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Discrimination and Families Young Children

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PROFESSIONAL PRACTICE IN EARLY YEARS SETTING TASK 1 outcome 1 EXPLAIN HOW THE RANGE OF EARLY YEARSSETTING REFLECTS THE SCOPE AND PURPOSE OF THE SECTON The early year’s sector in the UK at the present time is complicated. Unlike many of the European Country it was not activated by government policy for a specific aim but instead came about through an ad in response to family requirement based on the changing social economical circumstances. For example in the Second World War women were used in great numbers to replace the men in the workforce as they went to war.

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And so they set up nurseries for the children to the mothers who were out working in the factories of offices etc. However when the men came home because the war had ended and they wanted their jobs back, the nurseries where then closed. Then in the second half of the twentieth century, public expenditure on early year’s provision focused on families who presented social needs and difficulties.

The local authority day nurseries which were called later called family centres and nursery schools mainly catered for children at risk of harm, these were mostly in urban and deprived areas.

There were early year’s provisions available in the private sector in the form of nannies and a few private nurseries. They were then regulated by the1948 Nurseries and Childminders Act and then followed and followed by the Child Act of 1989 and then the Care Standards Act of 2000. During 1960 the playgroup movement developed where parents decided to set up their own provision for their children to learn through play in village and church halls and community services. Requirements for families’ young children varied: * Some parents needed their children to be in setting where they will be afe and able be safe and take part in play and learning experience for all or part of the day while the parents worked or studied. * Some parents wanted to stay with their children while they socialised. * Some parents wanted their children to spend time in a setting which offered services directly aimed at young children learning. * Some parents wanted the children to be in smaller and more of a home-based type group. * Some families cannot afford to pay fees for services. the needs of babies and young children and their families needs in various ways. The table below show the type of services provided.

Type of provision| Timing| Age of range| Venue| Charges to parents| Run by| Nurseries| Full or part time| Birth to school age| Own premises| Yes; some free hours for 3-and 4-years-olds| Private business| Childminders| Full or part time| Birth to school age| Childminder’s home| Yes| Self –employed| Pre-schools(playgroups)| Part time| 2 and a half years| Community facilities| Free for 3 – and 4 years-olds| Committee of parents| Nursery classes| Part time| 2 and a half years| State run or private schools| Free for 3- and 4-years-olds| Local authority or private business| Reception classes| Schools hours| 4 and 5 years olds| State run private schools| Free| Local authority or private business| Creches| Part time| Birth to school age| Educational or employer’s premises| Maybe| E. g. college workplace| Parents and toddler groups| Part time| Birth to 2 or 3 years| Local community facilities| Yes (minimal)| Parents or local voluntary group| Understanding current policies, frameworks and influences In spite of a long time of non political care, the early year’s sector has in the last 10 to 15 years come on their radar, as the result to political esponses the economical and social developments. Some of these types of development are described below. Growing demand The request for childcare been has increasing gradually since the 1990s, due to the fact the number of mother who have young children under the age of 5 years employed outside the home has risen to around 60 per cent. This has also been influenced general direction including the following information below: * Women’s rising career expectations and ambitions linked to the improvement of girl’s education opportunities and achievements of qualifications. * An increase in number of parent households dependent on the earnings of lone parents mostly which are headed by women. Government’s policies aimed at reducing child poverty which centre their interest o reducing the number of parents dependent on benefits and encourage them to look for training or employments. The majority of proportion of this increase has been met by the private sector and so there has been in quick increase in the number of private nurseries since mid 1990s. Effects of quality early years provision on outcomes for children The understanding that the early years are highly significant in determining outcomes for the rest of a child’s life is now widely known, laying foundations for learning and behaviour. The Head start programme in U. S.

A provides education and health care for young children in low income families, emphasising on parent’s involvement. The long-term effects of this early intervention show that children achieve better qualifications and employment prospect later in life and so are less likely to get pregnant. And so in the 1990s this incited politicians in the UK to gain a large recognition the part played by good quality early years services in effecting anti-social behaviour. Social inclusion policies have sought to make sources of support available to all the families all over the world and not just those that have low income poor housing problems or health problem etc.

There are some people who experience social exclusion and they are not able to make use of opportunities open others because of certain appearance of their social situation. For example their education progress and employment chances, their place of living or nature of housing, or disability, chronic illness or their experience of racism and other prejudice. The policies which take action to overcome these disadvantages promote social inclusion. And so this was the driving force behind the sure start children centres, so they could aim to offer services in every community as a one – stop shop to provide them with health, early education and social care available to all local families before birth. Framework for early year’s provision

In recent years the early year’s sector has expanded which has caused a balance in the quality making more of early year’s provision available – and quality to ensure that the experience offered to young children are supporting their well-being, development and learning in a positive way. Evidence – base practice Evidence base practice means practice which is influenced by objective evidence obtained by research. At your everyday practice in your early years setting you have been likely influenced by many circumstances including: * Your training in work with young children * Your experience of working with different children families and cultural. Your reading and viewing of television programmes * Your personal experiences – as parents, perhaps and as a child. In addition to this, your professional practice should be evidence based practices. The professional practice requires you to have up to date reported findings of research studies and to think how it can be put to use to your own work. However we must take care when interpreting what the research tells us. * Some of the studies can be superficial based and only on a small number of children and situations. * It is not uncommon for pieces of research to deny statements from other sources. * Research is often poorly reported by the media.

An example of having great influenced based academic research on important scale in recent years is EPPE (Effective Provision of Pre-school Education) which has confirmed the value of early learning through’ guided play, especially for children from low-income families. A research project that was funded by the DfES (1997-2003) called the Effective Pre-School Primary Education 3-11 Project (EPPE) which on focus on the effectiveness of the early years education. They found that solving an intellectual problem of on a 1to 1 basis had a quality between adult and children and children and children were important. EXPLAIN WHAT IS MEANT BY THE FOLLOWING * Diversity * Inclusion * Participation

Diversity means: the difference between individuals and groups in society arising from gender, ethnic, origins, social, cultural or religious back ground, families structure, disabilities, sexually and appearance. Inclusion means: a process of indentifying, understanding and breaking down barriers of participating and belongs. These are seen in depth in Units SHC 33, but what does participation mean: concerned with giving children and families a say in how provision is made for them. Participation is described in the Oxford English Dictionary as; to have a share, to take part. The Osbourne Illustrated Dictionary describe participation as: to join in or share in an activity or event. And so how can we show participation in our settings? We can do this with children learning and play.

Aside from making certain the children have equal and fair access to equipment and activities as a practitioner you need to explore expectation about how children will play and participation in learning and activities. And to make sure that all children have equal opportunities to participate in certain activities, you may have to give some children positive encouragement by making sure they understand it is perfectly ok and acceptable for them to take part in certain activities. For example, you may need to give a child permission or give them reassurance that it is perfectly fine for a disable child to climb or a girl to play with technological gadgets, or a boy playing with a doll.

And most effective way to do this would be is to switch roles, if you have a male practitioner get him to do the reading or dressing up with the children, or a female practitioner playing football or mending broken toys, demonstrating the acceptability of breaking away from gender stereotypes EXPLAIN THE IMPORTANCE OF ANTI-DISCRIMINATION/ANT-BIAS PRACTICE For us to avoid discriminating against children, it is important that we really understand exactly what discrimination is and what cause it. Discrimination is denial of equality. This denial could come about for any reason such as some ones in childcare as follows: * Sex discrimination * Racial discrimination * Disability discrimination

Sex discrimination This is when stereotype attitudes are forced on the children which suggest each sex is superior to the other children. For example girls may be offered activities considered feminine such a cooking and sewing and the boys are then expected to take part only in rough sports such as ruby. Racial discrimination This is when the opinion of others is forced on the children, which suggest that some races are superior to others, perhaps because of colour, religion or cultural beliefs. Disability discrimination This is when a child who has disability or impairment may be denied a certain activity which is offered to a more- able child.

And we must remember in order to support child’s rights to have equal access to opportunities for their development and learning and to be protected from the effects of prejudices and discrimination. The EYFS states that in a 1. 2 A Unique Child and Inclusive Practice that a diversity of individuals and communities is valued and respected. No child or family is discriminated against. Equality and diversity * All children have a need to develop, which is helped by exploring and discovering the people and things around them. * Some children’s development may be at risk, for example: 1. Children who are disable and those with special educational needs; 2.

Those from socially excluded families, such the homeless or those who live with a parent who is disable or has a mental illness; 3. Children from traveller communities, refugees or asylum seekers and those from diverse linguistic backgrounds. * All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. * Practitioners ensure that their own knowledge about different cultural groups is up-to-date and consider their own attitudes to people who are different from themselves. EXPLAIN HOW ACTIVE PARTICIPATION OF CHILDREN OF CHILDREN IN DECISION AFFECT THEIR LIVES

If we as practitioner give children the opportunity to contribute to small-scale decisions about everyday appearance of their life in their early years, they start to develop the skills they need for decision taking in later life. When children are enable to participate in the decision that will affect their lives, those decisions are more than likely to have a benefit effect as their feelings about how they feel has been taken into account. For example if decision had to be made when a child would have to live due to the separation of parents. An effect would be made to find out the wishes of the child and the parents circumstances would be taken into account.

To able to see things the way children think and feel, we need to help them participation, we need to listen to voice of the child. We also need to listening to babies and young children which involves tuning into all the ways which they communicate this includes their non –verbal communications. REFERENCE LIST 16/11/12 DCSF (2008), Statutory Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF Publications Tassoni P, Beith K, Bulman K, Griffin, S (2010) Level 3 Diploma children and young people workforce, early learning and childcare, Harlow: Heinemann Publisher Available www. pearsonschoolsandfe. co. uk Griffin, S (2008), Inclusion, Equality & Diversity in Working with Children, Harlow: Heinemann Publisher

Cite this Discrimination and Families Young Children

Discrimination and Families Young Children. (2016, Sep 18). Retrieved from https://graduateway.com/discrimination-and-families-young-children/

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