Diversity in early childhood education and care is twofold. The centre benefits from a wider pool of knowledge, experience and perspectives and the children are exposed to the variation this brings, widening their perspectives. In this topic, you will learn about diversity and working according to legal requirements.
By the end of this topic, you will be able to:
- define diversity
- explain the benefits that diversity brings to the workplace, specifically in an early childhood education and care setting
- identify legislation relating to diversity
- explain the importance of anti-discrimination and equal employment opportunity.
The Cambridge Dictionary defines diversity as
‘The fact of many different types of things or people being included in something; a range of different things or people’.
Diversity refers to the differences that exist among individuals and groups of people. These differences include but are not limited to culture, race, ethnicity, disability, religious or spiritual beliefs, gender, sexual orientation/sexual identity, and generational differences.
A diverse group of people will include those who can bring different life experiences and perspectives.
Key areas of diversity
Diversity encompasses a wide range of human differences and identities. Understanding and valuing diversity helps to promote mutual respect, empathy and understanding and breaks down barriers that lead to discrimination and prejudice.
Key areas of diversity include:
Culture refers to the shared beliefs, values, customs, behaviours, and artifacts that characterise a group or society. Culture can include the cultural background of the children and their families and the cultural diversity among staff members. For example, the different languages spoken, the traditional clothing worn, or cultural practices and customs followed.
Example: A child from a Chinese background may come from a family that values traditional Chinese customs and practices. This child's family may believe in traditional gender roles where boys are expected to be more assertive and independent, while girls are expected to be more passive and obedient. This cultural background may impact how the child interacts with their peers and caregivers and how they respond to different activities and routines in the centre. To support this child, a team leader may encourage staff to learn about Chinese culture and customs and to be mindful of any traditional gender roles that the child may have been exposed to at home. They may also try to incorporate cultural elements such as Chinese music and art into the centre's activities and encourage the child's parents to share their cultural practices with the centre. This will help the child to feel more comfortable and valued in the centre and will also help to educate staff and other children about Chinese culture.
Race refers to a group of people with common ancestry or physical characteristics such as different skin tones, hair textures or facial features. Race can include the racial backgrounds of the children and their families and the racial diversity among staff members.
Example: A child from an Aboriginal background may come from a family with a unique cultural heritage and historical experience. This child's family may have experienced discrimination and marginalisation based on their race, which can affect their social and emotional well-being. This racial background may impact how the child interacts with their peers and caregivers and their self-esteem and sense of belonging. To support this child, a team leader may encourage staff to learn about the Aboriginal culture and history and to be aware of any potential biases or stereotypes in the centre. They may also try to incorporate elements of Aboriginal culture, such as literature, music, or art, into the centre's activities and curriculum and encourage the child's parents to share their cultural practices and experiences with the centre. This will help the child to feel more comfortable and valued in the centre and will also help to educate staff and other children about the Aboriginal culture and history.
Ethnicity includes different nationalities, languages, or cultural practices of children, their families and staff members. Example: A child from a Mexican background may come from a family that speaks their native language at home and has a strong connection to their heritage and culture. This child's family may have unique customs, beliefs and practices different from the dominant culture in the centre. This ethnic background may impact how the child interacts with their peers and caregivers and how they respond to activities and routines. To support this child, a team leader may encourage staff to learn about Mexican culture and customs and provide relevant materials and activities to the child's culture. They may also try to incorporate cultural elements such as traditional Mexican music and art into the centre's activities and encourage the child's parents to share their cultural practices with the centre. This will help the child to feel more comfortable and valued in the centre and will also help to educate staff and other children about Mexican culture.
Disabilities can be physical or mental impairment that limits a person’s ability to perform certain activities. Disability can include the disabilities of children, their families and staff members. Examples of disabilities can include visual impairments, hearing impairments, mobility impairments, or learning disabilities.
Example: A child with autism may have difficulty communicating and interacting with others and may have specific sensory needs. The child may have difficulty following routines or participating in group activities. To assist the child, a team leader may provide staff training on how to support children with autism. They may also work with the child's parents and therapist to create an individualised support plan and adjust the centre's routines and activities to meet the child's needs better. The educators will need to understand the child’s needs and triggers to make the child feel more comfortable and provide a sensory-friendly environment.
Religious or spiritual beliefs refer to a person's faith or spiritual practices that shape their values, behaviours, and worldview. In the workplace, all staff must respect different religious or spiritual beliefs to create a welcoming and inclusive environment.
For example, a child in your care may come from a family that observes certain religious holidays or practices. As a Team Leader, you should understand and respect these practices and provide opportunities for the child to celebrate and share their religious or spiritual beliefs with their peers and educators. This may include incorporating teachings or practices of the child's religion into the curriculum or providing accommodations for religious observances.
Gender refers to the societal and cultural expectations, roles, and behaviours associated with being male or female.
Gender identity is an individual's sense of their own gender, which may or may not align with the sex assigned to them at birth.
Gender expression is how an individual presents their gender through clothing, hairstyles, and other forms of self-expression.
Transgender refers to individuals whose gender identity differs from the sex they were assigned at birth. In the workplace, be aware of and respect the gender identities and expressions of colleagues and families. This includes using appropriate pronouns and allowing individuals to self-identify their gender.
Intersex refers to individuals born with physical characteristics that do not fit typical definitions of male or female.
Intersex individuals may be assigned a male or female sex at birth but may later identify as non-binary or with a different gender identity.
Generational diversity refers to the differences in beliefs, values, and experiences of individuals based on their age and the historical context in which they were raised.
Real Workplace Example: A gay couple enrols their child in your centre and should be welcomed and included in the centre’s community like all other parents and carers. The child must be treated with respect and dignity as all other children in your care.
Some common sexual orientations include:
- Gay refers to individuals who are emotionally, romantically, and/or sexually attracted to people of the same gender.
- Lesbian refers to individuals who are emotionally, romantically, and/or sexually attracted to people of the same gender, specifically women.
- Bisexual refers to individuals who are emotionally, romantically, and/or sexually attracted to people of more than one gender.
- Heterosexual refers to individuals who are emotionally, romantically, and/or sexually attracted to people of a different gender. It is important to note that these labels are not fixed and can change over time and that attraction can also exist on a spectrum rather than being exclusively one or the other.
Sexuality is a personal and complex aspect of one's identity, and people may not always fit neatly into these categories or labels, and not everyone wants or needs to label their sexuality. We all have a right to self-identify in a way that feels most comfortable and authentic to us .
Team Leaders in the Early Childhood Education and Care industry need to be aware of and respectful of all sexual orientations, creating an inclusive and accepting environment where all families and colleagues feel welcomed and valued.
Diversity in early education is particularly beneficial, as it exposes children to different ideas and perspectives from a young age. It familiarises children with various types of people and helps them to understand and be comfortable with the fact that everyone is different.
Exposing young children to differences in people early helps to normalise the differences in people as they grow older. This familiarisation is important for children when they form friendship groups, as it aids in fostering an inclusive nature.
In the workplace, diversity brings many benefits, including:
- A diverse group of people are far more likely to consider a broader range of factors and voice different perspectives. As a result, it promotes increased problem-solving and innovation due to having different perspectives and ideas.
- A diverse workforce can attract and retain families from diverse backgrounds, leading to a more representative and inclusive service. Diverse families are more likely to identify with a diverse childcare centre, particularly when their views and opinions are represented by someone similar or someone who resonates with them.
- Children from diverse backgrounds can benefit from being exposed to different cultures and experiences, which can promote their understanding and acceptance of diversity.
- A diverse workforce can allow employees to learn and grow from working with people from different backgrounds.
- A diverse workforce can make the organisation more attractive to potential employees and improve employee retention.
- Diversity supports a sense of belonging where everyone feels valued, improving staff morale.
As managers, we must communicate these benefits to all workers to create a culture of acceptance and inclusivity.
A clear legislative framework is in place in Australia to protect employees from discrimination, bullying and harassment in the workplace.
The following information comes from the Australian Human Rights Commission (AHRC), A quick guide to Australian discrimination laws.
The federal laws designed to protect diverse groups at a national level include:
Discrimination on the basis of race, colour, sex, religion, political opinion, national extraction, social origin, age, medical record, criminal record, marital or relationship status, impairment, mental, intellectual or psychiatric disability, physical disability, nationality, sexual orientation, and trade union activity.
Areas covered: Discrimination in employment or occupation.
Discrimination on the basis of age – protects both younger and older Australians. It also includes discrimination based on age-specific characteristics or characteristics generally attributed to a person of a particular age.
Areas covered: Discrimination in employment, education, access to premises, provision of goods, services and facilities, accommodation, disposal of land, administration of Commonwealth laws and programs, and requests for information.
Discrimination based on physical, intellectual, psychiatric, sensory, neurological or learning disability, physical disfigurement, disorder, illness or disease that affects thought processes, perception of reality, emotions or judgement, or results in disturbed behaviour, and presence in body of organisms causing or capable of causing disease or illness (e.g., HIV). It also covers discrimination involving harassment in employment, education or the provision of goods and services.
Areas covered: Discrimination in employment, education, access to premises, provision of goods, services and facilities, accommodation, disposal of land, activities of clubs, sport, and administration of Commonwealth laws and programs
Discrimination based on race, colour, descent or national or ethnic origin and, in some circumstances, immigrant status. Racial hatred, defined as a public act/s likely to offend, insult, humiliate or intimidate based on race, is also prohibited under this Act unless an exemption applies.
Areas covered: Discrimination in all areas of public life, including employment, provision of goods and services, right to join trade unions, access to places and facilities, land, housing and other accommodation, and advertisements.
Discrimination based on sex, marital or relationship status, pregnancy or potential pregnancy, breastfeeding, family responsibilities, sexual orientation, gender identity, and intersex status. Sexual harassment is also prohibited under this Act.
Areas covered: Discrimination in employment, including discrimination against commission agents and contract workers, partnerships, qualifying bodies, registered organisations, employment agencies, education, provision of goods, services and facilities, accommodation, disposal of land, clubs, administration of Commonwealth laws and programs, and superannuation.
Discrimination on the basis of race, colour, sex, sexual orientation, age, physical or mental disability, marital status, family or carer responsibilities, pregnancy, religion, political opinion, national extraction, and social origin.
Areas covered: Discrimination, via adverse action, in employment, including dismissing an employee, not giving an employee legal entitlements such as pay or leave, changing an employee’s job to their disadvantage, treating an employee differently than others, not hiring someone, or offering a potential employee different (and unfair) terms and conditions for the job compared to other employees.
There are also workplace-specific standards, including the Disability Standards for Education 2005, which sets out disability standards for education providers.
State legislation
Each state and territory have laws that can overlap with federal laws. However, there are differences in application and obligations particular to each state/territory. Anti-discrimination and equal opportunity agencies administer state and territory legislation in each location. Employers must observe the federal laws as well as those at the state and territory levels.
These laws are:
- Australian Capital Territory – Discrimination Act 1991
- New South Wales – Anti-Discrimination Act 1977
- Northern Territory – Anti-Discrimination Act 1996
- Queensland – Anti-Discrimination Act 1991
- South Australia – Equal Opportunity Act 1984
- Tasmania – Anti-Discrimination Act 1998
- Victoria – Equal Opportunity Act 2010
- Western Australia – Equal Opportunity Act 1984.
Discrimination
Discrimination means being treated unfairly or less favourably than a person without that characteristic in the same or similar situation. For example, under the Australian Human Rights Commission Act 1986 and the Fair Work Act 2009, it is unlawful to treat an employee or prospective employee differently because of the following personal characteristics:
- Race and colour
- Gender
- Age
- Marital status
- Pregnancy
- Religion
- National extraction, place of ancestry or social origin
- Disability
- Industrial activities such as belonging to a trade union
- Sexual orientation
- Political opinion
- Irrelevant criminal record
- Family or carer’s responsibilities.
Examples of discrimination include:
- dismissing an employee unfairly
- injuring an employee in their employment
- changing an employee’s position to their detriment
- not offering employment to a suitable prospective employee
- not offering promotions or opportunities fairly
- being unfair to a prospective employee on the terms and conditions in the offer of employment.
Equal employment opportunity
While employing a diverse workforce is attractive for many reasons, some legal considerations must be considered when recruiting a diverse workforce. This is where equal employment opportunity (EEO) applies.
The concept of EEO is that everyone should have equal access to employment opportunities based on merit, regardless of their superficial differences. Therefore, employers must be mindful of any potential discriminatory practices in their recruitment policies and procedures, primarily targeting a particular group of people. This is because employers are obligated to ensure that all individuals are considered equally for opportunities based on merit, not based on their backgrounds or identities.
Resource
Read the following resources to learn how to prevent discrimination in the workplace:
- A step-by-step guide to preventing discrimination in recruitment by the Australian Human Rights Commission to learn how to prevent discrimination in the workplace.
- Good practice good business factsheets by the Australian Human Rights to help promote diversity and prevent discrimination in the workplace.
International diversity practices
The Universal Declaration of Human Rights is a document adopted by the United Nations in 1948 that outlines the basic rights and freedoms of all human beings.
‘Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more. Everyone is entitled to these rights without discrimination.
In the context of a diverse workplace in early childhood education and care, the Universal Declaration of Human Rights applies in several ways. For example, all employees and children in the care of the workplace have the right to be treated with dignity and respect, without discrimination based on race, gender, religion, or any other characteristic. This means that all employees should be treated fairly and with equal opportunity for advancement, and all children should have equal access to quality education and care. Additionally, all employees have the right to work in safe and healthy conditions, and children have the right to be protected from harm and exploitation.
Overall, the Universal Declaration of Human Rights serves as a reminder that all individuals have inherent human rights that must be respected and protected, regardless of their background or circumstances. This applies to both the employees and children in the diverse workplace of early childhood education and care.
Types of discrimination
There are legal considerations that apply when implementing policies and procedures in the workplace. For example, centres should be careful that they are not discriminating against any person in any decision they make, whether it be directly or indirectly.
Direct discrimination
Direct discrimination occurs when an individual is treated less favourably than another person because of a personal characteristic, such as race, gender, or disability. It can be intentional or unintentional and can take many forms, such as denial of access to employment, education, or goods and services.
Examples of direct discrimination include:
- Denying a child access to care based on their race, gender, or ability.
- Choosing not to employ a person based on their age, disability, ethnic background or gender.
Indirect discrimination
Indirect discrimination occurs when an unreasonable rule or policy is the same for everyone but unfairly affects people who share a particular attribute. This is usually a result of negligence or improper planning and may be accidental. Nevertheless, indirect discrimination is unlawful, despite its intention being planned or accidental. If a problem comes to your attention, you should work to rectify the situation as soon as possible.
Examples of indirect discrimination include:
- Failing to provide ramps or lifts for people with disabilities means people using wheelchairs cannot access a building.
- A policy that says managers must work full-time is likely to disadvantage women as they are more likely to work part-time because of family responsibilities.
Setting a minimum height requirement for a job where height is not required to perform the job would discriminate against women who are usually shorter than men.
Diversity policies and procedures
Your centre should have diversity policies and procedures to ensure it meets its legal obligations.
- Diversity and inclusion policy: The purpose of this policy is to promote a workplace culture that values and respects diversity and inclusion.
Key steps include:- Develop a diversity and inclusion statement
- Involve staff and families in the development of policies and procedure
- Provide training and education for staff on cultural sensitivity and how to support diversity and inclusion in the workplace
- Regularly review and update policies and procedures
- Monitor and evaluate the effectiveness of policies and procedures
- Recruitment and hiring policy: The purpose of this policy is to ensure that recruitment and hiring processes are fair and equitable, and do not discriminate against any particular group
Key steps include:- Develop job descriptions and selection criteria that are inclusive and free from bias
- Advertise vacancies in a variety of outlets to reach a diverse range of applicants
- Ensure all applicants are treated fairly and equitably during the recruitment and hiring process
- Flexible working arrangements policy: The purpose of this policy is to support staff with caring responsibilities or other diversity-related needs.
Key steps include:- Develop job descriptions and selection criteria that are inclusive and free from bias
- Advertise vacancies in a variety of outlets to reach a diverse range of applicants
- Ensure all applicants are treated fairly and equitably during the recruitment and hiring process
- Cultural competency policy: The purpose of this policy is to provide education and training to staff to be able to understand and work effectively with families and communities from diverse backgrounds.
Kep steps include:- Provide training and education for staff on cultural competency and cultural sensitivity
- Encourage staff to seek out opportunities for professional development and learning in cultural competency
- Anti-discrimination and Harassment policy: The purpose of this policy is to clearly outline the organisation's stance on discrimination and harassment and provide a clear process for reporting and addressing any incidents that may occur.
Kep steps include:- Prohibiting discrimination and harassment in the workplace
- Encouraging staff to report incidents of discrimination and harassment
- Investigating and taking appropriate action in response to any incidents that are reported
- Family engagement policy: The purpose of this policy is to ensure that families from diverse backgrounds are engaged and included in decision-making and that their perspectives and contributions are valued.
Kep steps include:- Encouraging families to take an active role in the education and care of their children
- Communicating with families in a variety of languages and formats
- Regularly reviewing and updating the family engagement policy
- Language support policy: The purpose of this policy is to ensure that families and children have access to appropriate language support and that staff are trained to work effectively with families and children from non-English speaking backgrounds.
Kep steps include:- Providing translation and interpretation services as needed
- Providing training and education for staff on working with families and children from non-English speaking backgrounds
- Regularly reviewing and updating the language support policy
The Australian Human Rights Commission has developed a Workplace discrimination and harassment policy template to help organisations develop their own workplace discrimination policy to cover federal law requirements.
All policies and procedures should be regularly reviewed and updated in consultation with management, staff and clients.
Practice
Inclusiveness or perceived inclusion?
Watch the YouTube What is Inclusion? by Down Syndrome Queensland to learn more about inclusion in an education setting. The video is based on primary school, but the inclusion principles still apply in early childhood settings.
Provide three examples of why a child might feel excluded and what educators could do differently to make the child feel included. The purpose of this activity is to help you consider ways to provide an inclusive environment. This is an individual activity, and you are not required to submit the activity for marking.
