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      Inclusion and Early Years Practice
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      Book

      Inclusion and Early Years Practice

      DOI link for Inclusion and Early Years Practice

      Inclusion and Early Years Practice book

      Inclusion and Early Years Practice

      DOI link for Inclusion and Early Years Practice

      Inclusion and Early Years Practice book

      Edited ByKathy Brodie, Keith Savage
      Edition 1st Edition
      First Published 2015
      eBook Published 11 March 2015
      Pub. Location London
      Imprint Routledge
      DOI https://doi.org/10.4324/9781315780108
      Pages 214
      eBook ISBN 9781315780108
      Subjects Education
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      Brodie, K., & Savage, K. (Eds.). (2015). Inclusion and Early Years Practice (1st ed.). Routledge. https://doi.org/10.4324/9781315780108

      ABSTRACT

      Inclusion is a difficult, complex issue for which there are no off-the-shelf answers. To be an effective practitioner it is necessary to identify what makes each situation and circumstance unique and use this knowledge to develop strategies and approaches that are appropriate. This timely new text examines the key perceptions, perspectives and concepts around inclusion in the Early Years. Drawing on real-life experiences of practitioners, it considers the questions practitioners are likely to come across in their professional lives and how they might genuinely go about meeting the needs of all the children in their care.

      The book covers all aspects of inclusion including special educational needs, gender and sexuality, multiculturalism, multilingualism, Roma and traveller communities and economic wellbeing. Each chapter features:

        • Case studies to develop reflective thinking
        • Boxed examples to illustrate key points
        • Questions to promote discussion and debate
        • Annotated further reading lists

      With case studies drawn from current research and thinking points which encourage reflective practice, this book will be essential reading for students on early childhood studies programmes and early years foundation degrees that wish to become reflective and critically aware practitioners.

      TABLE OF CONTENTS

      chapter 1|17 pages

      Children, young people, inclusion and social policy

      ByKeith Savage

      chapter 2|15 pages

      Documenting and assessing learning

      Including the voice of the child
      ByJo Basford

      chapter 3|23 pages

      Creating an inclusive environment for supporting children with English as an Additional Language

      BySharron Galley

      chapter 4|19 pages

      Accent, dialect and phonics

      Encouraging inclusion
      BySue Aitken, Kate Beardmore

      chapter 5|18 pages

      A family's perspective on Special Educational Needs and inclusion

      ByGill Pritchard, Kathy Brodie

      chapter 6|23 pages

      Re-thinking children's well-being and inclusion in practice

      ByZoe Nangah, Gill Mills

      chapter 7|19 pages

      Practitioners' flexibility

      Working with Gypsy, Roma and Traveller families
      ByJackie Braithwaite

      chapter 8|20 pages

      Gender and sexuality

      The experiences of families/carers and Early Years practitioners
      ByCora Rooney, Karen Taylor

      chapter 9|19 pages

      Challenging the assumptions of multiculturalism and inclusion

      ByKathy Brodie

      chapter 10|16 pages

      Using research to develop inclusive practice in the Early Years

      BySean Creaney

      chapter 11|5 pages

      Some practical steps towards a more inclusive practice

      ByKeith Savage, Kathy Brodie
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