Cultural Diversity and Inclusion in Early Years Education

Penny Borkett

• Publisher: Routledge
• Year: 2018
• Print ISBN: 9781138218543
• eBook ISBN: 9781315437439
• Edition: 1
• Topic: Éducation
• Subtopic: Éducation générale

Cultural Diversity and Inclusion in Early Years Education reveals how cultural diversity can be celebrated in every early years setting. Acknowledging the impact of culture on a child's development and identity, the book demonstrates the need for practitioners to appreciate cultural difference, value diversity and ensure inclusive practices.

Alongside comprehensive discussion of current and historical policy relating to multiculturalism and relevant sociocultural theory, the book provides practical guidance and resources to support practitioners in responding to the challenges of working with families and children from diverse cultural backgrounds. Chapters focus on topics such as:

• policy and the role of the practitioner
• sociocultural theories relating to child development
• building working relationships with families
• the impact of culture on a child's identity
• enabling environments and inclusive strategies.

Including case studies, reflective questions and suggestions for further reading and research, this essential book will help early years practitioners and students to embrace the varied cultural heritages of the children in their care.

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I	Understanding the issues

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1	What is inclusion?

Introduction

This chapter will discuss the evolving, organic nature of inclusion as well as analysing differences between the terms ‘integration’ and ‘inclusion’, considering how these concepts have changed over the years. It will examine the principle of ‘the unique child’ as set out through the Early Years Foundation Stage document (DCSF 2008) and how this encompasses all areas of inclusion and views all children as unique, rather than viewing inclusion as being about certain groups of children. The United Nations Convention on the Rights of the Child (UNCRC) Article 28 sets out that all children ‘have the right to an education’ (Unicef 1989), and Article 29 goes on to state that education should develop respect for human rights in the child. On this basis, it is important that from the very start of a child’s life they should be equipped to recognise difference in a positive way. The discussion will then move on to the notion that, in order to establish a wholly inclusive setting, the entire staff team need to be involved, while deliberating on the view that this may include people who would not ordinarily be involved in such discussions. The promotion of the value of documents such as the Index for Inclusion (CSIE 2004) is considered and the role of reflective practice, which can assist settings to question and make changes to current practice and promote an inclusive ethos, is also discussed.

Alongside this, the chapter discusses the need for practitioners to consider their own views of inclusion in an open and non-threatening way. As Baldock suggests (2010), rather than being ‘silenced’ practitioners should be encouraged to talk about deep-seated views and prejudices that they may have, which might influence their practice. The final section discusses strategies that can be used in settings to reflect the diversity of the world whether or not the setting is in a multicultural area.

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What is meant by the term ‘inclusion’?

‘Inclusion’ is a much contested, multifaceted term, which has evolved over the years. In the past, the term ‘integration’ was more likely to be used when considering the education of those who were seen as ‘different’ from the norm. Savage (2015, p. 4) discusses the view that integration was often related to people who appeared to be ‘outsiders’ or who were excluded from society in some way. Rix (2011), when identifying integration suggests that practitioners often acknowledge the ‘dominant culture’ of their setting while failing to acknowledge other cultures that should also be represented. For instance, a setting that is in a predominantly white area may not acknowledge the need to represent other cultures, as no families from these are present in the setting. According to Corbett (2001), integration was more concerned with adaptations to existing practice and the notion that a child had to ‘fit in’ with the practice of the setting. However, in my view all children are part of a multicultural society and need to acknowledge difference and diversity in order to learn that everyone is unique whether they live in a multicultural community or not. Rix also suggests that practitioners may consider groups of people who seem to be different according to their own stereotypes, which often permeate society. This is sometimes known as the ‘deficit’ model, which views certain groups of people as being less important than others. Children can be disadvantaged for many reasons but for the purpose of this book, I will be discussing particularly the needs of children from different ethnic backgrounds and children who may linguistically appear different.

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The concept of the ‘unique child’ as one of the four main principles of the Early Years Foundation Stage (EYFS) introduced by the Department for Children, Schools and Families (DCSF) in 2008, asserted the view that practitioners should value the diversity of all individuals. It also sought to ensure that communities are valued and respected, and that nobody is discriminated against. This view is replicated through the UN Convention on the Rights of the Child (Unicef 1989), Article 2, which states that each child should be free of discrimination with particular regard to their ‘race, colour, language, faith, national, ethnic or social origin’.

It is important to consider that children can be discriminated against in two ways. First, they may be discriminated against indirectly. An example of this would be if a setting does not have a written policy around equality and discrimination. This might suggest that they have never considered that children are unique and so require differentiated planning that might require different strategies and resources in order to thrive and learn. They can also be discriminated against directly. This may be apparent if a setting becomes aware that certain groups of children will be coming into the setting from a different culture and they do not make changes to their practice or resources as a result of this. If these kinds of discrimination are experienced in early years settings, how much more are they experienced within society? Children absorb ideas around discrimination from their parents and immediate family, their peers, situations in their community and society and from the media and TV. All of these can have an impact on how children see and treat each other. In order for children to learn and thrive they need to be in a state of emotional well-being and feel secure wherever they are. A child who may experience discrimination may not feel like this.

Returning to the term ‘inclusion’, Nutbrown and Clough (2009) stress that in the past the term was used more in relation to children with special educational needs (SEN), but the term is now considered to be about all areas of childhood. It incorporates ability, ethnic and linguistic background, gender and faith. Corbett (2001) views inclusion as an emancipatory concept that relates to the empowerment of people encouraging and celebrating difference and diversity in all. Savage (2015) takes Corbett’s views one stage further by suggesting that inclusion should be part of ‘a healthy instinct in a strong confident society’ (p. 5). Levitas (1998) picks up this view postulating that inclusion is an important element of social inclusion. I would support this view as children who grow up to value difference as something to be discussed and celebrated are more likely to grow into adults who recognise diversity as a natural part of society; thus being more likely to stand up for injustice when they view situations that relate to prejudice. Aboud et al. (2012) comment that treating others differently because of their ethnic background can lead to ‘name calling and social exclusion’ (p. 308). However, while I agree that issues around children’s prejudices must always be challenged, for me part of being an inclusive practitioner is about embracing diversity, while encouraging children to discuss differences in an open and supportive way, seeing diversity as an opportunity to encourage children to learn about difference positively. Araujo and Strasser (2003) agree that while encouraging practitioners to celebrate cultural diversity with children they should also ‘help them to see their common bonds’ (p. 180) and to use these as a resource for teaching.

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Nutbrown and Clough (2009) also view inclusion as a human right for all, discussing its importance to a child’s identity while arguing that if a child’s culture is not valued this may lead to the child feeling isolated, which may then go on to affect their self-esteem. Moss (2007) views inclusion as a democratic right for all children and challenges practitioners to rethink their policies and practices to ensure that the rights of all children are met. Beneke and Cheatham (2015) concur, and discuss how practitioners should value and celebrate children’s linguistic and cultural identities, as these are an important element of their emerging identities. It is vital that children feel they belong in a setting, and that their identity is valued. Children need practitioners who will encourage positive interactions with one another, encouraging children to talk about and discuss their feelings. They need practitioners who encourage and challenge children to resolve their differences openly and in a sensitive way. However, doing this is not always easy, sometimes practitioners have very different understandings of the term ‘inclusion’ or have had personal situations that may hamper their ability to think in an inclusive way. To create truly inclusive practice requires a whole-team approach where views can be discussed and contested in an open forum, led by a practitioner who can sensitively challenge ideals and situations. Only when a whole team can understand and deliver inclusive practice will children truly value the importance of who they are.

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Reflection points

● How might you define the term ‘inclusion’?

● Do you think that practitioners in your setting agree on what inclusion is?

● How might practice in your setting change from integration to inclusion?

● How might you begin to change practice in your setting in order to make it more inclusive to all?

Case study 1.1

About 15 years ago I started studying on a Master’s-level programme around inclusive practice. At the time I was working in a local authority (LA) as a portage worker. Whilst my belief is that inclusion is vital to all children, particularly whilst they are in their formative years, I do accept that there are, and always will be, particular children for whom a special school better meets their needs. I was concerned that this programme of education may change my views.

One of the services that the local authority offered to families of children with special needs was a playgroup, which was open two mornings a week. This had been established by the local Down Syndrome Association and then also opened up to children with other disabilities. Part of my role was to oversee this group and the planning of activities for the individual needs of the children concerned.

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I immediately faced a personal dilemma. I was running this group for children who I believed should have been in a mainstream setting. The group followed as much as possible the Early Years Foundation Stage, yet it was not totally inclusive because all of the children had some kind of special need. The LA discussed this group at length and I had the opportunity to share my views. It was decided by the SEN team that although the setting was not inclusive to all children, the needs of the children attending were so different that the differentiated learning was inclusive in some way. The group continued to run but this dilemma was always in the back of my mind.

As children attending the group started to acquire greater skills the portage team started to work with the early years settings, which would accept the children as they approached 3 years of age. We were able to advise the settings of the kind of provision the children would need, what their interests and fascinations were and the kinds of communication aids that they would need. As the children moved into their mainstream settings staff were well informed of the individual needs of each child, and they knew something of the family circumstances and the skills that the children had. Essentially they knew what the children could do, as well as what they struggled to do.

I started to understand that although the playgroup was not inclusive it did prepare children and families for the mainstream setting that the children entered. I slowly started to realise that the playgroup was an essential place not only for the children but also for the parents who could meet with families who were going through similar dilemmas.

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Reflection

● How do you ensure that planning for children in your setting is differentiated and individualised?

● Is it always appropriate for children with special needs to attend mainstream settings?

● How might inclusive settings be of benefit to all children attending?

We are all in this together

I remember a time when I changed job roles. I went from working in a multicultural children’s centre to leading a small team in a different centre in another area of...

Table of contents

• Cover Page
• Cultural Diversity and Inclusion in Early Years Education
• Diversity and Inclusion in the Early Years
• Title
• Copyright
• Dedication
• Contents
• Acknowledgements
• Glossary
• Introduction
• PART I Understanding the Issues
• PART II What Should Practitioners Do?
• Conclusion and Resources/Strategies for Cultural Diversity
• Index