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1、CHCIC511A: Implement and promote inclusive policies and practicesDemonstrate inclusive practicesContentsEnsure language used does not convey bias3Gender stereotypes3Discuss potential negative impacts of comments that are unfair or biased6Ensure own interactions respond to all children in the service
2、7The early childhood educators position7Ensuring your own interactions respond to all children in the service10Explore options for children to participate in their community12The community12The family12The children13Where appropriate, if children appear to have experienced exclusion, sensitively see
3、k to obtain information about the nature of those experiences14Provide positive experiences to support children who may have experienced exclusion15Supporting children with differing abilities16Ensure language used does not convey biasActivity 1Gender stereotypesLets have a look at what Derman-Spark
4、s (1989) came up with: Language affects our perceptions of the world. So, now lets have a look at stereotypes identified by Derman-Sparks (1989).How do we portray girls?As passive, frightened, weak, gentle, giving up easily, unoriginal, silly, illogical, shrewish, nagging, confused, neat, short, ine
5、pt, dependent, follower, conformer, controlling anger, emotional, playing or working indoors, concerned about appearance, as a parent nurturing children and having an innate need for marriage and children.How do we portray boys?As active, brave, strong, rough, competitive, inventive, intelligent, lo
6、gical, quiet, easygoing, decisive, problem-solving, messy, tall, mechanical, independent, leader, innovative, expressing anger, unemotional, playing or working outdoors, unconcerned about appearance, as a parent playing with children and having an innate need for adventure.I dont know about youbut w
7、ords from both those groups suit me! Did you notice that many of the words used for females have negative connotations (they are loaded) and are intended as a put-down.So, as early childhood educators what are responsibilities in the use of language? Our responsibility is to ensure we use language t
8、o promote all people and treat people fairly and with respect. You may be familiar with the concept self-fulfilling prophesy. If someone says something about you often enough, you are going to believe it as being true. For example, suppose Ninas parents are always saying, Oh Nina you are clumsy!. Th
9、is statement will have the effect of bringing about what it claims. Nina (and other people) will believe that it is true. Nina may even become more clumsy.Beginning with yourself.Since language affects peoples perceptions of the world, it is important to listen carefully to what you are saying and t
10、o notice what messages you are sending to the children you teach and the parents with whom you work. (Source: Hilgartner Schlank and Metzger 1997)Often our word choices reflect an unconscious assumption about gender, culture or ability. Activity 2Guidelines on the use of inclusive language for gende
11、rPerhaps, one of the best ways to start watching your language is to consciously listen to yourself or ask a trusted colleague to monitor your language. We all use biased language, often just out of habit! Here are a few ideas: Refer to people by name, not gender. It is important we speak about peop
12、le in terms of their own individual characteristics. Referring to people by name (or description) rather than gender is a great place to start. For example, rather than saying, See the little boy over there? He needs medicine at 2 pm, you could say, Tommy who is in the home corner at the moment need
13、s medicine at 2pm. Review the songs you commonly sing with children. Is there an overuse of masculine pronouns (he, him, his etc)? If yes, swap the pronouns to reflect both genders. For example, when you sing Baa baa black sheep substitute the yes sir for yes maam or alternate the little boy who liv
14、es down the lane to a little girl who lives down the lane. Encourage the children to understand that males and females have various professions. Invite the local police to visit, the local fire brigade or a nurse. Try to have a representation of both genders. When you greet children in the morning,
15、be aware of your greeting. For example, you may say, Good morning Diane, Im glad to see you have your running shoes on today. Ive set up the obstacle course! rather than Good morning Diane, youve got your pink flower shoes on today. Should being a fire-fighter be gender-defined?In time, you will qui
16、ckly modify your language and then you can start actively influencing others! Modelling is an effective strategy for both children and your colleagues. Be aware as of what you write in the daily diary, posters, noticeboards and newsletters.Activity 3Discuss potential negative impacts of comments that are unfair or biasedBelow are exam
