1.  Learning outcomes Recognition and justification of an inclusive setting design Developing guidance for an inclusive setting Celebrating diversity and recognising diversity Can Christmas be inclusive?’  http://www.tes.co.uk/ResourceDetail.aspx?st oryCode=6084835 http://www.tes.co.uk/ResourceDetail.aspx?st oryCode=6084835

2.  SEN, inc. physical disabilities and emotional, social and / or behavioural difficulties  EAL (Pupils with English as an Additional Language)  LAC (Children who are Looked After)  G & T (Gifted and Talented)  Pastoral (bereavement, transition, behaviour, self-esteem, attendance etc.)  Gender  MEG (Minority Ethnic Groups), inc. travellers, asylum seekers and refugees  other children, such as sick children; young carers; children from families under stress; children who are at risk of disaffection and exclusion from school; children from families of extreme poverty

3.  When a child is five they should: “Begin to know about their own culture and beliefs and those of other people”  The aim is to enable children to understand and celebrate the similarities and differences between them in a diverse society

4.  Visits from musicians who played different instruments  Research different festivals  Sample foods from different cultures  Find out about customs associated with birth, death and marriage

5.  Xenophobia – fear or hatred of foreigners or strangers  Presenting different cultures as exotic and living in far-away-lands  ‘Tourist curriculum’ – showing children the information as if they are tourists  Using the children to speak about their culture  Assuming everyone from that culture is the same

6.  A colleague is assuming that two boys of a black family who are about to join your setting will be a lot of trouble and disruption. She has formed the opinion that all African-Caribbean parents are harsh disciplinarians and she is adamant that practitioners will ‘have to keep on top of them like they are used to at home.’  Q. How would you go about convincing her that she not make prejudgements about a family or stereotype children before she has met them?

7.  Think about how you would respond in situations like these:  A 3 year old white girl says she will not hold hands with an African-Caribbean boy. She says his hands are dirty and he should wash them properly  A 4 year old girl is playing with the dolls, cuddling them and putting them to bed. She will not let the boys anywhere near ‘because boys do not play with dolls  Some of the children seize the patka of a Sikh boy and throw it around the room, chanting ‘J wears a hankie on his head’

8.  Parents know their children  Parents will still be with their children after you have gone  Parents have the child best –interests at heart  Parents often have the most information about their disability  Reduce parental anxiety  Reassurance that you have their child at the centre of your care

9. Activity - How would you include a child with additional needs? Spend 10 minutes using your own experiences identifying ways of including children in different activities within your setting

10.  Working in small groups create a display for the wall  Demonstrate how Early Years Professionals can support a child’s unique needs at different stages of their physical development