This book identifies and discusses key research studies of inclusion in the early years. Drawing on studies of practitioners' views and experiences of working inclusively, authors Cathy Nutbrown and Peter Clough show how practices in a range of early years settings can be influenced by the attitudes and responses of practitioners. The authors demonstrate how discussion of inclusion need not be limited to issues affecting children with learning difficulties or impairment, but should address factors affecting all members of the learning community. The book highlights elements which can make inclusion successful including curriculum and pedagogy, professional development, and work with parents. The authors review a number of international studies and present original research into practitioners' attitudes and practices. Views of parents, children, and practitioners are also presented.
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About the Author
Professor Cathy Nutbrown is Head of the School of Education at the University of Sheffield, where she teaches and researches in the field of early childhood education.
Cathy began her career as a teacher of young children and has since worked in a range of settings and roles with children, parents, teachers, and other early childhood educators. Cathy is committed to finding ways of working ‘with respect’ with young children, and sees the concept of quality in the context of what it means to develop curriculum and pedagogy in the early years with the ambition of working in a climate of ‘respectful education’.
She established the University of Sheffield MA in Early Childhood Education in 1998 and a Doctoral Programme in Early Childhood Education in 2008. In 2010 she contributed to the Tickell Review of the Early Years Foundation In June 2012 she reported on her year-long independent review for government on early years and childcare qualifications (The Nutbrown Review). She is Editor-in-Chief of the SAGE Journal of Early Childhood Research and author of over fifty publications on aspects of early childhood education.
Peter Clough is Honorary Professor of Education at the University of Sheffield. Peter taught English and Drama, in the 1970s, in London and later in a number of special schools. His research interests include the use of narrative and fictional writing in research and research report. Peter has taught Inclusive Education and Early Childhood Education at the University of Sheffield, has been Professor of Inclusive Education at Queen’s Belfast and at Liverpool Hope, and Research Fellow at the University of Chester. Peter is an Honorary Professor at the School of Education, University of Sheffield, where he teaches Masters and Doctoral students. Amongst over 50 publications focusing on equality, inclusion difference, and teachers’ lives are several books published with Sage.
Table of Contents
Cultures of Inclusion in the Early Years
An Operational Definition of Inclusion
Children's Rights and Human Rights
Curriculum, Play and Developmentally Appropriate Practice
Key Studies on Inclusion in the Early Years: Setting the Scene
Inclusion in the Early Years
Definitions of SEN
Inclusive Education and Children with Learning Difficulties
Inclusion and Emotional and Behavioural Difficulties
Inclusive Policies and Exclusive Practices
Policy Contexts in the UK
The Study: Origins, Aims and Methodology
Practitioners' Personal Definitions of Inclusion
Responses to Inclusive Policies
Scenario 1: George
Scenario 2: Mary
Scenario 3: Ahmed
Educators' Personal Experiences
Views of Childhood
Inclusion and Exclusion
The Roles of Parents
Including Babies and Toddlers
Including Young Children
Parental Involvement in the Early Years
Practitioners' Views on Including Parents
Including Parents - Examples from Practice
How Do We Know Inclusion When We See It?
Inclusion - A Personal Perspective
Including: The Future
Professional Development for Practitioners
A Shared Dialogue
Citizenship for Young Children
Resources and Policy Commitment