Inclusive Pedagogies for Early Childhood Education

This essential textbook explores inclusive pedagogies by presenting theoretical viewpoints and research on everyday practices in early childhood education that affirm diversity in relation to learning, disability and culture.

Autorentext

Carmel Conn is Associate Professor in Inclusive Pedagogy and Course Leader for the MA in Autism in the School of Education, Early Years and Youth Work at the University of South Wales in the UK.

Alison Murphy is a Lecturer in Primary Education Studies in the Institute of Education, Childhood and Youth at University of Wales Trinity St David in the UK.

Inhalt

Introduction: Inclusive Pedagogy as an Ethics of Responsibility and Care. PART 1 Theoretical Perspectives on Inclusive Pedagogy. 1. The Children's Rights Approach to Early Childhood Education: Policy and Context in Wales. 2. Placing Inclusion at the Heart of Things: The 'Tricky Challenge' for Educational Leadership. 3. Seeing Children's Learning Subjectivities for Inclusive Pedagogy in Early Childhood Education. 4. Children's Agency and Negotiation of Space for Enabling Environments: The Use of Tuff Spots for Practitioner Education.PART 2 Using Research to Develop Inclusive Pedagogies. 5. Socialising a Pedagogy of Care in a New Zealand Early Childhood Refugee Centre. 6. Social Embodiment in Early Childhood Education for Children with PMLD. 7. Foundation Phase Teachers' Understandings and Enactment of participation in school settings in Wales. 8. Using an Environmental Affordance Perspective to Consider Children's 'Challenging Behaviour' in the Classroom and at Forest School. 9. Inclusion, Participation and Interaction: Challenging the Discourse of In-class Ability Groupings in Early Childhood Education. 10.The Capable Child as a Threshold Concept for Inclusive Early Childhood Education and Care. Contributing Authors.