Children & young people's workforce by Kate Beith; et al

By Kate Beith; et al

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1. How are Rashid and his team considering the importance of confidentiality? 2. How do you think that a parent looking at another child’s portfolio could affect the child and his or her family? Listed below are ways in which your confidentiality should be maintained in everyday situations in your setting: ⦁⦁ keeping observations of children using first name or initials only ⦁⦁ keeping developmental records stored away from general view ⦁⦁ keeping all personal records in locked cabinets ⦁⦁ ensuring any information on the computer has limited access ⦁⦁ ensuring parents only have access to their own child’s records ⦁⦁ ensuring staff only have access to their own records ⦁⦁ having a key person who is the only one to pass information on to the child’s parents ⦁⦁ making sure conversations take place in appropriate places ⦁⦁ only sharing information with appropriate people.

You will be more able to support the child to develop according to their abilities and their interests, rather than trying to fit them in to the mould of stereotypes for their gender, ethnicity or culture, social or family background or disability. Seeing each child as individual and unique and avoiding stereotypical thinking is the basis of avoiding discrimination. 31 Level 2 Certificate for the Children & Young People’s Workforce Support children to steer away from stereotypes in their play How practices that support equality and inclusion can reduce discrimination Key terms If settings and practitioners work in ways that promote equality and are inclusive, the negative effects of discrimination will be avoided, and all children will have fair chances.

Wheelchair bound’ suggests someone who is confined and dependent. Language both reflects and influences how we think about ourselves and others. It can reinforce the development of stereotyped and prejudiced ideas, or it can help us to think more constructively and treat others respectfully. Talking about ‘a child with Down’s syndrome’ rather than ‘a Down’s child’ puts the child first and their disability second, and helps us to focus on the child as a person, not just on their learning difficulties.

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