A Unique Child: A-Z of inclusive practice - D is for Difference

'Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging.'

Early Childhood Forum (2003)

If we are trying to make our practice inclusive, it is vital that we try to ensure that there are positive attitudes to all kinds of difference. Inclusive practice includes helping everybody to understand and celebrate differences, and tackling any fears or misapprehensions on either side.

Negative messages about characteristics, attributes, customs or behaviours are often internalised by young children, who are in the process of constructing their identities and trying to make sense of what they see and hear around them. Some of these negative messages may be overt but others may be subtle and/or unintentional.

It is vital that practitioners understand the links between self-esteem and individual learning as well as overall emotional well-being and resilience. Children who have high self-esteem are more likely to view others positively as well as themselves and to take a stand against discrimination and social injustice later on.

Research indicates that from the age of two onwards, young children are aware of physical differences and variations and wonder where they fit in.

It is very likely that any negative behaviour and attitudes a child displays will have been learned previously from the reactions of older children, adults or the media.

Children may experiences negative responses and attitudes for a wide variety of reasons. Sensitive observation and pro-active anti-discriminatory approaches need to be embedded in everyday policy and practice.

Most young children will be curious, notice disabilities and other perceived differences, and ask questions about them. Children need brief, honest, accurate answers. They may also need information, support and opportunities to discuss the issues and ask further questions. For example, children may be curious about the equipment and devices people use for specific disabilities and about what a child or adult with a particular impairment can or cannot do.

The EYFS focus on each child as a unique individual in an enabling environment will help support good practice in this area.

Useful websites

- www.persona-doll-training.org

- www.ncb.org.uk/Page.asp?img//originx5644ke_33876357715618q9w3493873881

- www.community-relations.org.uk/filestore/documents/ Too_young_to_notice.pdf

- www.standards.dfes.gov.uk/primary/wholeschool/inclusion/