Early Level:
Principle 1
Our children will experience a curriculum that meaningfully recognises and fairly represents the rich and diverse communities in Scotland and beyond.
Diverse communities in this context refers primarily to ethnic, racial, linguistic and religious diversity.
Where there is deemed to be little diversity within the ELC setting, it is important to remember that people in any group cannot be seen as the same: there will always be diversity in every group.
It is very important to embed this principle in such settings, so that children experience the wider Scottish community and global context.
Unpacking the principle
Questions and considerations
Do spaces…
present authentic images of diverse communities which present similarities as well as differences?
provide objects, clothing and artefacts which are used routinely in diverse communities?
provide toys and play objects from diverse communities?
provide music, song and story from diverse communities?
Do interactions…
provide opportunities for children to find similarities and differences and explore reasons for differences?
enable all children to share their lived experience and be listened to respectfully?
explore from where and why we form our ideas and challenge some of these?
Home corner kitchen: provide a range of utensils and allow children to explore how they are used and which foods they prepare, e.g. colanders, sieves, ladles, woks, pots, bamboo steamers, rolling pins, slotted spoons, mortar and pestle, porridge stirrer, rice, oats, pasta, noodles, flour. If food items cannot be sourced, alternatives such as recycled materials, twigs, cones and leaves could be used. Display images of the tools and utensils being used in Scotland and around the world.
Me Pockets: Provide each child with a clear poly pocket to take home and fill with photos, pictures, drawings, objects that will tell a little about them and things that are important in their lives. Put these into a ring binder and use this as a book to read together. Encourage children to share and talk about the things in their pockets. Practitioners could also create a ‘Me Pocket’. What do people have in common? What are some differences?
Consider ways that learning about the children, their likes, interests and lives can be incorporated into the everyday life of the setting.
Spaces and experiences
I am included.
I am achieving.
SHANARRI Indicators(s)
Article 8:
I have the right to an identity.
Article 29:
I have the right to an education that develops my personality, respect for others’ rights and the environment.
Article 30:
I have the right to speak my own language and follow my family’s way of life.
UNCRC Article(s)
Home/Community Links and Opportunities for Parent/Carer Participation
Invite parents to join a learning walk around the setting to offer ideas for items which could diversify the setting and ensure authenticity of representation. Consider whether interpreters would be required for this activity and think about considerations around timing and travel expenses so that this opportunity is accessible to all parents and carers.
Consider families that do not engage: why do they not engage? What attempts are made to continually extend invitations? Could networking opportunities be provided which would enable the setting to become a familiar and beneficial environment for both parents/carers and children?
Learn how to pronounce and write, including symbols, accents or strokes, children’s and parents’/carers’ names correctly. Greet children in their home language.
Key words from this principle are meaningfully and fairly. This principle is about embedding the children’s experience of rich and diverse communities in the everyday life and routines of the early years setting. It is not about emphasising ‘otherness’ or exoticizing other cultures and communities and should not be explored solely through ‘culture/diversity days’ or only at times of religious celebrations, for example. It is also important to avoid reinforcing stereotypes through images and stories which provide a single story and do not paint the complete picture.
Key Things to Note
Unpacking
the principle
Do spaces…
present authentic images of diverse communities which present similarities as well as differences?
provide objects, clothing and artefacts which are used routinely in diverse communities?
provide toys and play objects from diverse communities?
provide music, song and story from diverse communities?
Do interactions…
provide opportunities for children to find similarities and differences and explore reasons for differences?
enable all children to share their lived experience and be listened to respectfully?
explore from where and why we form our ideas and challenge some of these?
Diverse communities in this context refers primarily to ethnic, racial, linguistic and religious diversity.
Where there is deemed to be little diversity within the ELC setting, it is important to remember that people in any group cannot be seen as the same: there will always be diversity in every group.
It is very important to embed this principle in such settings,
so that children
experience the wider Scottish community and global context.
Spaces
and Experiences
SHANARRI
Indicator(s)
Questions
and Considerations
Home corner kitchen: provide a range of utensils and allow children to explore how they are used and which foods they prepare, e.g. colanders, sieves, ladles, woks, pots, bamboo steamers, rolling pins, slotted spoons, mortar and pestle, porridge stirrer, rice, oats, pasta, noodles, flour. If food items cannot be sourced, alternatives such as recycled materials, twigs, cones and leaves could be used. Display images of the tools and utensils being used in Scotland and around the world.
Me Pockets: Provide each child with a clear poly pocket to take home and fill with photos, pictures, drawings, objects that will tell a little about them and things that are important in their lives. Put these into a ring binder and use this as a book to read together. Encourage children to share and talk about the things in their pockets. Practitioners could also create a ‘Me Pocket’. What do people have in common? What are some differences?
Consider ways that learning about the children, their likes, interests and lives can be incorporated into the everyday life of the setting.
I am included.
I am achieving.
UNCRC Articles(s)
Article 8:
I have the right to an identity.
Article 29:
I have the right to an education that develops
my personality, respect
for others’ rights and
the environment.
Article 30:
I have the right to
speak my own language and follow my family’s
way of life.
Home/Community Links and Opportunities for Parent/Carer Participation
Invite parents to join a learning walk around the setting to offer ideas for items which could diversify the setting and ensure authenticity of representation. Consider whether interpreters would be required for this activity and think about considerations around timing and travel expenses so that this opportunity is accessible to all parents and carers.
Consider families that do not engage: why do they not engage? What attempts are made to continually extend invitations? Could networking opportunities be provided which would enable the setting to become a familiar and beneficial environment for both parents/carers and children?
Learn how to pronounce and write, including symbols, accents or strokes, children’s and parents’/carers’ names correctly. Greet children in their home language.
Key Things to Note
Key words from this principle are meaningfully and fairly. This principle is about embedding the children’s experience of rich and diverse communities in the everyday life and routines of the early years setting. It is not about emphasising ‘otherness’ or exoticizing other cultures and communities and should not be explored solely through ‘culture/diversity days’ or only at times of religious celebrations, for example. It is also important to avoid reinforcing stereotypes through images and stories which provide a single story and do not paint the complete picture.