The world is diverse and every child’s experience of it is unique. Diversity can mean difference
in age, gender, sexual orientation, ethnicity, heritage, appearance, religion, spoken languages
and capabilities. As children develop socially and culturally, they will experience greater
diversity as their worlds expand. Children experience diversity in their developing understanding
of ecology and technology, looking at and describing differences and similarities in
the made, built and natural worlds.
So, we’re here today to think about understanding the world and first of all we’re going to
focus on our diverse world, which is, I think, a vast topic. So, we’re going to think about
how we unpick that for children. So first of all, we’re going to think about the child
coming into the setting and the role that different languages play in that. We know
that in society very many languages are spoken. So, what I’m very interested in is how do
you approach that in your setting?
I’m very lucky and privileged in that I have colleagues that speak a variety of languages,
which is really useful to be able to draw on, especially when settling children in,
having a familiar language I think is really useful. We don’t, by any means, have all
languages spoken by staff, and that’s sometime when the use of the local community or parents
can be really useful. But then we very much try to reflect that in the books we’re using,
wording and language that we have on the displays, in your writing area, in all aspects really.
We like to celebrate different cultures and we encourage families to bring in things from
home. So, like photographs, artefacts, things that mean something for the children. We find
when children do bring things in from home, it can really stimulate and interest for the
children and instil a confidence for them to share their knowledge and skill base about
the world. Within a provision where there isn’t the
diversity, I think the practitioners really need to consider how they can enhance the
learning opportunities for all children. So, that might be going out on visits and giving
these children first hand experiences. If you can’t always get out of the setting,
then invite visitors in.
We’ve thought a lot about how children bring diversity into the settings, with their families
in terms of spoken language, but they also show difference and diversity in other ways,
in terms of their capabilities, when a child has additional needs and physical disability.
It’s important that the Early Years setting is inclusive for all children. For children
to notice differences, it’s right for us to acknowledge them. So, we’ll ask children,
do they recognise similarities, differences? Asking open questions: What do you notice?
But it’s really important for the practitioners to plan an environment that is inclusive for
all.
If home languages are valued and celebrated within the environment, then this sends a
powerful message to the child about their identity.
In celebrating diversity, acknowledging and respecting difference is key. This is vital
in ensuring every child feels seen and included and to know that their experiences make them
unique.
Children need to go outside the setting into the diverse world with practitioners who can
draw their attention to similarities and differences, whether that’s in the natural world, looking
at trees, plants, animals and birds or in the made built world, observing different
buildings, including shops and places of worship. These experiences instil an awareness and
knowledge of the community and what it has to offer.