ABSTRACT
This chapter discusses the ways in which Early Years practitioners can increase their own knowledge and understanding of child poverty and avoid adopting a deficit model with reference to information and resources from well-established campaigning organisations like 'Shelter' and 'End Child Poverty'. It also explores some teaching resources used with children that reflect a wide range of living circumstances. These can include picture books, which can be used as a starting point for raising awareness of diverse communities. The chapter emphasises the ways in which a setting can provide opportunities to access a range of toys and activities that might not be available at home. Individuals may be very knowledgeable about the curriculum, social policy and politics as part of their development as an inclusive practitioner but be unaware of the wealth of information available online from a number of long established campaigning organisations.
