The rights of children involve the right to basic needs suchas food, protection, education and healthcare.
They also include the right ofaccess to both parents and freedom from discrimination on the basis of sex,gender, race, disability, religion, colour or sexual orientation. They alsohave the right to human identity, meaning that they are to be treated withinthe universe human rights systems that they are entitled to as they are human. The rights of children differ from the basic human rights assome rights such as the right to marry are dormant until the child is of age.There are also additional rights due to children being more vulnerable meaningthey are entitled to a right of special protection during childhood. There arealso rights that come under the banner of parental powers due to children nothaving autonomy over their choices and thus the parents are required to speakfor them for example in issues of law.
The equality act 2010 brings together all previous actsrelating to equality and discrimination. The act protects all groups and peoplefrom discrimination. This applies to all organisations that provide a serviceto the public for example an early year setting i.e. a nursery. All early year’ssettings must have in place a policy regarding the protection of people in thesetting, be it in the equality of opportunities or supporting people withadditional needs.
In my setting this is in the policies and procedures as beingpositive towards diversity and differences. There are also SEN and disabilitypolicies that must be incorporated into the practices of the setting my myselfand my colleagues. The possible consequences of not actively complying withlegislation and codes of practice relating to diversity, equality,inclusion and discrimination in an early years setting could be disciplinaryaction, dismissal, legal action being brought against staff, or the setting andthe possible closure of the setting if it is found to be a fault by theorganisation as a whole.There are many ways to raise awareness of diversity,equality and inclusion in an early years setting such as acknowledging andcelebrating a variety of events and festivals from different faiths andcultures. The environment itself can be made to reflect these practices byshowing diverse images and incorporating different languages in displays andpictures.
It is also important for practitioners to learn about themany different belief’s and cultures that are prevalent in their community toensure that they are not misrepresented or disparaged. The organisation as awhole will encourage diversity, equality and inclusion by allowing anyone equalopportunity to apply for a role in the setting as staff and to admit anyonewithout bias to use the services provided.My role in helping the children gain understanding aboutdifferent cultures and beliefs is to provide the resources and opportunitiesfor learning. For example, having discussions on an event such as Christmas orproviding activities for the children to engage with around an event such asmaking cards for valentine’s day. I am also expected to follow the guidelinesset by my settings policies and procedures, which are influenced by the EqualityAct 2010.
There are many sources available for information and supportto promote diversity and equality in early years such as the internet throughsites such as the EYFS website and the Ofsted website. There are alsoguidelines in my settings policies and procedures around inclusion and equalopportunities. Through working with parents a sense of a child’s familybackground is established which can help in providing efficient support to eachchild.