This essay will define the term equal opportunities, especially to an early years setting. It will explain the UNCRC and its contribution to understanding children’s rights. It will provide a brief outline of the history of the convention, addressing how England is committed to the convention and how it is monitored. I will then look into how England meets the principals of the convention, by providing information on policies that have been established and through the EYFS framework. The essay will discuss the aspects of how policies can be ideally written, implemented, monitored and evaluated in order for the implantation of equal opportunities.
The term equal opportunities is defined by the Equality Act (2010, gov.uk) as “the right to be treated without discrimination, especially on the grounds of one's sex, race, or age.” In the Early years sector, equal opportunities means ensuring that all children have equal access to early years services (MCI, undated) and good practice includes and active approach to equality (Lindon, 2010). The early year’s practitioners must ensure there is a “provision of high quality play opportunities to children regardless of their needs and abilities. An inclusive project should offer all children a real choice of play activities.” (Ludvigsen, et al, 2005). However inclusion and non-discrimination only occurs when staff believe in it and really want it to happen, working together for everyone’s benefit and training to educate can overcome barriers (Douch, 2005). Tassoni (2003) says it is about the setting being flexible to accommodate to each child.