ABSTRACT

This chapter looks at a range of theories underpinning an early years’ pedagogy of inclusivity and to ask questions about the skills and styles of leadership needed to hone early years’ environments into the very best they can be for all children. A journey back to some of the roots of educational theory gives a useful theoretical starting point to the underpinnings of developmental milestones. The subject of inclusion within early years goes back as far as the wider inclusion agenda itself and incorporates a plethora of challenging discussions. The thinking which helped shape the journey of inclusion leads educators to a key recommendation from the Warnock report: the imperative to recognise and understand children’s needs rather than a focus on categorisation or diagnosis. The concept of developmental milestones and the inevitable monitoring thereof is considered to be a worldwide practice. Leadership in this area requires a theoretical understanding of the two different constructs of pupil voice and person-centred approaches.