal Future: www.eoc.org.uk
A guide to anti-sexist practice in the early years,
Every Child Matters –
National Early Years Network
www.everychildmatters.gov.uk
Hyder, T and Rutter, J (1998), Refugee Children in
Home Office (for information on Human Rights
the Early Years: Issues for policymakers and providers,
Unit) – www.homeoffice.gov.uk
Save the Children/Refugee Council
National Disability Council – www.disability-
Lane, J (1999), Action for Racial Equality in the Early
council.gov.uk
Years: Understanding the past, thinking about the
present, planning for the future, National Early Years Refugee Council – www.refugeecouncil.org.uk
Network Sure Start – www.surestart.gov.uk

Articles Save the Children/The Refugee Council (2001), In
Bandura, A, ‘Perceived self-efficacy in the exercise Safe Hands, a resource and training pack to
of personal agency’, The Psychologist, 1989, Volume support work with young refugee children. Also
2, Issue 10 available from EYTARN
Dickins, M, ‘All about Anti-discriminatory Organisations that provide

Practice’, Nursery World, 3 January 2002, Volume publications on equality issues
102, No. 3796 Alliance for Inclusive Education, Unit 2, Ground
Lane, J, ‘Dealing with prejudice and Floor, 70 South Lambeth Road, London SW8 1RL
discrimination: the issues and in practice’, Tel: 0207 735 5277
Practical Pre-School, January 2001, Issue 2 Early Years Equality, PO Box 3428, Chester,
Lane, J, ‘Working together within a “no-blame CH1 9BX, Tel/Fax: 01244 310569
culture”‘, Network News (the newsletter of the Email: eyequality@tiscali.co.uk
Early Years Trainers Anti Racist Network), July Persona Doll Training United Kingdom,
2002, Volume 4, Issue 2 51 Granville Road, London, N12 0JH
Fax: 0208 446 7591
Videos Email: personadoll@ukgateway.net
Persona Doll Training (2001), Persona Dolls in
Working Group against Racism in Children’s
Action with support book. Available from 51
Resources, Unit 63A, Eurolink Business Centre, 49
Granville Road, London N12 OJH. Also available
Effra Road, London SW2 1BZ
from EYTARN
Tel: 0207 501 9992

Equality, Diversity and Rights

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Equality, Diversity and Rights

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UNIT

1 Equality, diversity and rights

What you need to learn

How you will be assessed

UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 1

Terminology used in this unit

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UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 3

The table can only include broad categories.

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2 The importance of equality, diversity and rights in

UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 5

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UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 7

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UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 9

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UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 11

Holding stereotypical views about children based

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Early years and diversity

UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 13

3 How early years services can recognise and promote

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UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 15

Work practices Positive promotion of individual

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Affirmative action successful. Despite laws being in place, certain

UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 17

such children are identified or admitted to the

The ‘glass ceiling’ at work.

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UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 19

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The UN Convention on the Rights of the Child

UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 21

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4 Promoting equality, diversity and rights in your own

UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 25

Theory into practice

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• How should the candidate proceed?

Appropriate use of language

UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 27

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PRINCIPLES PRACTICE IMPLICATIONS – HOW DO WE DO IT?

UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 29

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UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 31

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UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 33

1 Explain the term ‘diversity’.

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UNIT 1: EQUALITY, DIVERSITY AND RIGHTS IN EARLY YEARS WORK 35

Dickins, M, ‘All about Anti-discriminatory Organisations that provide

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