Individual characteristics are built up with age, sexual orientation, belief, religion, ethnicity, disability, and gender. Individual differences are all about the differences and similarities of people in terms of behaviour, feelings, and thinking.
Diversity is a way of celebrating and embracing society’s richness and also making sure that underrepresented societies have their stake in the community. Since society is full of different people, it is significant to value everybody’s perspectives, experiences, and unique skills. Valuing differences and diversity helps to bring out the best in individuals, which helps to improve the economy at the local and national levels.
This essay discusses the importance of valuing differences and diversity in child services in Australia. The reason for focusing on child services is that they are the future of the country. Also, due to the changing lifestyle, where both parents are full-time employees, they are concerned about their child care.
According to ABS statistics, around 1 million children attend informal care, and 750,000 children attend formal care. The statistics also show that around 60% of children whose parents are full-time jobbers generally attend child care(Abs.gov.au, 2014).
This shows that there is an increase in the demand for child care services in Australia. Recent forecasts also show that Child Care services will become one of the top five occupations in upcoming years (Megtinstitute.edu.au, 2014). This needs some of the best child carers who value differences and diversity, which would help to raise children better for personal and professional life and also for the country.
Bowlby’s attachment theory (1969) demonstrates the interdependency of children’s care. According to this theory, when a child seeks care, they mainly expect protection and comfort, which reduces their fear and also satisfies their needs.
A child carer who satisfies a child’s needs is more likely to become attached to the child. However, if the caregiver is unable to meet the goals and builds up a weak attachment with the child, the child’s behaviour becomes more intense.
This theory also emphasizes that secure early relationships can produce better behavioural, cognitive, and emotional outcomes, which is unlikely to happen in an insecure relationship. Similarly, according to Pringle(1986), four needs must be satisfied to develop a child: responsibility, recognition and praise, new experiences, and security and love.
This enables assessing whether a child’s development is proceeding or not. In order to ensure that every child in child care is receiving equal services, it is necessary to have high-quality standards of practices and procedures.
Every parent feels confident about the children’s services if they see that the child care service, may it be Family day care, long day care, preschool, outside school hours care or kindergarten, provides high-quality education and care. According to OECD (2001), a high quality child care service enhances and creates community and family networks, acts as a trusted support and an effective information source and also gives children with nurturing and caring programs with proper specialist intervention.
Allhusen and Clarke-Stewart (2005) say that high-quality services offer an affirmative developmental outcome, whereas a poor-quality service poses risks to the child’s development. High-quality services help give long-term and short-term positive benefits (Sylva, Siraj-Blatchford & Taggart, 2003)to children who belong to less-advantaged family backgrounds (Melhuish, 2003).
The high-quality practices in children’s services are the product of the interface between process and structure quality components. The process components mainly emphasize on the environment of the children, carer-child relationship, curricula, interaction among the parents and the carers, working conditions and staff stability where as the structural components measure the environmental features of the children service, staff-child ratio, group size and also staff qualification and training(Love et al, 2002; OECD, 2001).
Well-qualified and trained staff gives children various opportunities, such as playing games, trying various creative things, building up interaction, and asking questions, to develop their life and social skills. High-quality practices encourage communication with the parents and attention and sensitivity to various diverse religious and cultural backgrounds, dislikes and likes, disabilities, races, ethnicities, etc.
The practices also plan and develop a wide culturally inclusive program that better suits the needs of the child. The high quality also emphasizes practicing flexibility in staff routine, providing opportunities to communicate with the children, and allowing every child to participate and observe everything without any pressure(CareforChildren.com.au, 2014).
Encourage every staff to participate in multicultural events and meetings to form a strong relationship with a diverse cultural population. It also focuses on well-physical and supervised, stimulating and clean environment to ensure safety of the children; it also emphasizes various physical activities, better personal hygiene and also good nutrition.
Thus, one of the key principles of high-quality services is to build respectful, warm, and strong communication and relationships among staff, parents, the community, and children (Raisingchildren.net.au, 2014).
Children are experiencing childhood in a diverse culture society. Various research uncovers they are mindful, at three and four years and some of the time prior, of ethnic, sex,’racial’, dialect also physical contrasts (Vandenbroeck, 2011).
They perceive contrasts and likenesses as a component of their characteristic formative process and absorb positive and negative, talked and implicit messages about contrast. These impacts are a piece of the children’s advancement of character toward oneself and respect toward oneself.
Children learn and have their perspectives strengthened by the demeanour they encounter, essentially through associations with grown-ups and the more extensive group (Ebbeck, 2001). A youngster’s best advantage ought to be essential, though, considering what will be the effect on Children and abstaining from making mischief.
A comprehensive procedure and a non-unfair methodology guarantee that all Children, notwithstanding their class, sexual orientation, ability, gender, families, ethnicity, sexual introduction, religion, and nationality, have equivalent access (Penn, 1997).
Various studies have shown that the lack of effective cohesion among cultures, sexes, and races is mainly due to stereotyping, mistrust, language, and cultural problems. If these problems are not addressed properly, they will lead to an inability to make effective decisions or agreements, an inability to endorse good ideas, and an inability to take effective and united action (decet.org, n.d.).
Thus, the Valuing Position is very important to establish a realistic approach to encouraging everyone in child services to overcome their limitations and boundaries and learn various new things about different cultures in society that they are unfamiliar with.
Valuing position provides a safe and available environment in which all youngsters can thrive and in which all commitments are considered and esteemed; incorporate and esteem the commitment of all families to our understanding of equity and assorted qualities (Fryer & Loury, 2013); give positive non-stereotyping data about sexual orientation parts and differing gang structures, assorted ethnic and social gatherings and incapacitated individuals; enhance our insight and understanding of issues of hostile to oppressive practice, advertising fairness and esteeming differing qualities; challenge and wipe out oppressive activities; make incorporation a string that goes through the greater part of the exercises of the setting; cultivate great relations among various other cultures in the society(crossbowpreschool.co.uk, 2014).
Valuing position helps to identify the issues and challenges that the child and family are facing, which have a negative impact on the child’s development. The resilience concept helps individuals recover from various issues that they are facing in their lives.
Various theorists state that many factors help individuals be flexible in handling challenges, such as competent parenting, the accessibility of close social help, better instructive experience, and a higher feeling of self-esteem(Follari, 2007).
Great associations with professional social adults and a capacity to unravel and understand what has happened are basic components of advertising versatility (Sweden, 2002). While recognizing that strength is a complex idea, Rutter (1993) contends that strength can be advertised and constructed inside people by anticipating and supporting youngsters through life changes and establishing defensive procedures.
In order to increase strength, systems ought to address the danger figures in a child’s life and expand on the defensive elements (Gilligan, 2001; Little and Mount, 1999).
Developing a feeling of social personality upholds the advancement of the children’s personality, respect toward oneself, and their inclination to fit in with their group. These are all defensive variables for mental well-being in right-on-time adolescence.
Children’s social personalities are formed through dialect, narrating, connections, conventions and schedules. Being open to families who belong to different cultures also supports children in their learning and development process. Showing mutual respect for other cultures includes being interested in distinctive plans and methodologies and admiring the improvement this gives(Kids Helpline, 2014).
At the point when teachers are mindful of social contrasts in child rearing, touchy to the issues confronted by families and aware of force contrasts, this backs great associations with families. Thus, to address the differences in ethnicity, ability, sexuality, families and gender, high-quality services must include four elements- practice skills, professional knowledge, ethics/values and principles(kidsmatter.edu.au, n.d.). The practices should include
Collective practice perceives that child security mediation is embraced inside a system of government, non-government, and other group backings and administrations. No single organization or individual can help the children and families present. This requires assorted skills, abilities, and learning from various faculties across a range of organizations(Attard-Baldacchino, 2013).
Socially responsive practice values social contrasts, looks to become socially educated, and shows this in activity. This incorporates tending to potential hindrances to relationship building and engagement and looking for the exhortation and aid of individuals learned in connection to the society and dialect talked about.
The socially responsive practice tries to guarantee the security and prosperity of youngsters while perceiving that socially assorted qualities may be reflected in contrasts in the idea of family, Child-raising, and child-rearing practices(adler.edu, 2011).
Family-centred practice perceives the focal part that relatives play in guaranteeing the well-being and prosperity of their youngsters and is dynamic in reinforcing and supporting relatives to give this.
A family centre is vital in a setting where the greater part of kids who get intercessions exist with their family and most youngsters who enter the mind in the long run return home (Bullock, Little & Milham 1993, Wulczyn 2004)
The child-focused practice welcomes us to place the kid’s best advantage at the inside of our appearance, evaluation and mediation. Certain in this is listening to youngsters, trying to comprehend their perspective and including them in arranging and choice making about their own particular lives.
Abilities for autonomy, a feeling that all is well with the world, having a place and a system of social support have been distinguished as basic for fruitful departure from consideration (Cashmore & Paxton 2006; Stein 2006; Tilbury et al. 2007). Subsequently, a long-term children-focused center is imperative in supporting youngsters in effectively departing from consideration.
In conclusion, the key value of children’s services is that they challenge imbalance, promote consideration and worth differences, and enhance conclusions for all children. Ensuring these outcomes obliges the service providers to address the poorer results some youngsters can encounter through, for instance, neediness, sick well-being, and separation.
Administrations ought to help decrease and evacuate such hindrances and shut crevices in results where they exist. They ought to be receptive to the various needs and goals of a changing populace. This essay has highlighted that communicating effectively with families, children, and staff, making effective policies and procedures based on their needs, and providing high-quality services helps to foster the lives of children.
Poor-quality services negatively impact children’s development. Collaboration, child-focused, family-centered, and Socially Responsive practices help develop the child and also address issues related to differences and diversities.
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