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

2. Aims and Objectives for session
Describe equality
Describe diversity
Describe inclusion
Describe discrimination
Outline policies within your setting that link to equality, diversity and inclusive practice

3. Research - Task 1 (assessment criteria 1.1
Produce a leaflet intended for Level 2 students to describe what is meant by:
equality
diversity
inclusion
discrimination

4. What legislation links to equality, diversity and inclusive practice?
Legislation is the act or process of making or enacting laws. (
Can you think of any policies within your setting that link to equality, diversity and inclusive practice?

5. Current legislation and codes of practice linking to equality, diversity and inclusive practice?
SEN code of practice,
UN convention for the rights of children
Equal opportunities act 2010
EYFS statutory framework and Inclusion policy

6. Self Study at home
Research your identified legislation, statutory framework, codes of practice or guideline You will present these next session Remember to reference, lets refresh how to do this correctly.

7. Use legislation relating to equality, diversity and inclusive practice.
Unit 4
Session 2

8. Starter Activity – What do you see?
Festival of colour

9. Aims and Objectives for session
Describe how legislation links to equality, diversity and inclusive practice

10. Legislation, statutory framework, codes of practice or guideline presentations
Over to you!

11. Use legislation relating to equality, diversity and inclusive practice.
Unit 4
Session 3

12. Aims and Objectives for session
Identify roles and responsibilities practitioners have when supporting equality, diversity and inclusive practice
Outline role of a persona doll
Identify how to use a persona doll

13. Roles and responsibilities
to work within the policies and procedures of the setting
to value the individual child
to develop and sustain a child centred approach
to engage actively with the family to appreciate the holistic needs of the child
to provide an inclusive environment which actively welcomes diversity
to be a positive role model in promoting equality, diversity and inclusive practice
to recognise discriminatory practice
to know how, why and when to challenge discrimination
to engage in effective partnership working to enable the child.

14. What is a
Persona Doll?
Soft bodied Persona dolls can be purchased with a range of skin tones, eye and hair colours and in both genders.
They are a ‘child visitor’ to the setting usually at circle time.
Usually have a story to tell to the children.
Are friends with whom the children in the setting can bond with.

15. Lets see this method in action.

16. How to use persona dolls
It is not a puppet and does not have its own voice.
The practitioner speaks on behalf of the doll to the children.
The children can be seated in a circle as the doll usually visits at circle time.
The doll sits on the practitioners lap and the practitioner listens to the doll and tells the children what the doll has said.
The practitioner gives a few facts about the doll-his/her name, where he /she lives and encourages the children to ask more questions.
The practitioner is encouraging the children to make friends with the doll on every visit.
The next time the doll visits it may bring an item to share with the children for example’ a story book or a photo album.
Recount what the children know about the Persona doll from the first visit.
The Persona doll could have a back pack/bag in which to bring items to the setting.

17. When can they be used? To explore different cultures and religions.
To explore issues such as bullying, obesity or disabilities.
To explore interesting artefact/special objects.
To help children to explore a range of big issues such as prejudice, discrimination and racism in a non-threatening way.
To help with a problems encountered by the children and practitioners in a setting.
To help children celebrate positive events for example, birthdays, weddings, festivals, new baby and moving to a new home.

18. Circle Time
Lets us see the dolls in action, read the information you have a share with the group.
I will be observing your practice throughout.

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

20. Starter Activity – Discuss on tables
Case studies

21. Aims and Objectives for session
Explain how equality can be achieved at a setting
Identify where to gain information, advise and support about equality, diversity and inclusive practice
Outline colleague support
Explain parent and family support
Identify sources of useful information for equality support
Outline religious calendar event

22. Where can you gain information, advise and support about equality, diversity and inclusive practice?

23. Colleagues for support
In settings there is a SENCO, who you can approach for information or support when working with a child with additional needs. It is important to get to know the strength and personal expertise of individual member of staff team, you will often find that they can offer useful support, having encountered a similar situation before.

24. Parents and families for support
Parent and family members can be a valuable resource if further information is required about an individual child.
- Disability or condition
Home language
Special dietary needs or allergies, and preferences
Cultural preferences

25. Organizations specialising in equality issues for support
There are lots of sources of useful information available, lets have a look.
The relevant acts of parliament
The equality and human rights commission
Early year education
National Children’s Bureau
Organisation Mondiale Education Pre-Scholaire