In place in many schools and childcare settings are Code of Conducts and polices to prevent discrimination. Examples of which are:
- www.whyteleafe.surrey.sch.uk/equal%20oppportunities%20policy%20feb%202004.pdf
Within the policies and legislation are guidelines, which illustrate to practitioners how to practice anti-discriminatory behaviour within the setting. Educators must also look at their own experiences of discrimination and encourage others to not discriminate on any grounds.
- The impact of discriminatory practice on children
The impact of discrimination on children can range from a slight impact to a more serious impact, which can have fatal effects. “Discrimination suffered by parents in the form lower wages, unequal pay for equal work and lack of access to employment opportunities and rights make children more vulnerable to exploitation.” (The impact of discrimination on children, 2001, www.teachernet.gov.uk/)
Lindon (2004:128) explains that discrimination in any form can make people feel “unimportant, worthless, frustrated and angry.” It can also affect qualifications, jobs and other aspects of life. http://www.counselling-directory.org.uk reaffirms this statement:
Discrimination “…reduces opportunities in education, housing and employment – all of which can be distressing experiences leading to a vicious circle of discrimination, poverty and social exclusion.”
An example of somebody not complying with legislation and not meeting individual needs by using anti-discriminatory practice is a male teacher from a Technology College in Stockport. A pupil with a disability made an accusation (Seen in the news article below) of being called a “cripple”.
“Amy, from Heaton Norris, told her mother that a male teacher said "move, cripple", as he passed her in the school's dining hall.” (http://www.childlink.co.uk/news.asp?newsid=25109)
Although this may not be true, the accusation illustrates unfair treatment and the opposite of meeting the child’s needs successfully. Lindon (2004:78) explains, “Prejudice has an impact on how children feel about themselves, as well as their attitude towards others”. This could lead to the child feeling lonely, un-supported, isolated and their behaviour and attitude towards others, as explained could change as a result.
Children could become withdrawn and regress, feel worthless, have a low self-esteem, low confidence levels all-round, and possibly emotionally unstable.
When children are not discriminated against they can see the opposite effects to those who have been discriminated against. They may have a higher self esteem, more confidence knowing they are being treated fairly and more confidence when a problem may arise by knowing they will be treated equally, with equal respect and in confidence. They may be more willing to learn and co-operate if they know they are being treated fairly and being given the equal opportunities as the other children.
- Meeting children’s individual needs by using non-discriminatory practice
One way to meet children’s individual needs is by following Legislation. Within the Rights to Education Act (1994) it states: “Every child who has attained the age of 6 years shall have the right to participate in full time elementary education”
The act ensures that children are not discriminated as every child has equal rights to an education within the setting. Staff must abide by the legislation and this, therefore, helps to meet the children’s individual needs.
By using anti-discriminatory practice, children’s needs’ can be met appropriately and effectively. In place in many nurseries and schools are policies such as Equal Opportunities, Disability Discrimination Act, Race Relations Act and Education Act and so forth. These are all in place to promote equality and diversity within the setting. The Disability Discrimination Act allows all children classed with having a disability to have equal rights as any other children.
Children’s needs can be met by having the appropriate resources; left handed scissors for example. Children will feel valued and treated as an individual will increase and create a stable self-esteem.
Differentiation within the work set to enable children of all abilities to complete the activity. Children with Special Educational Needs can be given equal opportunities.
For example:
Children who may be blind or partially sighted may have work sheets that are in Braille, large writing or brightly coloured to make it easier for them to complete. Activities can be adapted so they can join in too. Special adapted desks and space could be made available for children that might want/need to use a wheelchair to move around. Toilets for children who use wheelchairs can be provided which would have more space with lower toilets and sinks and also, handrails can be provided for support.
Mixed Gender, race, ability groups can be arranged so all children have an equal opportunities. Children will feel supported and included in activities. They wouldn’t feel left out.
Praise and encouragement can be given equally to children. Praise and encouragement can help develop a child’s self esteem and self-confidence.
The children’s views should be respected and supported and all children should be listened to. They should be given equal rights to state their opinion.
Celebrating a range of religious festivals throughout the year would promote equal opportunities within the classroom. Every child could feel involved and all children of different backgrounds and cultures would feel involved in the lesson and would feel of equal importance. Also a range of teaching styles can be used to appeal to all children. This includes practical activities, written work and copying. Using interactive whiteboards, hardware such as ROMA’s, role-playing and internet resources can promote the development in many different ways and also keep the children interested and on target. It can also help to control their behaviour.
Lindon (2004:42) explains, “…Adults must appreciate individual strengths and weaknesses.” IEP’s or Individual Education Plans can be drawn up to help achieve this. These can ensure children’s weaker areas are built upon and their strengths continue to be praised and encouraged.
- Examples of Good practice seen whilst on placement
Within placement I have seen many examples of good practice, for example when swimming the classes in the year group will take it in turns to go. This ensures all children are given an equal opportunity to participate in outdoor activities such as swimming.
Within settings where there are climbing frames and outdoor activities, groups of children are given equal opportunities to participate. There is often a rota for the children where they can have an equal amount of time to play.
Within classrooms the children are split into ability groups and lower ability can often be seen to have a support teacher with them so they can achieve equal goals and aims.
When children in placement have questions or feel the need to comment, each child regardless of gender, race, cultural background or ability is allowed to speak if it is appropriate. Lindon (2004:84) comments, “Good Practice is to listen to children in general and to what they want to say…” It is seen as an act of good practice within this placement as all children are listened to and their points of view and comments taken into consideration.
Left-handed scissors are provided for those children who are left-handed. All children are then able to complete the activities with an equal chance of success.
Staff members within settings follow legislation, policies and guidelines in place to ensure each child has an equal education.
Conclusion
The importance of anti-discriminatory practice is quite evident.
“Children learn that they are all different and special”, (Tassoni P et al. 2000:20) It is important anti-discriminatory behaviour is practiced with early years settings to encourage children to want to learn, have a good self-esteem and to learn they are treated as an individual within society with equal rights to everyone else. This essay has pointed out what discriminatory and anti-discriminatory practice is, the importance of using anti-discriminatory practice, how discrimination impacts on children and examples of good practice seen whilst on placement.