Tda_3.6

2.1 Explain ways in which children and young people can experience prejudice and discrimination Children and young people can experience prejudice and discrimination in many ways, some are more obvious than others and some are subtle. As a Teaching Assistant I have a duty of care in; safeguarding, health and safety and child protection including confidentiality. Discrimination and prejudice can be because of any differences such as; Own culture and ethnicity or family culture and ethnicity, race or family and friends race, religion or belief system, age, cleanliness, clothes (in or out of fashion), weight (under or over), gender and sexual orientation, although a young person may not be aware/know their sexuality, they may behave in a way that is different from most of their peers. When I am in school, I look out for any signs of prejudice and discrimination, so that I can support a child or a group of children. I will inform teachers or child protection officers and we can take positive and sensitive action to prevent further harm, control the situation and challenge behaviour and attitudes. 2.2 Analyse the impact of prejudice and discrimination on children and young people | The impact of prejudice and discrimination on a child and young person | Self-esteem, social and emotional development | A person will have low self-esteem and self-worth which will make them lack confidence to try and do new things and to ask for support. This will in turn effect their social and emotional development and they may become withdrawn. | Learning and concentration | Because of low self-esteem and no confidence, a person will struggle to learn and to concentrate, also they will lack the skills needed to cope in a learning environment and be unable to ask or answer questions. This in turn will affect their level of learning and their self-esteem and confidence. | Relationships | If a person has low self-esteem they will struggle with friendships and relationships because they have no confidence in themselves, they will feel people don’t like them so they are less able to join in activities and this in turn will make it harder to have positive relationships. | Behaviour and attitude | A persons behaviour and attitude will often be negative, disruptive and possibly withdrawn, this may be for several reasons; It may be to avoid social situations, to avoid doing work that they feel unable to do, a cry for help, A way to control a situation that they feel uncomfortable in, an area that will leave them open to discrimination (such as in P.E if they have asthma and struggle to keep up) | Attendance | A person’s attendance may be poor if they are experiencing prejudice or discrimination. They will feel unable to cope or face more incidents and negative attitudes and behaviour towards them. | All of the above will increase low self-esteem, low self-confidence and self-worth and will have a negative effect on learning, social and emotional development. 2.3 Evaluate how my own attitudes, values and behaviour could impact on work with children and young people. | My own attitudes, values and behaviour | How my behaviour impacts in my work with children | Culture and Ethnicity | I have a positive attitude towards different cultures and ethnic backgrounds. We live in a very multi-cultural society. I have friends from other countries and I respect and value them. | I feel that I have a very positive attitude and celebrate any differences. This in turn shows children and adults a good model of behaviour. | Religion and Belief systems | I have a strong belief system and I live my life according to this. | I am respectful towards others and what they believe in. I have great empathy for people and what they have experienced. | Age | I have a positive attitude towards all age groups. All ages have something to contribute. | I feel all age groups have something positive to contribute and are valued as an individual. | Cleanliness | I do like to be clean and feel it’s a good example for pupils. | I respect all pupils and adults for who they are. I will support pupils in cleanliness and taking care of themselves. | Clothes | I personally enjoy fashion and adapting it to my own personal style that I feel comfortable in. | I realise that some people like to follow fashion and some don’t. Some people can afford lots of clothes and some cant. I respect and treat everyone the same. | Weight | I am over weight, in fact I’m constantly on a diet. I feel it’s good to be a sensible weight that the health authorities recommend. | I always encourage a healthy lifestyle that includes exercise and healthy eating. | Gender / sexual orientation | I have a positive attitude towards both genders. I except and respect all sexual orientations. | I feel that because I have a positive attitude towards all genders and sexual orientations that I am a positive role model. | 2.4 Explain how to promote anti-discriminatory practice in work with children and young people If you behave in a non-discriminatory and positive way and lead by example when working with young people and adults this will have positive results. I make sure that all pupils are included and have equal opportunities and access to all areas of the school life, environment and the curriculum. I support pupils with special educational needs, disabilities, pupils that English is not their first language (EAL) Pupils that have a learning delays, behavioural problems and varied background such as adopted, single parent families and Gypsies as well as a couple of pupils that have recently had a parent die. I make and use resource, use Somerset total communication as a support to language, use ICT to support learning, I’m involved in interventions with individuals and small groups and go on training courses to learn new strategies to support and promote inclusion and that all pupils are treated fairly. I support a multi-cultural ethos throughout the school and encourage pupils to share their out of school activities and achievements. 2.5 Explain how to challenge discrimination. If I became aware of discrimination with pupils and adults I would always challenge it. I would be very sensitive and understanding. I feel that sometimes pupils will say or do something because they don’t understand or because they are repeating something that they have heard. This could be dealt with as an individual, a class or a whole school. I would talk to teachers, SENCo child protection officer or the head teacher depending on the seriousness of the discrimination. We would have circle time, assemblies, possibly involve parents with different cultural backgrounds as well as local parents to get involved and get a behavioural specialist (that already visits the school) to get involved. At my school we have an anti-discrimination policy and this would be followed in more serious cases. In my school I have not experienced discrimination but if I did I would approach it fairly and consistently. If a group of children would not let another child play let’s say because she was a girl, I would say to those children that we all have a right to play with our friends, to share and to take turns. I would speak to the group and ask them how they thought it made the girl feel, being told she could not play. Children don’t often realise what they are saying and a little bit of guidance and understanding of what they say and how it could make people feel is generally enough to help them understand. If however, this failed I would talk to the teacher of the class and possibly request circle time and talk about how we should be towards each other. Every child matters 2003 AND CHILDRENS ACT 2004; Stay safe, be Healthy, Enjoy and achieve, good Economic well-being, Positive contribution.