Inclusion

SHC 33 Promote equality and inclusion in health, social care or children’s and young people’s settings. QUESTION 1. An explanation of what is meant by: • Diversity • Equality • Inclusion Diversity is respecting, embracing and understanding the differences between individuals and groups in society arising from gender, ethnic origins, social, cultural, religious background, family structure, disabilities, sexuality and appearance. Equality means treating people fairly and giving each individual in a society opportunities to achieve and maximize their potential. Inclusion is making sure everyone has an equal opportunity to participate. It is a process that involves identifying, understanding and breaking down barriers to give a child the best possible outcome in their life. An example would be of a child with a hearing impairment, in this case understanding the needs of the child would be the first process and use of sign language, visuals would be good inclusive practice of breaking down the communication barrier and thus making the child able to understand and participate with others as we SHC 33 Promote equality and inclusion in health, social care or children’s and young people’s settings. Question 1.2 A description of the potential effects of discrimination Discrimination means treating someone less or more favorable than other people because of their background, race, religion, age, sex and abilities. When children are discriminated there are put at a disadvantage of not fulfilling their potential, this in turn has got an impact on the society. Instead of the society progressing it regresses because the potential in people who were discriminated was not maximized. Discrimination also leads to low self-esteem, poor self-image and low confidence. When children face discrimination there are not motivated to learn and do not progress and experience success in their lives as they would have if they had been given the opportunity. The perpetrators of discrimination also hold a distorted and false view of the world in which they think there are superior and other people inferior. Holding on to false views causes division and disharmony in the society which can be harmful to us all, and in some extreme cases it leads to loss of lives through acts of violence. An example is of Stephen Lawrence who was stabbed for being black by some white males. Certain job roles cannot be filled because of discrimination SHC 33 Promote equality and inclusion in health, social care or children’s and young people’s settings. Question 1.3 An explanation of how inclusive practice promotes and supports diversity. Inclusive practice promotes equality and supports diversity by treating people fairly and giving them opportunities to participate, develop and reach their greatest potential. Inclusive practice focuses on identifying, understanding and breaking down barriers. Children are different and have got different needs, which need to be met in different ways. As a way of promoting equality one needs to know the additional support a child might need for them to participate fully. An example is of a child who has English as a second language who is struggling to understand instructions in the setting; good inclusive practice in this scenario would be for the practitioners to learn a few word and expressions from the parent on which they would need to use to communicate with the child. Use of pictures of getting a translator would be the additional support needed. By planning ahead and making provisions for children with learning disabilities, disabilities, English as an additional language, the barriers are reduced or removed thereby helping children to get a possible start in life. As a way of supporting diversity the Practice Guidance for the Early Years Foundation Stage (2008:06) states “Providers must actively avoid gender stereotyping and must challenge any expression of prejudice or discrimination by children and adults.” Using appropriate language and showing respect to families and children supports diversity as people learn to embrace each other’s difference. Having displays and resources that depict people from various walks of life and cultures make children and families feel valued and included in the setting. CYP Core 3.4 Support children and young people’s health and safety Task 2 Question 3.1 an explanation of why it is important to take a balanced approach to risk management. Children need to learn and face their fears. Mike Wragg (2010) states “by eliminating risk from children’s play, we are making them less safe.” Children learn by exploring and facing their perceived fears through play. The Early Years Foundation Stage states “Being over protective can prevent children from learning about possible dangers and about how to protect themselves from harm.” A research carried out by Cyndy Hawkins (2010) showed that children spatial personal geographies and freedoms were restricted by their notions of risk and realities. Children were becoming more domesticated, preferring to stay inside the home than venture out. Children wanted more freedom and yet created self-imposed boundaries for fear of risk. Penny Tassoni (2010) says, “risk and challenge are important to a child or young person’s development. Avoiding all risks and challenges results in a very timid adult lacking in many everyday skills.” It is important for children to make choices and to take control of risks in play. Cyndy Hawkins (2010) says “such steps will build adults trust and confidence in children, and in turn make children autonomous.” Question 3.2 an explanation of the dilemma between the rights and choices of children and young people and health and safety requirements Whilst children have rights to learn and develop into adults and be protected from harm, they however do not have judgmental skills to make safe choices. The Internet is a great learning tool, which children can use for their learning and enjoyment, though it acts as a great learning resource, it can be harmful if children are not supervised properly or taught how to use the Internet safely. The dangers which children might be exposed to are e- bullying, being exposed to inappropriate material, or making contact with potential dangerous adults. Some parents on the other hand might be over protective of their child. Some parents do not like their children to take part in messy play such as foot painting. Respecting parent’s wishes over child’s right to play is a dilemma which most practitioners face. Do the children’s right come first or parent’s wishes honored. If children however put on appropriate clothing and are supported and supervised, during messy play, they get to learn and explore different medi CYP Core 3.4 Support children and young people’s health and safety. Task 2 Question 3.3 Give an example from own practice of supporting children or young people to assess and manage risk. Supported a four-year-old child who wanted to go on the climbing frame but was afraid of how they were going to come down. Stood behind the child and told her to feel the steps on the climbing frame as she was coming down. Talked her through and she came down safely. Encouraged and told her that she could do it. Every step she took was greeted with praise. “Well done” “see you can do it” “Oh what a brave little girl you have been.” CYP Core 3.4 Support children and young people’s health and safety Task 3 Question 4.1 an explanation of the policies and procedure of the setting or service in response to accidents, incidents, emergencies and illness. FIRE PROCEDURE/ EMERGENCY PROCEDURE • Raise the alarm. • Collect the register • Close doors and windows. • Evaluate the building via the nearest fire exit. • Assemble at the fire assembly point. • Check everyone is safely out of the building by calling the register and counting heads. • Call the fire brigade. Information to be clear. Give the address of the place, and site the location of the fire. • Remain calm, reassure children and explain clearly what is happening and what they need to do. • Call the parents. Actions to take when a child vomit. • Take child to the bathroom and clean him up. • Remove children away from sick. • Put gloves on and use disposable towels and put the dirty towels in a plastic bag. Use disinfectant. • Observe child and call parents. Procedures for accident. • Call for help. • Remain calm and assess the situation. • Be prepared to follow instructions of the first aider. When calling 999 have the following details ready: details of the accident or injury, age of child or adult, where the injured child is, address of the place. • Look after the children. • Know the children’s needs (Parent wishes, allergies). List of children with allergies is displayed on the staff board. • Do not be afraid to ask for help. • Contact the Parent. • Document, countersign, photocopy and let the parent sign CYP Core 3.4 Support children and young people’s health and safety. Task 3 Question 4.1 an explanation of the policies and procedures of the setting or service in response to accidents, incidents, emergencies and illness. It is important for staff to know the steps to follow on order to keep themselves and children safe. The policies and procedures highlight how to report hazards, accidents and what to do if there is an emergency. Procedures for dealing with a missing child. • Raise the alarm immediately. • Inform a member of staff or manager. Give them full details, who the child is, what they were wearing, where did they go missing and if I saw them go. • Ensure that all other children are safe and being adequately supervised. • Secure all exits to the outside and off the premises. • Start a systematic search of all the premises and outside area. • Make sure all areas are included in the search. • Inform the child’s parents. • Inform the police. Procedures for school security. • All visitors and students must complete the visitor’s book in the main reception area on their arrival and departure. • Visitors badge to be worn whilst on premises. • Visitors to be accompanied everywhere. • If visitor does not have an ID on them, keep calm, and ask who they have come to see or “how can you help them.” • Keep children safe. • Report stranger to supervisor who will alert the police if they feel there is real danger. • Refuse access to the setting to anyone you are not sure of. CYP Core 3.4 Support children and young people’s health and safety Task 3 Question 4.2 an identification of the correct procedures for recording and reporting accidents, incidents, signs of illness and other emergencies. Information to be recorded. • Date • Time • What happened ' • Any treatment given. • Which part of the body the child was injured. • Person who dealt with the accident. • Countersign and photocopy. • Parents keep photocopy and sign accident book.