Diversity and Equity Policy To create an environment that supports, reflects and promotes equitable and inclusive behaviours and practices, and respects individuals and groups of people, it is crucial that a service examines its value and belief systems. For many services, the majority of enrolled children and families do not speak English or it is their second language. Some services are remote or have little access to support agencies and professional development opportunities for staff/carers. In other circumstances, a familys traditional or cultural expectation about child rearing can be in conflict with current early childhood recommendations and theories. Personal experiences, biases and prejudices can influence professional and ethical behaviour and effect caregiving skills and strategies the value of interactions between children, families and staff/carers and the ability of stakeholders to work cohesively as a team. Reflective questions can assist services to develop different ways of communicating and can encourage open and honest discussions between the services stakeholders. The Diversity and Equity Policy should refer to the services Philosophy Statement. Policy Number number Link to CCQA Principles Family Day Care Quality Assurance (FDCQA) Quality Practices Guide (2004) Principle 1.2, 1.5, 5.1 / Outside School Hours Care Quality Assurance (OSHCQA) Quality Practices Guide (2003) Principle 1.2 / Quality Improvement and Accreditation System (QIAS) Quality Practices Guide (2005) Principle 1.5 Policy statement The purpose of the Diversity and Equity Policy is to ensure that all persons are treated equitably and with a level of mutual respect reduce bias and prejudice develop a range of practices and guidelines that actively counteract bias or prejudice promote inclusive practices encourage all persons to communicate respectfully and fairly and avoid stakeholders making comparisons between children, families, staff/carers, their backgrounds, abilities or additional needs. The services environment treats and respects people equally regardless of gender, age, socio-economic status, race, language, beliefs, additional needs and family structure or lifestyle. The service does not tolerate behaviours, language or practices that label, stereotype or demean others. The service recognises and values the differences and similarities that exist in children, families, staff/carers, management/coordination unit staff, students, volunteers and the wider community. The Occupational Health and Safety Act states that employers have a duty of care to their employees to ensure that the working environment supports emotional and mental wellbeing. The service can refer to additional legislative requirements Age Discrimination Act 2004 (Cwlth) Disability Discrimination Act 1992 (Cwlth) Human Rights and Equal Opportunity Commission Act 1986 (Cwlth) Privacy Act 1988 (Cwlth) Racial Discrimination Act 1975 (Cwlth) Sex Discrimination Act 1984 (Cwlth) Rationale The rationale represents a statement of reasons that detail why the policy and/or procedures have been developed and are important to the service. Some services may already have a code of ethics or conduct that can assist in governing their policy and procedures. The service may decide to include information about the United Nations Convention on the Rights of the Child, or Early Childhood Australia (ECA) Code of Ethics (2005). Services can link this section by stating Please refer to the services Philosophy Statement. Strategies and practices These are examples. Services are encouraged to develop and adapt the following strategies and practices as required to meet their individual circumstances and daily best practices. Children and families Services can describe how it implements a range of guidelines and strategies which meet the individual needs of children and families. It is important for services to remember that equitable and inclusive practices are a continuous process and should occur every day. Identifying and supporting individual needs The service can describe how it supports children and families with additional needs. Additional needs is a broad term of reference and can include children and families with intellectual or cognitive delay. Services should consider the following reflective questions How will the service communicate the requirements of child care in a way that is understood by the child or family How do staff/carers effectively communicate the childs care experience to parents with cognitive delay How do staff/carers effectively retrieve information about the childs home life at the beginning of each care session How can the service develop methods to effectively communicate between children, families and staff/carers language requirements, which can include diagnosed medical conditions that delay speech development, such as oral or verbal dyspraxia. Services should consider the following reflective questions How does the service meet and support the language needs of children and families How does the service support bilingual children and families Which of the services support documents can be translated in different languages How can the service access an interpreter How does the service aim to communicate with families and children after enrolment and when they are settling into care How are strategies reinforced between home and the service How are strategies evaluated by the service specific medical conditions, such asthma, diabetes, anaphylaxis or cystic fibrosis. Services should consider the following reflect...