Traveller Child in Education Action Framework - Early Years

More documents

Recommendations

Info

Secondary level children or young people talking to counterparts atPrimary level to inspire those children to be eager and able for the nextstage.Proposals that the TESS will work with ELB/ESA officers, post primary careerteachers, parents and young people to ensure that careers advice andsupport takes account of the relevant culture, traditions and world of work arealso supported across stakeholders. However, the document states that tosupport the work of careers advisers a fact sheet on Traveller culture, selfemploymentand family employment patterns and lifestyles will be developedby the TESS in partnership with TSGs and the Equality Commission andmade available on-line as a free to download training and advice resource forcareers advisers and teachers across all sectors. This is not enough.Processes around information or careers training on Traveller culture,employment, family patterns and lifestyles must be more than the provision offact-sheets and online materials, they must encourage open and honestdialogue, be fully participatory and involve Travellers themselves and westrongly recommend the Department and the TESS to consider this early inthis development process.10. InclusionWe strongly agree and recommend that: Inclusion and diversity training and capacity building initiatives forschool leaders, teaching and non-teaching staff be explored as to howto be aligned into a common curriculum; Currently available inclusion, diversity, positive images and goodrelations resources and learning materials also be assessed to ensurethey support capacity building curriculum; and A framework for professional development be established to includebuilding the capacity of teachers to deal effectively with increasinglyinclusive classrooms in terms of academic ability, social issues andpersonal needs.Strong messages emerged through parent and family member engagement(Appendix II) regarding: Cultural, anti-racism and anti-bullying training in schools and settingsand for all including school Governors, leaders, teachers, practitionersand non-teaching staff; The need for greater understanding of Travellers' lifestyles, traditionsand cultures; and The meaningful involvement and active participation of Travellersthemselves in training and awareness raising.In relation to the exploration of existing good practice in addition to referenceto the Toybox Project we recommend reference to the Media Initiative forChildren (MIFC) Respecting Difference Programme 8 also developed by EarlyYears.8 http://www.early-years.org/mifc/10
The MIFC Respecting Difference programme deals with race/ethnicity,culture, physical difference, disability and bullying behaviours and includes aspecific message on Traveller culture and lifestyle. The programme seeks toincrease awareness of diversity and difference issues among young children,early childhood practitioners, teachers, parents and management committeesand to promote more positive attitudes and behaviours towards those who aredifferent. MIFC Respecting Difference has been externally evaluated thougha randomised controlled trial 9 (Connolly, P., Miller, S. and Eakin, A. 2010) andfound to have a positive affect on young children’s attitude towards andrespect for others who are different. The MIFC Respecting DifferenceProgramme is currently linked to relevant curricula for children aged from twoto seven years and there is consideration being given to further developmentof the programme covering the timeframe right through to the end of PrimarySchool. MIFC Respecting Difference also provides opportunities for parentsand practitioners from diverse backgrounds to share their beliefs, concernsand positive learning experiences about the education of their children, acrosssocio-economic, ethnic, cultural and gender borders with other parents andagencies. Engaging with parents is vital in order to address theintergenerational transmission of prejudicial attitudes to young children.Engaging with parents courageously therefore should also allow for attitudesand behaviour to be explored, including addressing prejudices andstereotypes. It is vital that space is created that is both safe and challengingfor exploring these issues with parents. Equally, in ManagementCommittee/Board of Governor workshops, participants have the opportunity toshare their own experiences including those which as children shaped theiridentities and attitudes. They also have opportunities in an informal way fordiscussion and sharing with others who have been raised with differentperpectives and attitudes. In this way parents, teachers, pre-school staff,governors and management committee members are themselves engaging,reflecting and building their own understanding of others who are different.Key strengths of MIFC Respecting Difference are that it places a strongemphasis on promoting socio-emotional development as the foundation uponwhich diversity work can be undertaken and it looks at diversity and inclusionin all its aspects through an age appropriate programme. The programmelooks first at sameness before addressing difference. This is done usingpersona dolls where a character is developed which incorporates differentaspects of identity. The children see the points of similarity and subsequentlythe points of difference. The persona dolls are an ideal practical tool toencourage the development of empathy, to see a situation from another’sperspective.The Toybox project also was subject to an independent evaluation whichstated that in terms of service delivery, the project has been very successful interms of engaging families and supporting the development of Childrenthrough play. Furthermore the evaluation found that the project has been verysuccessful at filling the gap, and being a catalyst, between families andstatutory support services, health visitors, social workers and others in the9 http://www.early-years.org/coral/mifc.php11
Page 1 and 2: Early Years Headquarters T +44 (0)2
Page 3 and 4: Dissemination of relevant informati
Page 5 and 6: voluntary and community sector orga
Page 7 and 8: Interruption of needed service is a
Page 9: visitors staying late and children
Page 13 and 14: Engaging directly with parents enab
Page 18 and 19: Appendix II. Parent and family memb
Page 20 and 21: My 17yr old is happy he is going ba
Page 22 and 23: Settled people don’t know what it

Traveller Child in Education Action Framework - Early Years

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?