Confidentiality

Assess how own attitudes, values and behaviour could impact on work with children and young people All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically, to consider how these may impact on the way you work with children. An individual’s background, upbringing and experiences can have an effect on attitudes towards individuals and groups, so it is important to recognise these. Personal prejudices, which may lead to discriminatory practice, can be overcome through developing a greater understanding of diverse groups in society. For example, you can overcome them by finding out about the religious beliefs and cultures of the children you work with, and by knowing about any special educational needs or disabilities. We need to build good relations with the colleagues as when practitioners respect one another and enjoy a good rapport that leads to the foundation of a pleasant atmosphere. This is equally important for everyone in the school, the practitioners, children, parents and carers. Same way we need to establish a good relationship with parents and carers that allows trust to develop and if we don’t communicate much that develops a gap between the school and home and that attitude will not be very helpful to work together for the betterment of children. Similarly we need to help child to feel welcome and valued in the environment. Starting school is sometimes hard for young children who are not very used to of being away from their parents or carers. In these situation teachers welcoming attitude is very important. The process of settling children in the new environment is most successful when it is gradual. Do not make assumptions about children and young people. Finding out about their backgrounds, interests, abilities and individual needs will help you to provide more effective, appropriate and personalised support. INCLUSION AND INCLUSIVE PRACTISE Inclusion is seen as a universal human right. The aim of inclusion is to embrace all people irrespective of race, gender, disability, medical or other need. It is about giving equal access and opportunities and getting rid of discrimination and intolerance (removal of barriers). It affects all aspects of public life. In education "inclusion" has become the term used to describe the right of parents and children to access mainstream education alongside their peers, where parents want it and children's needs can be met. Integration, where the focus was on the child's ability to adapt has been replaced by Inclusion. The focus for Inclusion is on the setting's ability to adapt to the needs of the child, altering where necessary the way it works. An inclusive setting works towards providing effective planning and different activities (differentiation) in order to meet individual needs. a move towards inclusive education has led to an improvement in general educational standards. Inclusion is about providing equal opportunities for all children. When aiming to provide an inclusive curriculum it is important to identify some of the groups who may be part of an Early Years Setting. • boys and girls • minority ethnic and faith groups, travellers, asylum seekers and refugees • children who need support to learn English as an additional language • children and young people with special educational needs • gifted and talented children • children who are looked after by the local authority • sick children • children from families under stress • children at risk of disaffection and exclusion INCLUSIVE PRACTICE Inclusion involves making sure all children are given the opportunity to access all areas of the curriculum. An example of this might be introducing a physical aid for a pupil during PE, Using thicker pencils with children who have difficulty with fine motor skills, talking about the culture and beliefs of all the children in the class - a child from another country. It is important for teachers to try and provide opportunities for all children to participate in all the activities that they can and want to. This means designing and adapting lessons to suit the needs of individual children. Children's individuality and differences should be celebrated. Remember, inclusion might also mean making changes to the classroom or learning environment for a child who is considered to be gifted and talented. Inclusion is not just about the lower ability children, but all children.