Impact of Inequality on Early Childhood Experiences of Children and Adults

This essay explores the impact of inequality on the experiences of children and adults in early childhood settings. It covers legislation and official guidance, ethical practices, special education needs, and the impact of discrimination on learning and development. The essay also discusses the impact of disparities on socio-economic backgrounds and gender.

Impact on the experiences of children
and adults in an early childhood setting.

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
Overview of legislation and official guidance........................................................................3
Link with an ethical practice within early childhood.............................................................5
Special Educational Needs (SEN) and Disability..................................................................6
Development of two chosen areas..........................................................................................8
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
Every child and young adults may experience some of the learning difficulties at some of
the points in their life. It is generally not unusual. As for most of the children having the
difficulties are simply temporary as well as are soon reduce it with the aid as well as support
from home as well as the educational institutions. In this, the special education needs are
generally used to illustrates the learning difficulties or the disabilities which specifically make it
harder for the some of the children instead of most of the children of their similar age group
(Lindsay, Cagliostro & Carafa, 2018). The main aim of producing the essay is to evaluate that
why the problems of inequality among the early childhood are important as well as how it can
impact on the experience of children and the adult people as well among the early childhood
setting. In this, having a knowledge of the legal system can effectively give the foundation from
which one can start to understand as well as can apply the principles of constitutional,
administrative as well as the judicial legislations towards the educational institutions settings
(Bird, 2019). The judicial systems generally have played an essential role in the improvements of
the educational settings at both the levels such as the state and federal as well.
MAIN BODY
A child or the young person generally involve the special educational requirements as
well as the disabilities if the children's or the young adults have the learning difficulties or the
disabilities. The special education requirements can particularly affect the writing as well as
reading such as the children or young adult contains the dyslexia. It can specifically affect their
capability to understand the things (Chaffee, 2021).
Overview of legislation and official guidance.
In context with UK, there are some piece of legislations which particularly applies in
respect of the disability as well as the special educational requirements such as the Equality Act
2010, and the Children and Families Act 2014. in this, the Equality Act 2010 generally applies
towards the provision of goods, facilities as well as the services consisting the education as well
as towards employment. The Equality Act 2010 can also place a public sector equality duty on
the public bodies consisting the educational institutions (Reed & Blaiss, 2018, November). The
legislations such as Children and the Families Act 2014 generally brings together the legal duties
for the disabled young adults as well as the children's and those who are with the special

educational requirements. In this section, it will illustrate the status of the special education
needs and disabilities codes of practice. The particular section will also define the special
education needs consisting the wide regions of the needs as well as the graduated approach
which is used in the code of practice (Song et. al., 2018). In this, there are some of the
legislations which are specifically linked with disability equality and are such as:
The Disability Discrimination Act 1995: It can give the legal evaluation in order to clarify the
specific rights of the disabled people in context with the employment, obtaining the building of
care services and by renting the properties. Within the early years of development of the children
in furnishing the education as well as care for the specific children, the care services used that are
to be covered by the provisions which are set out by the DDA 1995 part 3. Therefore, nowadays,
The Disability Discrimination Act is also a part of The Equality Act 2010.
There are some of the legislations that are associated with the gender equality and are as
mentioned below:
The Sex Discrimination Act 1975: The Act generally has made illicit for the difference in
context with sex. In this, the discrimination is not enabled within the area of education,
employment as well as advertising while giving the housing, or the care services and facilities as
well. Within the early childhood care as well as the education settings, the Act can ensure about
every child is specifically given with some of the equal education as well as the care and
encouragement irrespective of the gender.
Special Education Needs: In the Special Educational Needs Code of Practice 2001, it
mainly outlines the guidelines for the specific policies and the procedures as well as the
responsibilities for the children with the special educational requirements. It can involve the level
of encouragement which is generally required for the children to give an important care services
and support which mainly depends over their demands as well. It can specifically empower the
framework for the educational institutions as well as can advise them to effectively remove the
limitations to grow the realisation of the children in having the Special Educational Needs.
In this, the guidance does not assume that there are specific hard and fast groupings of the
special educational requirements. It recognises as the local education authority that every child is
particularly unique as well as that the questions which were particularly asked by the local
education authority must mirror the particular circumstances of that child. The local educational
authorities must recognize that there is a broad spectrum of the special educational requirements

which are specifically inter connected, although there are also particular requirements which
usually inter-relate directly towards specific types of an impairments (Trevarthen, 2017). The
areas of need can also involve such as sensory or the physical, the behavioural, social as well as
the emotional development.
An anti-discriminatory practices can operate in every aspect of the early years care
practices which can derive the values of the families, their communities as well as the care staff
by simply embracing a commitment towards the social justice and the equality generally
concerning across the nation. In this, an anti-discriminatory practice is generally important which
can significantly describe an approach towards the work with the young children by simply
encouraging the diversity and believing the differences within them (Saltzstein, 2020).
Special Educational Needs (SEN) and Disability.
There are different inequalities within area of SEN and disability which can lead to impact
babies, families, young children and staff with childcare settings. Inequalities may include the
discrimination, stereotype, culture, inclusion and others which can have high impact on the child
care settings (Ballard, 2018). This can have direct impact on the delivery of care for the children
that may related to the impacting care of babies, young children, staff members and families.
Discrimination in delivery of learning can also impact the service provision that can impact their
learning and may impact their future to perform different tasks and dealing with different
situation. There is also impact on the family which is due to not getting proper learning which
should be delivered to their children for future aspect. This also have the learning about the
changing in lifestyle of young children due to discrimination within learning and facing
exclusion. In this, the children who are from the lower income families and have disabilities are
generally at a greater risk for a reduced result which may involve antisocial behaviours,
depression, mental well-being, poor physical or educational failure as well. In addition to this,
the distance disparities can produce distance among the children as well as their peers who can
specifically impact the behaviours as well as the well-being which is generally reflected via the
children's educational results.
In this, due to different diversity and culture children may get discriminated with getting
education and learning. In context to SEN and disability, there is risk of getting disabilities
which can further impact on children, young child, families and staff members within premises.
In this, there is need to deliver the quality learning and education services which can allow to get

better and effective guidance for the future outcomes. Through discrimination due to inequalities,
disabilities, diversity, culture and others. This is the one that can have high impact on delivery of
getting learning to the children for their better and improved future. While getting discrimination
either due to culture, diversity or other reason, this may impact of getting quality learning that
can have high negative impact on the learning which may impact young children, babies,
families and staff members within early year settings. Here, educator needs to ensure that there
should not be any type of discrimination with the disabled child and ensure about proper care and
learning which can provide better outcomes (March, 2020). There is high impact of inequalities,
bias and discrimination in this area. This can also impact the delivery of getting different
learning for the future growth and development for the children within childcare settings.
While working with children in child care settings during practice about delivering of care
and education to children in the care setting. It has been demonstrating that there is high impact
of discrimination on children for getting better education and learning for proper growth and
development. This can be effective and allow to get better understand about the future learning
and help in dealing with such type of discrimination on the basis of disabilities which can further
lead to create better learning for the future. Inequality, bias and discrimination can lead to lower
the motivation of children and may lower their confidence which can impact their future and
learning along with mental health. in this, there is need to ensure about the better health and
allow to get improved lifestyle (Brown, 2017).
In this, the well-being as well as the nutrition care sectors has not been prior seen as an
essential factor in the early childhood improvement or development. Yet there are the services
which the well-being care provider can offer for the children or the young adults. In context with
the cognition as well as learnings, the children or the young adults who generally exhibit the
features of moderate, severe or profound learning impairments or the significant learning
difficulties like the dyslexia, needs the significant programmes to help the progress in learning as
well as cognition. In this, such needs may also apply to some of its extent towards the children or
the young adults having the sensory as well as the physical disabilities and also those on the
autistic spectrum. In this, some of the children may also linked the physical, sensory as well as
the behavioural difficulties which can compound the needs of children or the young people. In
this, the children as well as the young people may need some or can be all of the following such
as can aid with processing the memory, language as well as the reasoning skills, it can also aid as

well as empower in acquiring the literacy skills, the very flexible arrangements of teaching
(Johnston et. al., 2018). The cognitive as well as the learning can also aid with the issues solving
skills as well as developing the concepts, can aid with the sequencing as well as the
organizational skills. In addition to this, there are the programmes which can specifically help the
improvements or the developments of the fine as well as the motor competencies. Furthermore,
the decisions may depend on the severity of the cognitive capability of the children as well as
any interconnected needs which can compound the difficulties of a child in accessing the
generally curriculum (Torrance, 2017).
In context with emotional, behavioural as well as the social development, the young adults
or the children's who generally exhibit the features of emotional as well as the behavioural
difficulties who are generally withdrawn or isolated, disturbing as well as disruptive, hyperactive
and the lack of concentrations in those children's or the young adults who involves the immature
social skills as well as those who are presenting the most challenging behaviours that are
specifically grown from the other complex special requirements. This may need aid or the
counselling for some of the following things such as the flexible teaching arrangements, can aid
in adjusting to the educational institutions expectations as well as the routines. This can also aid
with the improvements of the particular social competencies as well as the emotional maturity.
The behaviour, emotional and the social development can aid the children or the young people in
adhering the positive interactions among the adults and peers as well (Gorman, 2017).
Within the early childhood care settings, disparities can generally be visualized in various
unique forms, as well as it can cause segregation among the educational context. In this, because
of disparities as well as having lack of opportunities to access an early childhood care and the
education services, the children generally from the underprivileged socio-economic backgrounds
can frequently attend the educational institutions with having less skilled or experienced care
professionals. In addition to this, the families generally also face the problems as they are not
able to give of high quality care as well as an advanced level education for their children as well.
In addition to this, a discriminated behaviour towards the children can significantly influence the
attitude of the children in front of their parents as well as it can also lead to a low participation
with the families as well. In this, the low-income societies are more frequently not able to afford
the high quality preschool programs as well as an early childhood care services which can cause
an academic drawback towards the children (Manzer, O'Sullivan & Doucet, 2018). In order to

remove the inequalities, educators and care professionals should use the relevant legislations as
discussed above to promote equalities so that children along with disabled can able to participate
in classroom activities. Such encouragement will provide disabled children effective self-esteem
and potential confidence among them to fulfil the tasks.
Description area 2: GENDER
The term gender specifically refers to the characteristics of men, women, boys and girls
which are socially constructed. It consists behaviours, norms as well as the roles that are linked
with being a woman, girl, boy and men and the interrelationships with each other. In order
words, as a social construct the term gender can varies from the community to community as
well as can change with time. It can also create disparities which can intersect with the other
economic and social inequalities. In this, the discrimination based on gender can intersect with
various other elements of discrimination like socio-economic status, age, ethnicity, geographic
location, sexual orientation, gender identity as well as various others. Among children's mostly
girls can involve risk such as pregnancy, child marriage, sexually transmitted infections, leaving
school at an early age and exposure towards violence as well. In context with boys, they also
suffer from enhanced risk of drug abuse, having shorter life expectancy than the women more
specifically if they are trying to challenge masculine norms and suicide as well (Critelli, Lewis,
& Méndez-López, 2017). In context with legislations, A RPWD Act 2016 gives an appropriate
government shall which can ensure that the disabled people should enjoy the right to equality, a
life with dignity and consist respect for their own integrity equally with others. The educators
can address the inequalities by simply executing the legislations linked with gender inequality
such that education among girls can specifically strengthen their economies and decrease the
disparities. Providing education to girls contribute towards more stable and resilient communities
which provide all the individuals consisting men and boys as well. The educators should involve
every child in the classroom activities, plays such that every individual can feel motivated and
healthy. With help of the legislations, educators and care professionals can effectively able to
remove the gender inequality as well as can ensuring the access towards the full curriculum for
all children. With help of RPWD Act 2016 and The Sex Discrimination Act 1975, educators can
promote the independent nature of the children by providing them sufficient education.

Description area 3: CULTURE
The impact of culture in the lives of children can play a crucial role such as having a
positive attitude of the family members and other as well as beliefs can promote a positive
culture in children's life. In this, having a unique cultural influences which children can respond
to from birth, containing beliefs and customs around the food, artistic expression, religions, and
language can influence the pathway they can develop emotionally, physically, socially as well as
linguistically (Lindsay, Cagliostro & Carafa, 2018).
The legislations which can supports the equality in the area involve Gender Equality Law (2011),
Gender Recognition Act 2004 (GRA) and The Equality Act 2010.
Gender Equality Law (2011): The legislation generally seeks to eliminate the occurring
discrimination within the employment, trainings as well as the ongoing recruitment on the basis
of marital status, sex, gender or the pregnancy as well as to encourage the payment of an equal
remuneration towards female and male workers who can perform work of an equal value. In
addition to this, it can aim to protect against discrimination in the various other regions like
access to services, goods as well as the facilities and the discrimination via the occupation
advertisements and interviews. Problems like discrimination by the professional partnerships,
employment agencies, and qualifying and the vocational practices within the workplace are also
being addressed within the legislations.
Gender Recognition Act 2004 (GRA): In this, it can allow an individual to alter the sex
recorded over their birth certificate, either from male to a female or vice versa. The Act can
make no provision for the identification of any other gender.
The Equality Act 2010: In the legislation, term sex is generally one of the protected
characteristics in the Act as well as there are significant provisions ban the sexual harassment
and within the organization discrimination containing pay.
In this, early childhood is generally the most essential phase of the improvement in an
individual’s life. It is the only stage when a cognitive, emotional, social skills are effectively
being learned impacting a lifelong educational achievement, well-being and health as well. In
addition to this, it will in turn can influence more negatively over the survival of the children,
their healthy growth and development as well. In context with educators addressing the
inequalities regarding culture, they should promote children from different cultures, as having a

cultural background can give the child a sense of who they actually are. In addition to this, with
help of above discussed legislation, implementing such laws within institutions can help them to
remove the cultural difference among children and promote effective learning. Having a unique
cultural impact among children can respond to from their birth, consisting a custom and beliefs
around food, artistic expression, religions, and language can influence the pathway they develop
socially, emotionally, linguistically and physically as well (Guglielmin, Muntaner, O’Campo &
Shankardass, 2018).
CONCLUSION
It is concluded from the above discussion that the more adverse experiences in the
childhood, the greater the possibility of the delays in developmental as well as the other various
issues. In this, the young adults with the more adverse experiences in the early childhood are also
more likely to contains the well-being related issues such as depression, cardiovascular illnesses,
alcoholism as well as the diabetes. The assessing towards the early childhood education can give
the young adults as well as the children's with the cognitive and the social experiences which can
aid them to become more independent as well as can improve a very positive attitude towards
learning. In this, such skills can aid the children's or young adults to settle into the primary
educational institutions as well as can drive their scholarly attainment.

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