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.
Respectful educators will include all children:
Not just children who are easy to work with, obliging, endearing, clean, pretty, articulate, capable, but every child – respecting them for who they are, respecting their language, their culture, their history, their family, their abilities, their needs, their name, their ways and their very essence. (Nutbrown, 1996: 54)
In this chapter we explore what it might mean for settings actively to pursue the inclusion of all young children through a curriculum and pedagogy which have at their centre the ethos of inclusion. Such settings must examine their practices in terms of how the voices of all the children in them are listened to and how each and every child attending those settings could be said to be ...