Abstract
This article addresses the question as to whether training pre-school practitioners in an approach to anti-discriminatory education can impact on the developing attitudes of young children. This article attempts to analyse the effect of training practitioners in the delivery of an anti-discriminatory curriculum on the developing attitudes of the children they are teaching. This training was carried out with Leicestershire Foundation Stage settings.
Highlights
For better or for worse, the whole world can be revolutionised in one generation according to how we deal with the children. (Jebb, 1923, preface)There has been much talk about equality of opportunity in all walks of life but in education we have to ensure that the rights of all our children are publicly upheld
It is essential that highly trained adults nurture this stage of development from an anti-discriminatory stance. It should be embedded in the way adults behave with young children, not a ‘bolt on’ to the curriculum offered
Anti-bias in education is not currently a significant part of initial training for practitioners working in Foundation Stage settings
Summary
There has been much talk about equality of opportunity in all walks of life but in education we have to ensure that the rights of all our children are publicly upheld. The trouble is, we all talk about equality of opportunity as if we have a shared understanding of the meaning and have agreed terms of behaviour within an antidiscriminatory framework, which we don’t. It is essential that highly trained adults nurture this stage of development from an anti-discriminatory stance. It should be embedded in the way adults behave with young children, not a ‘bolt on’ to the curriculum offered. Anti-bias in education is not currently a significant part of initial training for practitioners working in Foundation Stage settings (i.e. ages three to five years)
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