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

2. Learning Outcomes
LO4 Be able to work in ways which support equality, diversity and inclusive practice. AC 4.1 Interact with children in a way that values them and meets their individual needs. AC 4.2 Reflect on the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice.

3. 4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)
Time: 15 mins
What makes you feel valued?
Consider:
Being listened to
Feeling that your thoughts and opinions are important
Being praised for something you have achieved
Being praised for something you have done
Friends asking for your advice and guidance.

4. Interacting with children
4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)
Interacting with children
All children are unique and have their own individual needs.
Practitioners will plan a variety of activities and experiences that all children can take part in to the best of their ability.
Everyone has the right to be respected and to feel valued.
Practitioners will be positive role models and will interact with all children.

5. 4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)
Time: 15 mins
Describe two situations where you know you have made a child feel valued.
Consider:
The use of praise and encouragement
Listening to a child
Responding to a child’s idea or wishes
Thanking a child for something they have said or done
Asking for a child’s opinion.
This activity is designed to encourage learners to discuss how they value children on a day-to-day basis and through very simple actions.

6. Interacting with children
4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)
Interacting with children
Children love to talk to adults, and practitioners can show that they really value what a child has to say by giving them their undivided attention.
When a practitioner stops what they are doing to listen to a child, they are using active listening skills.
It is important to carefully listen to children, as this will support their self-esteem and they may be trying to tell you something that needs to be shared with the team.

7. Meeting individual needs
4. Be able to work in ways which support equality, diversity and inclusive practice (4.1)
Meeting individual needs
Some children will have individual needs that may mean they need extra support within the setting.
By meeting these individual needs, practitioners will show that they value the child.
Practitioners need to be aware of how to support all children so that no child feels left out.
Individual needs can include learning difficulties, a physical impairment or English as a second language.

8. Impact of own attitudes, values and behaviour
4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)
Impact of own attitudes, values and behaviour
It is very important to remember that everyone has their own attitudes and values, and just because they may differ from yours, it does not make them wrong.
Practitioners may not agree with parents/carers’ attitudes or values, but as long as they are not causing any harm, the practitioner must accept and respect their differences.
You may disagree with a parent/carer giving their 4-year-old child a dummy when they pick them up, but this does not make them a bad parent/carer.

9. 4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)
Time: 20 mins
Discuss your own personal views and opinions on the following statements:
Children should always give up their seat to an adult on a bus
Mothers should not be allowed to breastfeed in public places
Children under 15 years old should always be home by 8.30pm
Babies should not be given dummies
It does not matter if you drop your ‘t’s when talking to children
There should be child-free areas in restaurants
Why do you feel the way you do about these statements?
Learners should discuss their own views and then link this to why they feel this way about these statements.
Learners will see that different people have different opinions, but that it does not make them wrong.
Learners should identify that they have these views because of their own experiences and upbringing.

10. Impact of own attitudes, values and behaviour
4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)
Impact of own attitudes, values and behaviour
Practitioners must treat all children equally no matter what their own values may be.
Practitioners are role models and young children will copy their behaviours.
If a practitioner shouts across the setting, then a child is likely to do the same.
If a practitioner refuses to eat something, then a child will be reluctant to try that food.

11. Impact of own attitudes, values and behaviour
4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)
Impact of own attitudes, values and behaviour
Practitioners must always follow the policies and procedures of the setting when dealing with any situation within the setting.
Practitioners must not allow their own attitudes and values to influence how they handle a situation.
A practitioner may need to behave differently inside and outside of the setting. For example, if they were to hurt themselves in the setting they would need to think carefully about how they react, as children will be watching and may copy them.

12. 4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)
Time: 15 mins
Discuss situations where you may need to think carefully about your own attitudes and behaviours within the setting.
Consider:
If you have a minor bump and hurt yourself
If you drop something
If a child runs over your toe while on a trike
If a child swears loudly
If a child looks uncared for and their clothes have a strange smell
How would you behave in your own home if these situation happened?
Why is it important to behave professionally within the setting?
Learners should discuss the importance of modifying or adapting their attitudes and behaviours within the setting.
Learners should show that they realise they may behave differently at home and this is fine.
A learner may want to laugh at a something a child does, such as swearing, but they must realise this is not acceptable within the setting.
Learners should discuss the possible negative affects if they cannot separate the two.

13. 4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)
Time: 15 mins
Think about the possible impact of personal attitudes, values and behaviours within the setting. Do you feel that you have ever had a negative impact on children?
Consider:
Are there children that you would prefer not to work with?
Do you struggle to use appropriate language all of the time at the setting?
Do you feel you are always a positive role model?
Do you find it difficult to fully accept people who are different to you?
Is there an area of your own practice that you feel you need to develop so that you are truly inclusive?
Learners should reflect on any specific situations where they feel they could improve on their own practice.
Learners should consider all previous activities and identify what they find difficult to accept in regard to differing attitudes and values.
Learners should reflect on their own behaviours and identify areas for improvement, such as verbal or body language.

14. 4. Be able to work in ways which support equality, diversity and inclusive practice (4.2)
Time: 15 mins
A new parent/carer wants you to smack their child on the back of the hand if they do something wrong within the setting.
Consider:
How will you explain that this is not acceptable behaviour within the setting?
The policies and procedures of the setting
Not letting your own attitudes and values influence the way you talk to the parent/carer.
Learners should describe how they can tell the parent/carer that this cannot be done, without having an argument with them.
This activity further supports the fact that everyone has different attitudes, values and behaviours, and that parents/carers must be respected, but that policies and procedures must be followed while at the setting.

15. Summary
Practitioners’ interactions with children can help children to feel valued.
Everyone has their own set of attitudes, values and beliefs, and these must be respected by all.

16. Plenary
Describe three things a practitioner can do to make a child feel valued.
Why is it important to follow the policies and procedures of the setting when dealing with a child’s behaviour within the setting?
What or who has influenced your attitudes, values and behaviours?