A Unique Child: Inclusion - A-Z of inclusive practice - S Is for Safety
Mary Dickins
Tuesday, March 23, 2010
By Mary Dickins, early years consultant (All Together Consultancy/London Met. University)
'Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging'
Early Childhood Forum (2003)
There are many families and children in the UK today who, for a variety of reasons, do not feel safe. While early years settings may be powerless to diminish real risk factors and threats that exist in the local and wider environment, they should seek to ensure that everyone feels emotionally and physically safe within their provision. An inclusive setting is one that takes collective responsibility for safeguarding children and also building trust and ensuring a sense of belonging, safety and security for each individual within its boundaries.
With the best will in the world, no child or adult can be kept completely safe and secure from harm. Accidents, by nature, happen in unlikely and unforeseen of circumstances. An overemphasis on the avoidance of risk factors can have the unintended effect of narrowing or inhibiting children's learning and development, including their social skills, self-esteem and confidence. A certain amount of risk is essential if children are to learn the life skills necessary for survival. In addition, we need to be aware of the extent to which our fears and concerns may be media-fuelled or insurancerelated.
Providing rich learning experiences within safe limits is by no means an exact science. Particular challenges may arise when children cannot communicate effectively or lack a sense of danger. The EYFS themes of a Unique Child and Enabling Environments can be particularly useful when used to underpin suitable approaches.
Inclusive settings should strive to develop a 'listening culture' and ensure holistic and effective observation of individual children. Comprehensive record-keeping systems and effective communication within teams are also vital factors.
Families who are refugees or asylum seekers are particularly vulnerable. So are Travellers or any other group or individual likely to have experienced trauma or conflict or be marginalised or discriminated against. Inclusive settings can do a great deal to help children and families to develop coping skills and increase future resilience.
MORE INFORMATION
- www.refugeecouncil.org.uk/howwehelp/directly/children
- www.gypsy-traveller.org/cyberpilots/adult_section/new_professional.htm
- www.nspcc.org.uk/Inform/research/Findings/itdoesnthappentodisabledchil dren_wda48257.html
- www.teachernet.gov.uk/wholeschool/familyandcommunity/childprotection/childabused
- www.ncb.org.uk/cdc/publications/listed_alphabetically.aspx
- www.anti-bullyingalliance.org.uk
