The fundamental British values of Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 Early Years Foundation Stage.
Democracy: Making Decisions Together
As part of the focus on self-confidence and self-awareness, as cited in Personal, Social and Emotional Development:
- Staff can encourage children to see their role in the wider world and community, staff encourage children to know their views count, show and recognise value in regard to 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, voting for the end of the day story.
- 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 and encouraged.
Rule of Law: Understanding Rules Matter as cited in Personal Social and Emotional Development
As part of the focus on managing feelings and behaviour:
- Staff can ensure that children understand their own and others’ behaviour and its consequences, and learn to tell right from wrong. Staff can work with children to create the rules and the codes of behaviour, for example, to agree rules regarding kindness and helping each other to take turns and tidy up. Staff support children to 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 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 climbing trees in forest school, build with large construction objects or explore craft materials.
- Staff will 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 transitioning into Reception Class.
Mutual Respect and Tolerance for those with Different Faiths and Beliefs: Treat Others as you wan to be treated
As part of the focus on people & communities, managing feelings and behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:
- Managers and leaders create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged within school and 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 encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.
- Staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value diversity and providing resources and activities that challenge gender, cultural and racial stereotyping.
- staff recognise that they play an important role in challenging descrimination and sterotypes and therefore do not heavily rely on printed resources without the support of staff to explain and encourage.