Claire Hutchings

Montessori 2
Equality and Diversity.
27/03/09

Introduction:

As part of my Montessori course and professional practice development module I have

been asked to do an assignment based on ethics and equality within the work setting. In
this assignment I will discuss international perspectives on human rights, national
legislation on social policies and I will also discuss the guidelines on the best practice
regarding equality and diversity in early childcare. I will carry out an assessment of my
own work place on their policies in regard to the guidelines of best practice. I will then
evaluate, conclude and make any recommendations that I think necessary.

International perspectives on human rights:

In this era of globalisation, new forms of diversity co-exist with longstanding patterns of
systemic discrimination in employment on the basis of gender, race, religion, ethnicity or
culture, disability, aboriginal status or immigrant status. Several countries have responded
to discrimination by implementing affirmative action or employment equity policies.
These proactive approaches seek to end and prevent discriminatory employment practices
and to work toward a workplace that is representative of the diversity of the labour
market.
The international human rights movement was strengthened when the United Nations
General Assembly adopted of the Universal Declaration of Human Rights on 10
December 1948. Drafted as ‘a common standard of achievement for all peoples and
nations', the Declaration for the first time in human history spell out basic civil, political,
economic, social and cultural rights that all human beings should enjoy. It has over time
been widely accepted as the fundamental norms of human rights that everyone should
respect and protect.
International human rights law lays down obligations which States are bound to respect.
By becoming parties to international treaties, States assume obligations and duties under
international law to respect, to protect and to fulfil human rights. The obligation to
respect means that States must refrain from interfering with or curtailing the enjoyment
of human rights. The obligation to protect requires States to protect individuals and
groups against human rights abuses. The obligation to fulfil means that States must take
positive action to facilitate the enjoyment of basic human rights.

National legislation and social policies:

Equal opportunities initiatives typically happen because the law has compelled
organisations to create a ‘level playing’ field in the workplace, They aim to ensure that
individuals are not discriminated on any of the 9 grounds of discrimination:
• Gender: A man, a woman or a transsexual person
• Marital status: Single, married, separated, divorced or widowed;
• Family status: A parent of a person under 18 years or the resident primary carer
or a parent of a person with a disability.
• Sexual orientation: Gay, lesbian, bisexual or heterosexual.
• Religion: Different religious belief, background, outlook or none.
• Age: This applies to all ages above the maximum age at which a person is
statutorily obliged to attend school.
• Disability: This is broadly defined including people with physical, intellectual,
learning, cognitive or emotional disabilities and a range of medical conditions.
• The race ground: A particular race, skin colour, nationality or ethnic origin;
• Member of the Traveller community: People who are commonly called
Travellers, who are identified both by Travellers and others as people with a
shared history, culture and traditions, identified historically as a nomadic way of
life on the island of Ireland.
These grounds ensure that everyone can have equal access to employment and
educational opportunities and the different services that organisations provide. The law
plays an important part in ensuring that the ‘rules of the game’ are fair.
Diversity initiatives go further: they aim to take people’s diverse characteristics fully into
account to gain maximum benefit from their uniqueness as individuals. Consequently, it
makes sense that treating everyone the same is not necessarily going to work. Different
people will have different aspirations, expectations, opportunities, responsibilities and
needs. Therefore, treating people fairly means recognising their differences, respecting
them and acting accordingly. In short, diversity is about valuing difference and respect
for people.

Direct discrimination – this means treating someone less favourably than another purely
on the grounds of their age, disability, race, sex etc and without justification. For
example, not employing a woman because of concerns that she might want to start a
family. Another example would be not considering a disabled person without looking at
whether they meet the selection criteria and whether any reasonable adjustments can be
made.
Indirect discrimination – this means operating a practice, criteria or provision that
applies to everyone but indirectly, whether intentionally or not, puts some groups or
individuals at a disadvantage compared to others without justification on other grounds.
For example, using word of mouth and informal networks as the primary source for
senior academic appointments is likely to disadvantage groups who are currently under-
represented at this level, e.g. black and minority ethnic (BME) candidates. Another
example of indirect discrimination might be including a specific academic qualification
in the selection criteria which excludes those who have achieved an equivalent standard
of knowledge and skill through another, equivalent route.

Best practice regarding Equality and diversity in early childcare settings:

Equality and diversity are important issues to be addressed in every sector of our society.
This is particularly the case at this point in time in Ireland as we experience inward
migration from across the world and, for the first time, are faced with significant levels of
identifiable cultural and ethnic diversity.
“Inclusion and participation are essential to human dignity and to the enjoyment and
exercise of human rights. Within the field of education this is reflected in the
development of strategies that seek to bring about a genuine equalisation of
opportunity.”
(The Salamanca World Statement (UNESCO 1994:11) – signed by 92 governments (see p. 64 of Special
Ed. Needs, Inclusion and Diversity by Frederickson, N & Cline, Tony (2002)

Adults are not immune to negative thoughts about diversity issues, therefore their
attitudes and ideas towards difference need to be explored, acknowledged and worked on.
Practitioners are then in a position to recognise and help young victims of discrimination
and also help children to unlearn negative feeling towards difference.
Following an exploration of personal and community attitudes it becomes easier to
review and revise practice in the childcare setting and the interaction between childcare
practitioners and children. Changing childcare practice in relation to equality and
diversity involves:
• critically reflecting on your own attitudes and values and how they influence
• children trying out new policies; actions and practices
• learning from mistakes
• ongoing reflection on one’s own and others’ difficulties
• imaginatively thinking of new ways to work including exercises and activities
• continually questioning and reviewing the process
In this way, practitioners help each child towards achieving his/her full potential

A diversity and equality approach involves creating a childcare setting where each child
feels a sense of belonging. Practitioners should observe and listen to children’s play and
adult interaction to identify any bias or discrimination, then develop methods to deal with
issues that arise. Every aspect of the setting comes into play: how children relate to each
other, how staff relate to minority and majority children, how language is used, how and
what discussions take place, and what activities are undertaken. It helps adults working
with young children to critically reflect on and change where necessary their attitudes to
difference. The approach, which complements existing programmes, was developed to
help people appreciate diversity and view its challenges in a positive light. The approach
establishes four goals for adults and children. These are briefly outlined below,

Children:
To support children’s identity and sense of belonging
To support children to become comfortable with difference.
To foster each child’s critical thinking about bias.
To empower children to stand up for themselves and others in the face of bias.
Adults:
To be conscious of one’s own culture, attitudes and values and how they influence
practice.
To be comfortable with difference, engage effectively with families.
To critically think about bias and discrimination.
To confidently engage in dialogue around issues of bias and discrimination.

What is "best practice" day care?

A quality day care centre is a stimulating, caring, learning environment where:

• Children have the opportunity to develop a secure relationship with staff and
develop to their full potential.
• All children are treated equally.
• Children's self esteem and autonomy are encouraged.
• Children acquire the ability to respect the rights of others.
• Children acquire the ability to respect the rights of others. Staff cooperate with
each other to provide positive role models.
• Staff provide a consistent approach by sharing information with other staff and
parents.
• Staff and parents work together.
• Staff respect the knowledge and ability of others.
• A variety of balanced activities are provided and children are given choice
• The program reflects individual children's needs, abilities, interests and enhances
all areas of their development.
• Parents have the opportunity to contribute to the program and its evaluation
process

Best practice in my own work place:

“Our aim is to provide high-quality childcare and early year's education, in an
environment that enriches your children’s life”. This is the opening statement of the
brochure for the links crèche and Montessori. The links caters for wide diversity of
children from all backgrounds regardless of their ethnic/religious beliefs or any disability
that they may have.
Every child is treated the same and the different ethnicities are covered in circle time
were all the children learn about different cultures and religious beliefs. The staff are also
a diverse group and there are staff meetings regularly to make sure that all staff members
are being treated equally and also that none of the attending children are being subject to
any personal negative issues that any of the carers may carry. All of the staff are trained
professionals and go the extra mile to make all the other members of staff and children
feel at home.
Recommendations:
I would recommend that any-one that owns or is considering opening a crèche and
Montessori or any type of childcare setting should be aware of the legislation on best
practice and human rights as it is essential for the smooth running of a business. I also
recommend that Childcare workers should regularly update their knowledge on current
legislation and always follow the guidelines for best practice.

Conclusion:
I think my own work place follow the best practice guidelines very well and no-one is
subject to discrimination of any kind. They are very aware of the guidelines and promote
this throughout the crèche. They display posters on the wall of different cultures and all
the pictures are of people from all different races. The children and staff are well
educated about all corners of the world and the different beliefs and cultures. The staff are
all equal regardless of their religious beliefs/culture etc. The children are all the same in
the eyes of the carers and are treated with the utmost respect from all of the staff.
Caucasian children see no difference between themselves and Asian children. They are all
treated equally by each other and by members of staff.

Evaluation:
In the above essay on ethics and equality in the workplace I have discussed international
perspectives on human rights, I have outlined the national legislation and social policies,
I then carried out an assessment of my own work place on their policies in regard to the
guidelines of best practice. I also made the necessary recommendations which I thought
were appropriate. I then concluded my essay.
Bibliography:

Internet:
http://www.ohchr.org/EN/ProfessionalInterest/Pages/InternationalLaw.aspx

http://www.wmin.ac.uk/page-515

http://74.125.77.132/search?
q=cache:HBOfXAFRH8UJ:www.omc.gov.ie/documents/childcare/diversity_and_eq
uality.pdf+guidelines+on+best+practice+in+child+care+equality+and+diversity&cd
=1&hl=en&ct=clnk&gl=ie&client=firefox-a