ABSTRACT
This chapter focuses upon the professional-parent partnerships within a context of inclusion in the early years. The rationale for inclusion is optimising learning for every child. The chapter explores inclusion within a practice pedagogy which recognises individuality of each and every child.
A discussion on the concept of inclusion usually commences with the child, but this chapter will begin by reviewing professional development as a link between theory, policy, and practice. Any new approach to implementation of service requires re-configuration of the professional’s inner working model. Newly qualified practitioners have the advantage of gaining knowledge of the theory, and rationale of inclusive practice during under-graduate study. Long-term practitioners acquire deep understanding through comparison of old and new approaches to supporting additional learning needs. Comparison leads to the extraction of essential components which have informed the changes in legislation and national guidance, and this insight can support practical implementation in the field.
The chapter continues by using theory to gain a richer understanding of learning processes and the generational cycle of development which is presented through family learning.
