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.

Defining Inclusion

Defining inclusion


This chapter reports our study of the personal practices, beliefs and values around inclusive issues held by early childhood educators working in a range of policy contexts in the UK. Differing policies in England, Northern Ireland, Scotland and Wales are born out of cultural, historical and political identities and, at the same time, influenced (to varying degrees) by early childhood practices and policies in other European countries. Particular and distinctive beliefs about childhood and about the aims and purposes for early education can be identified in various policies.

In these policy contexts 452 early childhood educators from around the UK participated in a study which aimed to understand something of the ways in which policies impacted on personal practices. Building on earlier work ...

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