Order ID 400268272 Policy Review

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Daystar University, Machakos *

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Sociology

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Nov 24, 2024

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1 Policy Review Student’s Name Institution Affiliation Course Name and Number Instructor’s Name Assignment Due Date

2 Policy Review The "respect for diversity" principle in early childhood education encourages acceptance of and reverence for the many cultural origins, beliefs, and principles that kids bring to the classroom. This study will analyze the policy's strategy using the social components of health theory as a lens to determine its success in establishing an inclusive and varied educational environment. Even though the policy makes admirable attempts to acknowledge cultural diversity, it could fall short of tackling some issues that result from insufficient inclusion measures, as emphasized by the field's research and theory. What does the policy consider the problem to be? The "respect for diversity" policy recognizes the need to acknowledge and respect the many cultural origins, values, and opinions that children contribute to the educational environment as the primary issue (Lim et al., 2022). It stresses how cultural settings are formed by family, community, and ancestry influences when children arrive in different cultural contexts. The policy, however, is silent on the particular difficulties or problems brought on by a lack of inclusion and diversity in early childhood education. Although it stresses the need to appreciate and respect these many viewpoints, it is not explicit enough about the issues that might occur when this acknowledgment is absent (Lim et al., 2022). This may hamper the objective of providing fully inclusive learning settings for all students since it provides space for interpretation and might result in inconsistent implementation. What actions does it suggest to address these? The "respect for diversity" policy promotes a comprehensive strategy to meet the need for recognizing and appreciating cultural variety in early childhood education (Nega, 2020). It highlights the significance of teachers respecting and appreciating communities' and their

3 families' customs, principles, and beliefs. Respecting cultural histories, languages, customs, and childrearing methods is necessary. Furthermore, the policy emphasizes how important it is to recognize children's varied talents and abilities and the variations in their family circumstances. Furthermore, it highlights the need to advance a better knowledge of Aboriginal and Torres Strait Islander ways of understanding and being (McCalman et al., 2020). The policy seeks to provide a more welcoming and culturally sympathetic learning environment by empowering educators to interact actively with and understand the different backgrounds among children and their families. What assumptions are made by what / what is not included? The "respect for diversity" policy assumes several things by emphasizing the value and respect of diversity in early childhood education (Frooghi, 2021). It begins with the premise that educators may promote a more inclusive and peaceful learning environment by acknowledging and respecting the varied cultural backgrounds, values, and beliefs of children and their families. It assumes that the youngsters will become more motivated to study and feel more competent due to this acknowledgment. However, the policy fails to specify how these presumptions would be applied to actual teaching methods or classroom procedures. Additionally, it does not address any possible difficulties or conflicts when implementing such a big-picture, abstract idea (Frooghi, 2021). Teachers may be unsure about implementing the policy in their regular teaching practices due to the absence of detailed direction. Does it address the causes and solutions proposed in empirical academic research and theory on this same issue/topic? The "respect for diversity" strategy aligns with academic theories and practical studies highlighting the value of recognizing and valuing cultural variety in early childhood education

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4 (Adam, 2019). evidence has shown that inclusive and varied settings favor children's learning and development, and this statement is consistent with that evidence. The policy aligns with various cultural and social theories that emphasize the need to recognize and appreciate individual and cultural diversity. The policy does not, however, specifically cite empirical studies or theoretical frameworks that may have given its approach a more solid empirical basis (Adam, 2019). It would be advantageous to include explicit references to the research or ideas that it bases its arguments on to provide educators with a solid and well-supported foundation. Thus, the policy's success in fostering inclusion and diversity in early childhood education would be strengthened and further validated. Is intersectionality addressed? What would need to be considered regarding the problem it addresses? For example, are different groups differently impacted by the problem? Although the "respect for diversity" policy recognizes differences in a broad sense, intersectionality is not explicitly addressed. It does not detail how various groups could be affected differently by difficulties with diversity and inclusiveness in early childhood education. For instance, it does not consider how kids with disabilities, kids from diverse cultural origins, or kids who identify as LGBTQ+ could perceive and deal with diversity differently (Lim et al., 2023). The policy needs to take intersectionality into account in a more sophisticated way to address this. It must be acknowledged that certain groups could have particular difficulties and call for specialized strategies to ensure their inclusion and involvement in the educational setting. The policy may provide a more thorough and successful framework for fostering diversity and inclusion in early childhood education by recognizing and tackling these requirements. What changes, if any, would you recommend based on your research of the problem? What issues of importance have not been included that need to be considered?

5 Research has shown that it is essential to strengthen the "respect for diversity" policy by including more specific and helpful advice for educators (Handoko, 2023). This needs to have particular tactics and illustrations to use in the classroom, guaranteeing that beneficial activities follow the acknowledgment of diversity. The policy might also benefit by citing empirical studies and ideas that support its approach since this would give it a better evidential basis. Additionally, the policy should expressly acknowledge that various groups might encounter diversity and inclusiveness differently and provide personalized measures to assist their particular needs in order to address intersectionality (Handoko, 2023). All students would benefit from a more welcoming learning environment, regardless of their unique histories or situations. These issues can be addressed, making the policy more potent for advancing diversity and inclusiveness in early childhood education. Conclusion In conclusion, although the "respect for diversity" policy shows an admirable dedication to recognizing and appreciating cultural variety throughout early childhood education, there is still space for improvement. It has identified possibilities for development using the social determinants of wellness hypothesis. The policy might benefit from more precise techniques, research-supported suggestions, and a more thorough examination of intersectionality if it genuinely wanted to establish an inclusive learning environment. As a result, all the students participating would have a richer educational experience. This would enable teachers to navigate various circumstances better.

6 References Adam, H. J. (2019). Cultural diversity and children’s literature: Kindergarten educators’ practices to support principles of cultural diversity through book sharing. https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3247&context=theses Frooghi, S. (2021). Examining the conception of diversity in the Helsinki curriculum for early childhood education and care (Bachelor's thesis). https://trepo.tuni.fi/bitstream/handle/10024/131149/FrooghiSahba.pdf?sequence=2 Handoko, S., & Sakti, S. A. (2023). Optimizing Classroom and Activity-Based Character Education: A Comprehensive Guide to Best Practices and Implementation Strategies in Early Childhood Education. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini , 8 (2), 79-88. https://ejournal.uin-suka.ac.id/tarbiyah/goldenage/article/download/ 7259/2895 Lim, G., Lusby, S., Carman, M., & Bourne, A. (2023). LGBTQ Victim-Survivors' Experiences and Negotiations of Service Worker and Service System Discrimination. Journal of Family Violence , pp. 1–15. https://link.springer.com/article/10.1007/s10896-023-00554-2 Lim, L., Baez, J. C., Pataky, M. G., Wilder, E., & Wilhelmina van Sittert, H. (2022). School social workers in the milieu: Ubuntu as a social justice imperative. International Journal of School Social Work , 6 (2), 2. https://newprairiepress.org/cgi/viewcontent.cgi? article=1074&context=ijssw McCalman, J., Benveniste, T., Wenitong, M., Saunders, V., & Hunter, E. (2020). “It is all about relationships”: The place of boarding schools in promoting and managing health and wellbeing of Aboriginal and Torres Strait Islander secondary school students. Children

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7 and Youth Services Review , p. 113 , 104954. https://www.sciencedirect.com/science/article/pii/S0190740920301365 Nega, M. (2020). Different Aspects of Multiculturalism and Challenges of Multicultural Co- existence in Ethiopia. Developing Country Studies , 10 (3), 1–6. https://core.ac.uk/download/pdf/304991919.pdf

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