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Welcome to the Leadership, Diversity and Equal Opportunities module. In this module you will carry out and critically reflect on a collection of observations that focusses on an aspect of diversity or equal opportunities within your setting. This will provide you with the opportunity to analyse the participation and rights of the child and whether this is being promoted.
You will examine leadership in relationship to equality and diversity in Early Years provision. You will critically analyse key legislation, statutory and ethical frameworks and consider how these impact on policies and procedures within your setting. There will be opportunities for you to critically review national and international pedagogical perspectives. This module will enable you to gain a deeper understanding of ethical frameworks, equality and diversity in order to develop and enhance the skills and knowledge required to promote an inclusive environment. Furthermore, you will examine a range of leadership skills, personal beliefs and values and how these impact on practice and decision-making processes. In addition, you will be expected to research and critique a broad range of theory, research and other relevant documentation.
1. identify and critically analyse key features within pedagogical practices for equality and diversity, taking into consideration curriculum frameworks, legislation, policy and procedures;
2. draw on leadership skills to enable modification of practice, identifying strategies that promote inclusive practice which are underpinned by theory and current research;
3. critically review ethical frameworks that explore the impact of personal and professional values and beliefs on ethical decisions within early years provision;
4. explore the participatory rights and responsibilities of young children and families within early years provision;
5. recognise and understand cultural diversity and the wider community, including international perspectives, in order to develop the skills and understanding to create opportunities for inclusive learning;
The assessment for this module is divided into two components. In the first component (2500 words) you are required to complete a collection of observations (that you have gained permission to carry out following ethical guidelines) from practice that focusses on an aspect or aspects of diversity, equal opportunities and/or inclusion in your setting. The observations can focus on one child and/or a group of children. Your observations may include areas of effective practice or those that demonstrate stereotypical and/or discriminatory behaviour/practice. Each observation must include a brief interpretation with relevant references to literature.
You will also design and complete an action plan drawing on your findings from the observations you have carried out in your setting. This could be based on one or more of the observations you have carried out in your work setting. The completion of your action plan will enable you to demonstrate your leadership skills and identify strategies that promote good practice and challenge discrimination and/or stereotypical behaviour/practices.
In the second component (2500 words) you will complete an essay that will link the observations and the action plan with critical analysis of relevant legislation, theory and current research to inform modifications of practice. You will be expected to identify and critically analyse key features within pedagogical practices for equality and diversity drawing on your observations throughout. You will need to demonstrate your knowledge and understanding of stereotypical views you may or may not have encountered with regards to gender and/or ethnicity, and/or disability and/or cultural and religious diversity and the wider community.
Throughout the assignment you are required to follow and implement the Harvard referencing method. You must include a full reference list.
Borkett, P. (2018) Cultural Diversity and Inclusion in the Early Years Education. Oxon: Routledge.
Devarakonda, C. (2020) Promoting Inclusion, Diversity in Early Years settings. A professional guide to ethnicity, religion, culture and language. London: Jessica Kingsley Publishers.
Hamilton, P. (2021) Diversity and Marginalisation in Childhood. A guide for Inclusive Thinking 0-11. London: Sage
Alderson, P. and Morrow, V. (2011) The Ethics of Research with Children and Young People: A practical handbook. London: SAGE
Aubrey, C. (2011) Leading and Managing in the Early Years. London: Sage.
Baldock, P., Fitzgerald, D. and Kay, J. (2013) Understanding Early Years Policy (3rd edn). London: Sage.
BERA (2018) Ethical Guidance for Educational Research. Available at: http://www.bera.ac.uk
Brodie, K. (2015) Inclusion and Early Years practice. Abingdon: David Fulton Publishers.
Burton, S. and Reid, J. (Eds) (2018) Safeguarding and Protecting Children in the Early Years. Oxon: Routledge.
Department for Education. (2015) Special educational needs and disability code of practice: 0 to 25 years Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf
Department for Education. (2021) Keeping Children Safe in Education. Statutory guidance for schools and colleges. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/999348/Keeping_children_safe_in_education_2021.pdf
Early Education. (2011) Code of Ethics. Available at: www.early-education.org.uk
Fawcett, M. and Watson, D. (2016) Learning through child observation. Third edtition. London: Jessica Kingsley Publishers.
Fitzgerald, D. and Kay, J. (2010) Working Together in Children’s Services. London: Routledge.
Gouldsboro, J.M. (2018) Promoting British Values in the Early Years: How to foster as sense of belonging. London: Routledge.
Johansson, E., Emilson, A. and Puroila, A-M. (2018) Values Education in Early Childhood Settings. Concepts, Approaches and Practices. Cham, Switzerland: Springer.
Johnson, J. (Ed) (2014) Becoming an Early Tears Teacher. Maidenhead: Open University Press.
McDowall Clark, R. (2016) Childhood in Society for the Early Years (3rd edn). London: Sage.
McDowall Clark, R. and Murray, J. (2012) Reconceptualising Leadership in the Early Years Berkshire: Open University Press.
Maclean, I. and Maclean, S. (2013) From Birth to Eighteen Years - Children and the Law (7th edn). Rugeley: Kirwin Maclean Associates Ltd. Identify and critically analyse key features within pedagogical practices for equality and diversity, taking into consideration curriculum frameworks, legislation, policy and procedures
Miller, L., Drury, R. and Cable, C. (Eds.) (2012) Extending Professional Practice in the Early Years. London: SAGE
Mistry, M. and Sood, K. (2015) ‘Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools’ Education 3–13, 43 (5) pp.548–564
Nutbrown,C., Clough, P. and Selbie, P. (2008) Early Childhood Education History, Philosophy and Experience. London: Sage
Palaiologou, I. (Ed) (2012) Ethical Practice in Early Childhood. London: Sage
Papatheodorou, T., Luff, P. and Gill, J. (2012) Child Observation for Learning and Research Harlow: Pearson Education Limited
Price, D. (2017) A practical guide to Gender Diversity and Sexuality in Early Years. London: Jessica Kingsley Publishers.
Rodd, J. (2013) Leadership in Early Childhood: The pathway to professionalism (4th edn). Maidenhead: Open University Press
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