Title: Equality and Inclusion Assignment.
Introduction
“Children’s early years have been stressed as being fundamentally important to their future development and consequently to society as a whole”, (Early Years Framework, 2009).
There are however multiple and diverse childhoods. This report will firstly examine legislation which has been introduced to reduce inequalities and promote social inclusion in relation to early childhood. The second section of this report will critically examine some of the sociological concepts pertaining to poverty, class, health inequalities and the harmful effects of stereotyping and prejudice. The report will also explore some of the factors that can influence and shape children’s identity and multiple identities. The third section of this report will discuss the effectiveness of government policy and how this is translated into practice. The final section will discuss practice which promotes equality and inclusion with reference to a placement task. In conclusion the report will discuss if current legislation, policy and practice is effective in demonstrating an inclusive approach.
Legislation
The Equality Act (2010) streamlines and strengthens the law and gives individuals greater protection from unfair discrimination and makes it easier for employers and companies to understand their responsibilities. It also sets a new standard for those who provide public services to treat everyone, with dignity and respect. There are nine protected characteristics mentioned throughout the Act. It requires equal treatment in access to employment as well as private and public services, regardless of the protected characteristics of age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex, and sexual orientation.
In relation to early years managers must consider this legislation both as an employer and as a service provider. It is important to ensure that the physical environment, admissions and policies promote equality of opportunity. All early years providers must have an equality policy which contains a statement of the establishment’s aims. Having a written policy on diversity and equality sets the context for implementation of procedures and for a high quality provision.

The Children (Scotland) Act 1995 is centred on the needs and the rights of children and their families and defines both parental responsibilities. It sets out the duties and powers available to public authorities to support children and their families and to intervene when the child's welfare requires it. It also requires local authorities to prepare and publish plans for children's services. The main aims of these plans are to ensure the welfare of children and to promote integrated provision of services.
Early year’s practitioners have a responsibility to ensure that the child’s welfare is paramount and are able to respond to the changing needs of children and their families. Young children are very vulnerable and staff must be able to recognise any changes in a child’s behaviour either physically or emotionally that may give rise for concern and follow their guidelines for child protection.
The United Nation's Convention on the Rights of the Child (2002) applies to all children and young people aged 18 and under. The UNCRC sets out the basic human rights that children everywhere must have, the right to survival, to develop to the fullest, to protection from harmful influences, abuse and exploitation, and to participate fully in family, cultural and social life. Allowing a child to celebrate their own culture within the family enables them to develop an identity. The convention also encourages children to make choices as they grow so they will be able to exercise their rights and become confident individuals who will be able to contribute in their community.
In relation to early year’s practice staff should ensure children have the opportunity to share their views and that they are respected and listened to. Children should be actively involved in decision making.

Sociological Concepts
Economic status 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. The Child Poverty Act (2009) was introduced to provide a statutory basis to the commitment made by the Government in 1999 to eradicate child poverty by 2020, setting four challenging UK-wide targets based on the proportion of children living in relative low income, combined income and material deprivation, absolute low income and persistent poverty.
Poverty can be described as a “condition of being poor, or a lack of wealth.” (Chancellor Press, 1992:207) the Government today argues that poverty is about more than income, it is about a lack of opportunity, aspiration and stability. (HM. Government, 2011:4). Giddens (2001) argues that poverty is not a permanent condition and people may move in and out of poverty depending on their circumstances. Yeo and Lovell (2002) describe this as social mobility where people can move up and down the social class scale. They also state that for “middle and working class people, the possibility of downward mobility seems to be increasing”. (Yeo and Lovell, 2002:60-70).
Many families face inequality and exclusion, children can be disadvantaged on the grounds of diversity in ethnic background, language, gender and socio-economic class and can often feel excluded or discriminated against. Davis and Moore (cited in Yeo and Lovell, 2002:59) argue that social class systems contribute to society by ensuring that job positions are given to the right people with the necessary skills and attributes. According to Marx (cited in Yeo and Lovell, 2002:60) suggests that the social class which owns the bulk of societies wealth are the most powerful and influential and although in a minority of the population are referred to as the upper class. He also suggests than on the other side of the divide are the middle and working classes whose members have to work or claim benefits.
Lewis (cited in Giddens 2001:317)) argues that poverty is not a result of individual inadequacies, but more to do with social and cultural climate. “Growing up in a workless family often has persistent effects later in life and is related with future unemployment” (Ermisch, Fransesconi and Pevalin, 2001: D). For children experience of life in a workless family can be associated with lower educational attainment and reduced aspiration. Lewis (1991) suggests that a culture of poverty can be transmitted across generations. Children may become so entrenched in this culture of unemployment and rely on benefits may assume that this is acceptable and a normal way of life. Murray (1984) argues that the welfare state has eroded people’s incentive to work.
Potter (2007) in his study highlights a connection between deprivation and a child’s cognitive and language skills. Sylva (2007) suggests a child’s social and cognitive development can be influenced by the child’s background and parent’s behaviour. Early years workers can support children’s cognitive and social skills through providing a rich and well balanced curriculum which promotes critical thinking and problem solving skills. Carneiro (2007) suggests that if parents show an interest in the child’s education and learning then this can have a positive impact on a child’s cognitive and social skills. This view is supported by Johnson and Kossykh (2008) who state that the quality of the home learning environment and parental aspiration are found to be particularly important in the child’s development. Early year’s staff can support parents through home link literacy programmes. Gus (2009) suggests that early childhood experiences and the activities children are involved in do have a significant influence on their cognitive development.
Smidt (2007) suggests that staff can sometimes make assumptions with regards to children whose parents are unemployed, or live in a council estate that they will achieve less than parents who are more affluent. Stereotyping can impact on the way practitioners view children and can lead to discriminatory practice. “Where staff assumes a child will fail they may not fully engage with the child’s home experiences and in this way ensures that the child will fail” (Smidt, 2007:145). Staff must be aware of their own attitudes and assumptions and how this can impact on their work with children.
Vulnerable families living in poverty and those with special educational needs are at particular risk. Multiple disadvantage can be experienced by disabled people, they are more likely to live in poverty, have less educational experience and face discrimination. Hirst and Baldwin (1994) suggest disabled young people to have lower aspirations and self esteem and found it harder to make friendships. Early year’s staff can promote resilience and a positive self identity through the provision of a well balanced and accessible curriculum where everyone is respected and valued.

Identity
A child’s name and national identity are established at birth as their formal legal identity, while their personal identity continues to develop throughout life. A child’s family environment can play an important role in shaping a child’s identity for example, the way family members interact and communicate with one another can affect a child’s self esteem, socialisation and cultural identity. Blatchford (2000) suggests that in the absence of positive role models children may be left with negative or positive perceptions of people like themselves.
Brooker and Woodhead (2008) suggest that developing and maintaining identity is closely connected with wider processes with social inclusion or exclusion. Children living in a community characterised by inequalities may experience exclusion or discrimination and can impact on children’s developing identities and how far they feel valued and respected. Woodhead (2008) explains children’s identity as being constructed, co-constructed and reconstructed through interactions with parents, early year’s staff, peers and the wider community. Practitioners need to be aware of children’s changing identities and provide a balanced curriculum where staff are supportive and respectful.
A number of researchers (Lawrence1988; Siraj-Blatchford 1994a) have shown that positive self esteem depends on whether children feel that others accept them and see them as competent. Purkey (1970) correlates high self esteem with high academic performance. Children begin to construct a unique personal and social identity, Schaffer describes this as “the need to belong and the need to be unique” (Schaffer, 1996: 80). Children begin to have an understanding of their position in relation to others. There is a growing recognition that children acquire something more complex than a unique and simple identity that remains throughout their lives. Young children’s identities may be multiple and complex for example a child of mixed cultural heritage, a disabled Traveller or a Black child from a new immigrant community and single parent home “There is now a tendency to understand identity as acquiring multiple identities” (Brooker 2008: 10). Blatchford (2000) describes identity formation as a complex process that is never complete.
Children’s emotional well-being, self esteem and confidence contributes to a child’s resilience. Staff can provide a safe, secure and nurturing environment where children have a sense of belonging. “Encouraging resilience in young children can contribute to developing positive identities” (Brooker, 2008: 48). Children respond to sensitive, respectful and responsive care, this is paramount in supporting children’s resilience and developing confidence and self esteem.
Children develop their self-identity by comparing themselves with others. Bronfenbrenner (1972) believes that young children develop their identity through observation, play and working with peers. Glover (1996) has shown in his study that children as young as three notice differences such as skin, eye and hair colour. “A focus on similarities is as important as dealing with human differences” (Siraj-Blatchford, 1999:13). Early years staff have a responsibility to ensure children have opportunities learn about differences and similarities as part of their learning experiences.
Prejudice and Stereotyping
Children are not born with prejudice and stereotyping however if they are exposed to this culture they believe this is the norm and learn to behave in the same manner. Lindon (1998) suggests that young children do not automatically assume that skin colour or visible differences mean that people are more or less worthy. Macpherson (1999) suggests that prejudice and racist attitudes towards children can have a huge impact on their own attitude towards themselves and others. Children who are exposed to a dominant culture or group can have a sense of worth and a feeling of superiority by ridiculing others, this can continue into adulthood. Lindon (1998) suggests children who are subjected to this prejudice are more at risk of low self esteem and in turn can doubt their own worth. Early year’s staff must be aware of racist attitudes or remarks and intervene in a positive manner. Lindon (1998) argues that only strong and supportive adults can help children, but only through directly challenging the racist attitudes which are detrimental to children’s well being.
The family can have a powerful influence on children’s values and attitudes and it is often in the home that they first learn to stereotype other people or groups. Children pick up attitudes from their parents or carers through observing their behaviour and then copying it. Gender is one of the many factors that shape how children view themselves in relation to others. Children are influenced by images and messages from the outside world about how to behave as a boy or a girl. Lindon (1998) suggest that babies are not born with a set of attitudes about gender but these views are learned. Weis and Worobey (1991) believe that before the age of three, children have already developed what they call ‘scripts for their gender’. This would suggest that children from an early age are greatly influenced by social expectations.
Stereotyping can impact on the way practitioners view children and can lead to discriminatory practice. It is vital to consider the hidden curriculum for unintentional signs of discrimination. Lindon (1998) suggests that early year’s staff should assess their views and adjust the way they behave towards young children. He also suggests it is good practice that both boys and girls feel positive about their own identity.
Policy
Policies are important and ultimately inform practice within early years and influences how practitioners work with children and their families to ensure better outcomes.
Getting It Right for Every Child (2007) is about improving outcomes for all children and is strongly connected to the Early Years Framework (2009). Through the GIRFEC approach, promotes opportunities and values diversity and puts the child at the centre. It focuses on wellbeing and promotes resilience and working in partnership with families. Early identification of problems and early intervention.
The Early Years Framework (2009) sets outs various strategies that aims to support the most vulnerable children and their families. In particular there is a call for a shift to develop a more flexible and integrated services with a stronger focus in helping children, families and communities to secure outcomes for themselves. A renewed focus on 0-3 as the period of a child's development that shapes future outcomes.
Achieving our Potential (2008) is a framework introduced to tackle poverty and income inequality and tackle discrimination by challenging stereotypes, and supporting individuals to meet their potential. It recognises that people from minority ethnic backgrounds, disabled people can be at a particular disadvantage.
The Curriculum for Excellence (2004) indicates that staff should enable all children and young people to understand diverse cultures and beliefs and that the curriculum should support children in developing concern and respect for themselves and others.
All of the above frameworks underpin core values and practice within early years. Legislation informs key policies and informs practice in early year’s establishments. Early years services operate within a framework of laws and regulations designed to support equality and diversity. It can be argued that if legislation and policies are not fully implemented and understood by staff then this can lead to confusion and inequality in the working environment for children, staff and families. Malik, (2003) suggests that although people are aware of legislation and their legal responsibilities it does not always make people change their attitudes.
Practice
Early years have a responsibility to promote inclusion and equality within the workplace.
Having an admission policy can support the most vulnerable children and their families and can enable parents to access a flexible service which can be tailored to meet their specific needs and interests, this can ultimately bring about better outcomes for themselves and their children. (See Appendix 1)
It is important to look at the resources in a setting, and make sure they reflect the lives of the children and families who participate, providing a welcoming environment and offering positive images. Resources can also play a part in broadening children's knowledge and understanding of people and cultures different from their own. (See Appendix 1)
In order to ensure inclusive practice early years settings need to develop policies and practices to include all children with the aim of meeting their individual needs. “Staff have a duty to ensure that all children are treated with respect and in a fair and just way, respecting the needs and characteristics of the individual.” (National Care Standards, 2005: 21) Dickens and Denzilio (2003) propose that before drawing up policies, staff may benefit from further training and can be an invaluable process for staff to have a better understanding of the issues and reflect on good practice. Jones (2004) suggests that a policy should form a flexible and useful framework for developing and implementing inclusive practices. (See Appendix 1)
It is good practice that policies are regularly reviewed, monitored, evaluated and kept up to date to ensure any changes in government policies or initiatives are included. “Evaluation is continuous and takes account of relevant national and local advice” (National Care Standards, 2005, pg: 30). (See Appendix 1)
Effective early year’s settings review and evaluate their provision regularly. This enables staff to reflect on current practice, celebrate strengths and achievements and work together to make improvements that will benefit children and families they work with. Child at the Centre (2007) is a good self assessment tool used in early years. (See Appendix 1)
Effective early year’s curriculum provides children with a wide range of learning experiences where children’s identities are supported. Blatchford (cited in Pugh and Duffy 2006:116) states that all children have the right to a curriculum that supports the child’s gender, cultural background and linguistic identities. (See Appendix 1)
Celebrating differences and encouraging children to respect and value others instils a sense of respect and promotes empathy. Children are given opportunities to explore, acknowledge and value, similarities and differences between themselves and others. Boys and girls will have the opportunity to use, and be actively encouraged to use, all activities. (See Appendix 1)
Working with parents as partners develops an inclusive approach and can help identify intervention at an earlier stage, as outlined in the Early Years Framework. (See Appendix 1)
Children who have additional needs should have the same opportunities and experiences wherever possible and should feel included. Having “special” activities for the “special” children and buying lots of “special” expensive equipment does not help the development of inclusive practice Dickens and Denzilio (2003).
There is evidence to suggest that Nursery X operates an inclusive service and greatly considers legislation, policy documents which are embedded in their practice. This is demonstrated through their admission policy and considers the most vulnerable children (see appendix 1)
There is evidence to suggest that the equal opportunities policy demonstrates an inclusive practice for children, staff and parents and greatly considers diversity and equal opportunities. (see appendix 1)
There is evidence to suggest that parental involvement is greatly considered and is embedded in practice to support families. There is a close partnership between home and nursery, staff use a variety of home link initiatives to promote early literacy skills within the home environment which is influential in children’s attainment and achievement. Parents are encouraged to be actively involved in their child’s learning. (see appendix 1)
Conclusion
This report has identified that although legislation and policies are implemented and greatly considered in early years, there still remain major barriers that continue to disadvantage many families. Poverty and inequalities is still a barrier and have a detrimental effect on children’s life chances and attainment. There is evidence to suggest that integrated quality services that provide care and education can support the most vulnerable children and their families in promoting positive outcomes. It would also suggest that families require a wide range of services and support at different times depending on their individual needs and circumstances.
There is evidence to support that effective parenting and the home environment is a critical factor in promoting children’s well being, resilience and attainment. “Children’s early years have been stressed as being fundamentally important to their future development and consequently to society as a whole”, (Early Years Framework, 2009). This would suggest that a child’s early years are the most influential period of time and that early intervention is key to ensuring that they have the best start in life. Good quality accessible early years provision which promotes inclusion, celebrates diversity and values children as unique individuals can support children to become Successful learners, Confident individuals, Responsible citizens and Effective contributors.

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