ABSTRACT
This chapter presents the analysis of early childhood education with a focus on more formal learning settings, including early year’s centres, nurseries, kindergartens and early childhood care centres. It focuses on the ecosystem of vision impairment education in this developmental phase and illustrates examples of key influences on promoting equitable curriculum access for the young learners with vision impairment. The chapter highlights the importance of continuing to establish effective collaborative working between early year’s practitioners and families to promote distinctive independence access skills and maximise the ability of young children to develop and apply these skills within home and early education contexts. It explores the importance of ensuring these access skills are in place for a successful transition to primary education. The chapter provides two illustrative Transition Pathways to show the transition arrangements in place for two learners with vision impairment who are about to start their education in a primary setting.
