‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: • understand how children learn and develop • engage with the curriculum and the practice of teaching • learn more about the structure and reality of early years provision and practice for children aged from 0-8 years • develop ways to reflect upon your practice • develop professional skills and attributes needed to take a leading role • understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.

Inclusive Early Years Practice

Inclusive Early Years Practice

Chapter overview

This chapter examines cross-curricular pedagogy of equality and diversity for inclusive practice in working with children, parents and families. The notion of diversity, similarity and difference is explored through examining cultural, language, social and family influences. Adults’ values and beliefs as potential barriers for children’s learning are considered. Inclusive education, by enabling equal access to the curriculum for children with special educational needs, is discussed. The concept of making every child matter forms a discussion about policy and practice within an agenda of social justice. There is opportunity to reflect on inclusive practice and consider your own inclusive pedagogy and practice.


‘A unique child’ as a principle of practice in the EYFS curriculum (DfE, 2014a) highlights ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles