Question
Q – “Just wondering how other settings include British Values in their day to day routine?”
Answers
A – Encouraging good table/manners, respect for their friends, turn taking, sharing, playing songs and music from around the world, dressing up offering multi cultural outfits, food tasting and cookery opportunities, reminded of the rules and boundaries of the rooms if needed, offering choices, show and tell sessions, we made a family book with pictures from all the children’s family members, Provide resources and activities that challenge gender, cultural and racial stereotyping etc etc, after reading up on British values we soon realised they are incorporated into the setting already.
A – We do a activity to take Teddy home once in a week on Friday and they talk about the Teddy what they did at home, parents wrote it down what their child did.
A – British values are part of everyday life, you can’t help but include them in your routine such as good manners, taking turns, trying to understand how others feel, sharing.
A – That is a highly ambiguous term that is not universally defined. There is not policy that I am aware of that directly involves including British Values. The Curriculum for Excellence teaches children about about becoming responsible citizens, effective contributors, successful learners and confident individuals (the four capacities). This comes from the Scottish Government, however whether or not it is to create Scottish and/or British values is beyond me. We teach children about cultural traditions (local, British, foreign and whatever daylight savings time is), we teach them literacy in English while supporting Polish et al where appropriate. But the education approach we have is child-centred, less about making a child of anyone’s values than helping children to become who they want to be. I’ve been working with children in one way or another for three years and no one has used the term “British values” to me in that time.
A – Good manners, being kind and respectful, modeling acceptance and tolerance, valuing every child’s voice regardless of gender, ethnicity or religion. Talking about differences and similarities between each other and talking about acceptance, having multicultural resources and books, involving children in charitable acts and fundraising, being supportive and inclusive of children and staff within the setting with allergies, disabilities and additional needs, talking about things we value; honesty, hard work, helpfulness and equality. The list is endless but British Values should be part of the ethos of your setting with the Staff AND the children and their families all involved. We do all of this every day without even thinking about it!
A – We talk a lot about different cultures., and have books and posters always available., we have a choosing book for resources to give children the opportunity to make there own decisions., we make sure children are aware that rules are there for everyone…the children made up a rule book and understand that say at tidy up time every one has to do it…we give children opportunities at chat on the mat to stand up and talk to there friends and have there opinion valued etc.
A – At storytime with the pre-schoolers we often let them choose from two books, counting hands to see which book got the most votes. It’s little things like this throughout each day that teach children British values.
A – Including the children in thinking of rules, allow the children to ‘vote’ for which book at story time for example, celebrating achievements, daily routines, encouraging sharing, manners.
A – I found it hard to compile our policy stating how we’d recognise when a child (including babies) may be being radicalized at home…. sometimes things get a little ott.
A – We made pre school rules with the children. They include being kind, listening to each other, sharing etc. It has worked really well they ever remind each other of the rules.
A – Visiting the community, old people’s homes, library a simple walk in the neighbourhood where they live.
A – Manners, kindness, understanding, taking turns, choices.
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