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 8: Including Practitioners
We're the last to know anything. The other day this mum came in and said ‘What's this about the trip?’ And I felt really stupid because I didn't know what she was talking about. I had to say that – and then find out. The mum looked at me gone out! I felt like an unnecessary spare part. Communication – it's an important thing. All staff need to know stuff like that – not just those in charge. (Mary, part-time nursery nurse, Foundation Stage Unit, England)
Having argued the importance of including young children and their families in early years settings, we turn now to the third element of this important triangle of living and learning – the practitioners who work with families ...