Social Equality In Education

Education equality is a fundamental principle of social justice. Once a child estab-lishes his or hers identity they are simply becoming more aware of how others around them perceive and see them. The self-esteem begins to form and a value is placed on the identity. Dowling. M (2014:p.12). The identity not only familiarizes a child with their own characterictics and personality but also enables children to feel that they have a sense of belonging and feel part of a group. Children become posi-tively aware of their new identity in the setting and are able to establish their daily routine in order and make predictions on future happenings. Most importantly col-lectively analyse their experiences throughout the day feeling safe, secure and happy …show more content…
However in many educational settings numerous families and their children face inequality and exclusion (Abstract: Ludovica Gambaro, Kit-ty Stewart, and Jane Waldfogel: March 2013). In the early years this could relate to gender ethnicity, disability, age, religion, belief and sexual orientation (Equality Act 2010). This essay will describe, analyse and constructively critique theoretical per-spectives on identity development. It will discuss the ways in which children‘s iden-tity, family and social context impact on their experience of early childhood care and education. It will address issues such as Disability, Culture, and Gender differences within the early years setting. Also how children and their families with Special Ed-ucation Needs tackle inequalities in the early …show more content…
We also have a designated Spe-cial Educational Needs Co-ordinator. We offer a daily routine that ensures that a child’s time is safely and purposely engaged. Activities and experiences are chosen accordingly to suit the age and development of the child. Resources are in place for children who may have additional needs such as sensory bags, visual timetables, wind chimes, reflection mirrors, feely bags etc. Through observation, parents and key person identifying a child 's special needs is made easy and simple. The setting will establish children’s needs and offer additional help as required according to the needs of the individual child. Once a need is identified the key person and special educational need coordinator (SENCO), will have initial meetings with parents ad-dressing concerns, involving outside agencies e.g. Special Education Advisor un-der parents’ consent. Parents and carers will be involved in planning to support the childs learning in the setting and in the home and social setting too. Planning and review meetings advising on how to support learning at home. Regular contact be-tween parents and