There are different aspects that go into supporting children in a childcare setting when it
comes to ensuring that all children feel equal to other children in the setting and children
are made to feel included by child practitioners with other children. It is important to
combat discrimination there are many anti-discriminatory laws which are put in place to
ensure a child is not being discriminated against by any of the protected characteristics and
are always provided with the rights that they are entitled to according to the law. Inclusion
is promoted through partnership working by multiple individuals with different occupations
working as the child’s support team to ensure the child can be included in anything that
they would like to and are provided with the same opportunity as any other child in a
children’s setting. There are support services put into place in childhood settings so children
who suffer from different additional learning needs or have factors that are preventing them
from receiving the most out of their education can be included in school and allows there to
be diversity in these childhood settings. There are two different attitudes that an individual
can have on a disability one attitude being a model which promotes equal opportunities and
inclusion for individuals who live with a disability or an additional learning need and the
other attitude being a model that promotes discriminatory practice and exclusion for
individuals who live with disabilities and additional learning needs. Exclusion and
discriminatory practice are discouraged by practitioners in childhood settings. The role of
the practitioner is to ensure that children enter and leave childhood settings feeling
included and equal to their peers.
When it comes to legislations that promote inclusion, diversity and equality there are
different legislations that are used to support children in different settings and in different
types of ways. The Rights of Children and Young People (Wales) Measure 2011 is an act that
was passed in 2011 and was made to be applied to anyone who is under eighteen years of
, age and the main aim of this act is for a child is protected from being discriminated against
over any of their protected characteristics it also sets out the rights that a child should be
entitled to (Andressa et all 2014). Some of the rights in this act that promote equality and
inclusion are the right to have access to cultural activities and the right to be listened to and
treated with respect and to have their race and cultural identity recognised by others
(Williams 2013) The right to have access to cultural activities allows all children no matter
what their religion or belief is to be able to be involved in leisure activities in school and in
the community or any other place where it can be provided. It also shows that promotion
for children to be free to complete cultural activities and shows that activities from their
culture are accepted overall making them feel included. The right to allow a child to have
their racial and cultural identity recognised allows the child to feel like their religion and
race is respected and acknowledged. Children usually face discrimination for their cultural
beliefs in countries where their religious belief is the minority in that country (Childs Rights
International Network 2019). The Additional Learning Needs and Education Tribunal (Wales)
Act 2018 is a legislation that promotes inclusion and equality for children with additional
learning needs (ALN) and is an updated framework of the Special Educational Needs
Tribunal for Wales. The framework promotes inclusion and equality by putting in place
statutory framework in regard to the educational rights of children with ALN. The
framework allows for children with ALN to be provided with the opportunity to be
integrated into mainstream school (Children in Wales 2018). The framework stops there
being two different learning curriculums in school one for children with ALN and one for
children without ALN providing children with ALN the chance to be more included in
mainstream school and for them to be allowed the same opportunity as any other child to
be taught the mainstream school curriculum. It also promotes inclusion for children with
comes to ensuring that all children feel equal to other children in the setting and children
are made to feel included by child practitioners with other children. It is important to
combat discrimination there are many anti-discriminatory laws which are put in place to
ensure a child is not being discriminated against by any of the protected characteristics and
are always provided with the rights that they are entitled to according to the law. Inclusion
is promoted through partnership working by multiple individuals with different occupations
working as the child’s support team to ensure the child can be included in anything that
they would like to and are provided with the same opportunity as any other child in a
children’s setting. There are support services put into place in childhood settings so children
who suffer from different additional learning needs or have factors that are preventing them
from receiving the most out of their education can be included in school and allows there to
be diversity in these childhood settings. There are two different attitudes that an individual
can have on a disability one attitude being a model which promotes equal opportunities and
inclusion for individuals who live with a disability or an additional learning need and the
other attitude being a model that promotes discriminatory practice and exclusion for
individuals who live with disabilities and additional learning needs. Exclusion and
discriminatory practice are discouraged by practitioners in childhood settings. The role of
the practitioner is to ensure that children enter and leave childhood settings feeling
included and equal to their peers.
When it comes to legislations that promote inclusion, diversity and equality there are
different legislations that are used to support children in different settings and in different
types of ways. The Rights of Children and Young People (Wales) Measure 2011 is an act that
was passed in 2011 and was made to be applied to anyone who is under eighteen years of
, age and the main aim of this act is for a child is protected from being discriminated against
over any of their protected characteristics it also sets out the rights that a child should be
entitled to (Andressa et all 2014). Some of the rights in this act that promote equality and
inclusion are the right to have access to cultural activities and the right to be listened to and
treated with respect and to have their race and cultural identity recognised by others
(Williams 2013) The right to have access to cultural activities allows all children no matter
what their religion or belief is to be able to be involved in leisure activities in school and in
the community or any other place where it can be provided. It also shows that promotion
for children to be free to complete cultural activities and shows that activities from their
culture are accepted overall making them feel included. The right to allow a child to have
their racial and cultural identity recognised allows the child to feel like their religion and
race is respected and acknowledged. Children usually face discrimination for their cultural
beliefs in countries where their religious belief is the minority in that country (Childs Rights
International Network 2019). The Additional Learning Needs and Education Tribunal (Wales)
Act 2018 is a legislation that promotes inclusion and equality for children with additional
learning needs (ALN) and is an updated framework of the Special Educational Needs
Tribunal for Wales. The framework promotes inclusion and equality by putting in place
statutory framework in regard to the educational rights of children with ALN. The
framework allows for children with ALN to be provided with the opportunity to be
integrated into mainstream school (Children in Wales 2018). The framework stops there
being two different learning curriculums in school one for children with ALN and one for
children without ALN providing children with ALN the chance to be more included in
mainstream school and for them to be allowed the same opportunity as any other child to
be taught the mainstream school curriculum. It also promotes inclusion for children with
