Report on Diversity, Inclusion, and Equality at Little Panda's Nursery

This report provides an in-depth analysis of the educational practices at Little Panda’s Day Nursery and Montessori, focusing on the implementation of Montessori principles within an early childhood setting. The report examines the core tenets of Montessori education, including the development of a unique child, fostering positive relationships, creating enabling environments, and supporting learning and development through active exploration and critical thinking. It explores how the Montessori classroom promotes effective learning by supporting children's engagement, motivation, and critical thinking skills. Furthermore, the report investigates the strategies employed by Little Panda’s Day Nursery to promote diversity, inclusion, and equality, highlighting the importance of valuing diversity, creating a secure environment, and adhering to relevant legislations such as the UNCRC and the Equity Act. The report details how Montessori education aims to work with diversity, equality, and inclusion through collaboration, fostering a high-functioning learning community, and involving teachers and parents. Finally, the report reflects on the role of practitioners in promoting these values within the nursery, emphasizing the importance of communication, understanding different viewpoints, and creating a welcoming environment.

Little Panda’s Day Nursery and Montessori
“The study of the child… may have an infinitely wider influence, extending to all human
questions. In the mind of the child we may find the key to progress….” (Montessori, 1992,
p.3)
At Little Panda’s Day Nursery and Montessori, we aim at educating the child for life, and
not just for school. As early education practitioner, we have the goal to let the children be
free and encourage them to lead an independent life. We instil a sense of community within
the classroom where children of different backgrounds work in an atmosphere of
cooperation, instead of competiveness.
Source: (American Montessori Society, 2018)

Figure: Four principles of EYFS
Montessori Early Years education aims to identify the unique capabilities of each child
and create opportunities for optimal learning. A Montessori is responsible for creating
a suitable environment that supports the child to be resilient, confident, capable and
self-assured in addition to constant learning (Isaacs, 2012).
A Unique Child- Practitioners at little panda’s day nursery and Montessori are to observe
and understand the children’s development and learning. Assessment for progress is
crucial for planning consecutive steps in teaching. Further, they are to help children to
develop a positive sense of their own culture and identity. Keeping children safe and
respecting them equally also promotes suitable environment (Sackett, 2016). We trust
each individual child in his/her efforts to ‘construct an individual’.
Positive Relationships- A Montessori is to have practitioners who are warm and loving,
fostering a sense of belonging. When practitioners at little panda’s day nursery and
Montessori are responsive and sensitive to the needs of the children, children in turn
show increased interest in learning further. An ideal Montessori is to have stimulating
environment where practitioners focused on buildinghealthy relationships with the
children (EYFS, 2013). We nurture each individual child in a harmonious and peaceful
environment which fosters positive sense of belonging.
Enabling Environments- An enabling environment is one in which practitioners value
learning and value all children. They are to provide resources that are stimulating and
relevant to the children’s culture (Miranda, S., Marzano&Lytras, 2017). We provide an
environment that promotes accessibility, consistency and continuity of learning.
Learning and Development- Practitioners at little panda’s day nursery and Montessori
support development of children when practitioners teach children through playful
opportunities across vast areas of learning. Active learning, playing and exploring, and
critical thinking mark effective early learning (EYFS, 2013). We explore ways in which
we can explore active learning of the children.
The Characteristics of Effective Learning

Different ways that the characteristics of effective learning be supported in a Montessori
classroom at Little Panda’s day nursery and Montessori
In my Montessori, I have emphasized on the following three characteristics for effective
learning in the classroom are-
Playing and exploring- Engagement (EYFS, 2013)
Being willing to ‘have a go’
Finding out and exploring
Playing with what they know
Active learning- Motivation (EYFS, 2013)
Enjoying achieving what they set out to do
Being involved and concentrating
Keeping trying
Creating and thinking critically- Thinking (EYFS, 2013)
Making links
Having their own ideas
Choosing ways to do things (EYFS, 2013)
Figure 1: Three characteristics of effective learning.
Source: (Pebbles-nursery, 2018).

The montesorri classroom is an ideal place for promoting effective learning in early
childhood. Chidlren’s learning and development is an unique process that the prime areas as
Communications and Language; Physical Development; Personal, Social and Emotional
development (Spodek & Saracho, 2014). The following are some strategies through which
effective leanring can be supported in montessori environment-
Playing and exploring-(EYFS, 2013)
Provide encouragement to explore own interests
Join in sensitive play
Provide encouragement to take up new activities
Activities of everyday living are promoted in the montessori through creativity and sensorial
material. The main areas of practical life that is given focus on are care of self, control of
environment, care of environment, and grace and courtesy. Activities that children find
interest in are carried out periodically. The aim is to promote self-independence of the
learners. Creative marterials augment the interest of the students to learn more and carry out
their activities of living.
Active learning-(EYFS, 2013)
Support children to select their activities
Stimulate interest of children through shared attention
Provide encouragement to learn together
Creating and thinking critically- Sensorial materials help the children to demonstrate a
critical thinking ability. For example, they are provided with red rodes whcih they need to
sort from biggest to smallest. The application of creativity lies in ‘size discrimination’. In
another activity, children are rwquired to arrange objects of diffent sizes which need
creativity skills.
Encourage open ended questions
Use the language of thinking and learning

Model the creative process (EYFS, 2012)
Figure 2: Montessori and independent play (Source: Hogan, 2018)
Promoting diversity, inclusion and equality in the context
of Montessori early years education
We at little panda are dedicated to advancing the success of all children in their
Montessori environment through e quality, inclusion and diversity.
There is a great sense of community within the Montessori classroom, where children of differing
ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for
the environment and for the individuals within it, which comes through experience of freedom within
the community- Maria Montesorri (Hainstock, 1986, p. 81)
Reasons for promoting diversity, equality and inclusion in the context of Montessori early
years education at Little Panda’s day nursery and Montessori
Valuing diversity, promoting equality and enabling inclusion in context of Montessori early
years education is pivotal for Montessori early years education. The underpinning principle
is that a secured and accessible environment is created for the children if diversity, inclusion
and equality are promoted (Wright, 2015).
In such an environment, all children can flourish and their contributions are valued.

The importance of promotion of diversity, equality and inclusion in the context of
Montessori early years education has been acknowledged by The United Nations
Convention of the Rights of the Children, UNCRC, (UNICEF, 2015) is the international
rights treaty granting all children a comprehensive set of rights. The convention was signed
by UK in the year 1990 and ratification was done on 1991. The ratification has enabled
changes in the law regarding early childhood education. The two most noteworthy
legislations put in place are EYFS 2014 and Equity Act (2010) which guide the need of
promotion of diversity and equality in early life education. As per the Equity Act 2010,
strategic decisions are to be taken across settings while considering reduction of inequalities
and discrimination. The Early years foundation stage statutory framework (EYFS) 2014 sets
the standards that all early years providers are to meet for ensuring children’ leaning and
development. A section of the standards focuses on promotion of diversity and equality
(Bruce, 2012).
The UNCRC outlines the principles that are to be followed for establishing rights of
children, and laws of early childhood settings are based on these. Children are to be treated
without discrimination and irrespective of language, gender, ethnicity and status. Further,
the best interest of all children is to be considered as a top priority in all decision-making
processes. Children are to be given the freedom of expression of thoughts and opinions.
Most importantly, the right to education entails that children are given high standard
education that promotes their leaning and development (Desai, 2018).
Montessori settings while following the above mentionedlegislations are to create the best
environment for children in such settings. The approach has to be child-centred and they are
to be encouraged to demonstrate independence (Wortham& Hardin, 2015).
Figure 3: Right given by UNRC Source: (Bruce,
2012).

How the Montessori education aims to work with promotion of diversity, equality and inclusion at all
levels at Little Panda’s day nursery and
Montessori
Maria Montessori had talked about the approach on “following the child, the favourable environment,
citizen of the world”. This is integrated in the Montessori through activities of daily living, sensorial
and creativity. For promoting activities of daily living, children are helped to understand how to show
respect of the environment by activities such as cleaning desks and sweeping floors. For ensuring
creativity, children are engaged in a number of activities such as solving puzzles. Some of the
noteworthy sensory activities include sponge painting, sand art, and salt art.
Montessori education is a distinct approach that must create an educational environment conducive to
include students from diverse backgrounds and with different needs. The philosophy to be followed by
Montessori settings is “follow the child” as the comprehensive needs of every child are to be met
adequately (Isaacs, 2012).
Through research, equality, diversity and inclusion have shown important components in an early
childhood classroom. Montessori education can promote these elements through the following
strategies-
Collaboration- successful learning in an inclusive classroom can be promoted through peer
collaboration. Preschool classrooms need to engage children in small-group activities for better learning
outcomes. Children from diverse backgrounds can thereby spend time with each other and help in
development of fine skills. Children spending more time with educators also gain better attention that
thereby promotes their learning. Children with varied needs are to be given equal focus so that their
abilities of problem solving, engagement and self-regulation are promoted (Pianta& Sheridan, 2015).
High functioning learning community- establishment of a high functioning learning community in the
classroom leads to development of respect, academic achievement and social opportunities. Approaches
are required that minimises the disparities between children, such as placing children from different
communities to sit together in the classroom. By engaging students together, instead of pulling out
certain children with different needs, there is a sense of community built in the classroom ( Arthur et al.,
2017). This type of community is beneficial for both the children and the educators. Respect is built up
and the children respect each other apart from respecting the educators and families.
Teacher and parent involvement- for enabling optimal promotion of diversity and equality, teacher-
parent involvement is crucial. The most crucial form of involvement is participation from the parents
and teachers together. Educators in monitories are to engage in regular discussions with parents and
share information pertaining to family background, social issues faced and developmental needs of each
child. A welcoming atmosphere created in the setting enables parents to provide adequate information
that facilitates children education. Inclusive classrooms can also be made by ensuring each classroom
has more than one teacher. This ensures that each child gets adequate attention and care ( Allen
&Cowdery, 2014).

Figure 4: Atmosphere of an inclusive classroom at the Montessori. Source: (The College of
Saint Rose, 2018).
Reflect on own role in promoting diversity, equality and inclusion at Little Panda’s day nursery and
Montessori
As an early life practitioners should acknowledge the role in implementing inclusive practice that
upholds the promotion of diversity across the setting. They should understand that inappropriate
attitudes are to be challenged and suitable measures are to be taken for encouraging children to respect
and value others. For proofing and establishing an inclusive and diverse physical environment, they
should consider implementing strategies that are aligned with my aim of delivering adequate early
childhood care (Grisham-Brown et al., 2017).
Notably, early life practitioner should welcome children from all races, culture, ethnic and religious
backgrounds. At all times, they ensure that their needs are met while providing opportunity to access all
services (Park et al., 2016). By this means, children can foster a sense of belonging. Communication is
both formal and informal as a suitable combination of both makes the children comfortable within the
leaning setting while developing a sense of being valued. Further, the reflection from the task is that
equality and diversity even if the children do not represent different backgrounds. Communicating
openly and understanding the viewpoints of the children and their families is a key strategy for me to
promote respect for inclusion and diversity practice (Aubrey and Dahl, 2014). Real dialogues with
family members can be created as this helps in bridging the gap between the Montessori and home
culture. Finding common ground is at times difficult when there are dissimilarities in perspectives.
Sharing information in a two-way process eliminates communication difficulties. We have key
responsibility in working with parents for supporting the development of the children. In addition I
would like to mention that in Little Panda’s Montessori, we abide by the legislations. Training is
provided to us on a regular basis so that we can enhance our skills and competencies and work
accordingly. In promotion of diversity we arrange classroom sessions with children with different
backgrounds and different needs so that children can understand the basics of working in collaboration
with each other. In this respect, it can be concluded that engaging in continuous improvement of my
knowledge and understanding of issues of diversity and equality. This will help in making inclusion a
thread running through all activities of the
Montessori.

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