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.
Chapter 1: Cultures of Inclusion in the Early Years: Mapping the Territories
Cultures of Inclusion in the Early Years: Mapping the Territories
There is a quite particular argument at the centre of this book, and this argument informs its whole organisation. The argument is quite simple: while their form may derive from specific and common policies, every early years setting represents a culture which is created by children, practitioners, parents and others. This is, of course, not startling but we think it has important implications for how settings might be understood, developed and researched: much of the work which we report in this book is based on our systematic attempts as teachers and researchers to understand the meanings and stories at work in the lives of settings, ...