1. Unit 1, Session 5. Helen Taylor1 Children's Play, Learning & Development Unit 1: Child Development The effects of culture on children's development. Helen Taylor

2. Unit 1, Session 5. Helen Taylor2 Starter exercise Read the Mail Online article about Milton Keynes. How many languages are spoken in Milton Keynes? What is meant by the term culture? How might cultural factors support opportunities for development? How might cultural factors restrict opportunities for development?

3. Unit 1, Session 5. Helen Taylor3 Aims for this lesson: To understand how a range of factors influences children’s development Learning outcomes for this lesson: To describe what is meant by culture To describe cultural factors that may support opportunities for development To describe cultural factors that may restrict opportunities for development To describe how the value of education by parents or the community may support or restrict opportunities for development To describe how attitudes towards gender within the family may support or restrict opportunities for development

4. Unit 1, Session 5. Helen Taylor4 Feedback from starter exercise Mail Online article: Milton Keynes. How many languages are spoken in Milton Keynes? What is meant by the term culture? How might cultural factors support opportunities for development? How might cultural factors restrict opportunities for development?

5. Unit 1, Session 5. Helen Taylor5 Languages spoken in Milton Keynes There are over 100 languages spoken in Milton Keynes Milton Keynes has 300 interpreters 1. Afrikaans - spoken in South Africa 2. Albanian 3. Amharic - spoken in Ethiopia and Etritrea 4. Arabic 5. Ashanti - spoken in Ghana 101. Ukranian 102. Urdu - used in Pakistan 103. Vietnamese 104. Yoruba - spoken in West Africa 105. Shona (Spoken in Zimbabwe) Read more: http://www.dailymail.co.uk/news/article-1278387/Milton-Keynes- hires-15-times-interpreters-decade-ago-cope-residents-84-mother- tongues.html#ixzz1kvhEaDDVhttp://www.dailymail.co.uk/news/article-1278387/Milton-Keynes- hires-15-times-interpreters-decade-ago-cope-residents-84-mother- tongues.html#ixzz1kvhEaDDV

6. Unit 1, Session 5. Helen Taylor6 What is meant by the term culture?

7. Unit 1, Session 5. Helen Taylor7 What is meant by the term culture? Our identity Our Beliefs and Values Following a particular way of life Customs and traditions It includes food, drinks, music clothing In our society we have people who represent many different cultures.

8. Culture ‘The culture in which children grow up can have an affect on their development in a variety of ways. Theses include the value that is put on education and the attitudes towards gender.’ Penny Tassoni, page 71, CPLD Text book. Unit 1, Session 5. Helen Taylor8

9. How might cultural factors support opportunities for development? Unit 1, Session 5. Helen Taylor9

10. How might cultural factors support opportunities for development? Diversity provides new experiences Opportunities to learn about others Opportunities to learn about the world Enrichment through festivals and celebrations Enrichment in choices of foods Opportunities to learn other languages Increased knowledge of other religions Development of respect and acceptance Unit 1, Session 5. Helen Taylor10

11. How might cultural factors support opportunities for development? Bilingualism can increase opportunities and choices. Bilingualism has definite benefits for all children. Two languages: twice the choice. Communication with the whole family and community Access to two cultures Tolerance of other languages and cultures Benefits for the brain Educational benefits Third languages easier Employment advantages Raised self-esteem BBC Home. The advantages and disadvantages of bilingualism. April 2012. http://www.bbc.co.uk/wales/schoolgate/aboutschool/content/3inwelsh.shtml Unit 1, Session 5. Helen Taylor11

12. How might cultural factors restrict opportunities for development? Unit 1, Session 5. Helen Taylor12

13. How might cultural factors restrict opportunities for development? English as a second language English not spoken at home Cultural differences Boys valued more than girls Religious factors Social and economic factors Unit 1, Session 5. Helen Taylor13

14. How might cultural factors restrict opportunities for development? Which cultural groups are most at risk? Children from black and/or ethnic minorities Children from travelling families. Children in care and young people leaving care Families who are poor for whatever reason Asylum seekers Families who have a long history of unemployment or who are who are economically Children who have a parent who is an offender. Unit 1, Session 5. Helen Taylor14

15. Cultural factors could include: 1.Culture, Values and Beliefs 2.Place of origin and Race 3.Language & Accents 4.Codes of behaviour 5.Families with a history of offending 6.Family structure 7.Social class/stratification/ Economic status Unit 1, Session 5. Helen Taylor15

16. Group work Read the scenario you will be given and discuss and make notes on the questions. Consider how cultural factors may support or restrict opportunities for development. Consider how education may be valued by parents and the local community. Consider the possible attitudes towards gender within the family. Use your knowledge of childcare from your placements to answer these questions or research them using the internet. Unit 1, Session 5. Helen Taylor16

17. Ethnicity in Milton Keynes The 2011 Census, conducted by the Office for National Statistics, provides information on the size of the population by ethnic group. The data includes borough level information and the latest data is for 2011. Unit 1, Session 5. Helen Taylor17

18. Ethnicity in Milton Keynes Key Points 26.1% of the Milton Keynes population in 2011 were from a black and minority ethnic group. This compares to 13.2% in 2001 and 20.2% for England as a whole. The largest single ethnic group after White British was Black African. In 2011 13,060 people classified themselves as Black African; this is 5.2% of the total population. White Other was the third largest group, accounting for 5.1% of the total population. The Black African group had the highest growth between 2001 and 2011. The group increased from 1.3% of the population in 2001 to 5.2% in 2011. Unit 1, Session 5. Helen Taylor18

19. Ethnicity in Milton Keynes Unit 1, Session 5. Helen Taylor19 www.mkiobservatory.org.uk/Analysis.aspx?id=992&siteID=1026

20. Ethnicity in Milton Keynes Religion: In 2011 52.8% of the Milton Keynes population stated they are Christian, 4.8% Muslim and 2.8% Hindu. 31.3% of the population in Milton Keynes stated they have no religion The largest religious group in Milton Keynes was Christian which accounted for 52.8% of the population. However this is a lower proportion than England as a whole (59.4%). 11,900 people (4.8%) identified themselves as being Muslim in 2011, making it the second largest religion in Milton Keynes. The Muslim population in 2011 was about two and a half times larger than in 2001. It grew from 4,800 people to 11,900. The Hindu religion was the third largest religion accounting for 6,900 people (2.8% compared to in 1.5% England). There were 1,400 Sikhs and 1,200 Buddhists and 400 Jews in Milton Keynes in 2011. http://www.milton-keynes.gov.uk/social-care-and-health/health-and-wellbeing- board/strategic-needs-assessment/population-people/1-population-and-growth Unit 1, Session 5. Helen Taylor20

21. Group activity: Research different cultural groups: Hindu, Sikh, Muslim, Rastafarian, Buddhists, Jews, Gypsy/Travellers. One culture type to be researched by each group. How do you think this culture could have a possible effect on a child’s development? Present your work in an A4 fact sheet and present your findings back to the rest of the class. Unit 1, Session 5. Helen Taylor21

22. Extension Task. What are the advantages of diversity of different cultures? What is meant by: Cultural Enrichment? Global awareness? Respect and acceptance? Social harmony? Strengths associated with diversity? Problems associated with diversity See additional extension information on Moodle. Unit 1, Session 5. Helen Taylor22

23. Extension Task 2: Find out about Malala Yousafzai How does she link to this topic? Unit 1, Session 5. Helen Taylor23

24. Unit 1, Session 5. Helen Taylor24 Reflect on learning outcomes for this lesson: Can you describe what is meant by culture? Can you describe cultural factors that may support opportunities for development? Can you describe cultural factors that may restrict opportunities for development? Can you describe how the value of education by parents or the community may support or restrict opportunities for development? Can you describe how attitudes towards gender within the family may support or restrict opportunities for development?

25. Unit 1, Session 5. Helen Taylor25 How can you integrate different cultures within own work setting? Different cultural resources to reflect the different cultures and languages in the setting Dressing up clothes – salwar kameez, Kimono, sari Dolls representing different cultures Play food representing different cultures e.g. chapatti, pizza, noodles, chopsticks Books, different languages, different cultures, books from different countries Posters/displays Celebrate different festivals and religions

26. Unit 1, Session 5. Helen Taylor26 How can you integrate different cultures within own work setting? Develop positive relationships with parents/legal guardians Work in partnership, work together Keep parents involved & informed, Regular discussions & communication Valuing parental role and involvement; welcome parents; parent helpers, Parents groups, open mornings Respect & value parents; Respect culture & beliefs Understanding diverse family patterns and cultural expectations Respecting & not being prejudiced against different families from different cultures and different ways of life, different races, religions, culture, languages, practices, backgrounds Finding out about these and respecting and valuing them

27. Unit 1, Session 5. Helen Taylor27 Why is it important to use culturally appropriate and relevant materials and approaches with children and young people learning more than one language?

28. Unit 1, Session 5. Helen Taylor28 Why is it important to use culturally appropriate and relevant materials and approaches with children and young people learning more than one language? To take into account diversity We are a multi-cultural, pluralistic society We are all different All cultures & beliefs & people are of equal value: provide equal opportunities & inclusion To ensure social harmony To avoid discrimination So we don’t treat people differently

29. Unit 1, Session 5. Helen Taylor29 Why is it important to use culturally appropriate and relevant materials and approaches with children and young people learning more than one language? So we take into account cultural needs: food, dress, language, prayer So children feel valued Children will learn about other cultures and languages Broaden children’s knowledge of geography and of the world Raise self confidence and self esteem. Curriculum requirement: EYFS Legal requirement: The Equality act 2010