Prevent duty and Extremism in early years?

[naiomi81]

Not sure myself how to word it out on
Prevent
Extremism
To recognise when it is happening? And how you would respond?

Any help would to get started, would be most appreciated. Thanks.

[Ruthierhyme]

Hi, ask your setting about this and what their policy and procedures says about the Prevent duty. In the meanwhile this may help; a definition for extremism is given on page 5 of the government's prevent duty guidance

“Extremism” is vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas. Terrorist groups very often draw on extremist ideas developed by extremist organisations.

Then in the Fundamental British Rights, draft guidance on extremism British values are considered as being

• democracy; making rules together
  

As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development:

Managers and staff can encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help.

When appropriate demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands.

Staff can support the decisions that children make and provide activities that involve turn -taking, sharing and collaboration.

Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued.

• the rule of law; understanding that rules matter

As part of the focus on EYFS managing feelings and behaviour:

Staff can ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong.

Staff can collaborate with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.

• individual liberty; freedom for all
  

As part of the focus on self-confidence & self-awareness and people & communities as cited in EYFS Personal Social and Emotional development and Understanding the World:

Children should develop a positive sense of themselves.

Staff can provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.

Staff should encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transferring into Reception Class.

• mutual respect for and tolerance of those with different faiths and beliefs and for those without faith - treat others as you want to be treated
  

As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in EYFS Personal Social and Emotional development and Understanding the World

Managers and leaders should create an ethos of inclusivity and tolerance where views faiths, cultures and races are valued and children are engaged with the wider community

Children should acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families,faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.

Staff should encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.

Staff should promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping

What is not acceptable is:

actively promoting intolerance of other faiths, cultures and races

failure to challenge gender stereotypes and routinely segregate girls and boys

isolating children from their wider community

failure to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs


You will find this page of PACEY good reading https://www.pacey.org.uk/working-in-...ritish-values/


British Values and the Prevent Duty in Early Years on amazon.co.uk