ABSTRACT
This chapter is focused on understanding the complex nature of inclusion. It address inclusion at the systemic level, enquiring into the degree to which early childhood care and education policies and other mandatory documents allow for the diverse nature of interests, customs, and expectations that are part of the growing multiplicity of nationalities, minorities, and local communities that are represented in these educational contexts and therefore subjected to the guidelines articulated in these statements of professional practice. It also addresses the perspectives reflected in the context-specific policies that are institutionally specific. These policies, while guided by systemic documents, indicate the level of adaptation and reorganisation individual institutions undertake in an attempt to address the question of authentic inclusion. Finally, it discusses the issue of individual inclusion. This presents the essential questions of whose interests and knowledge are included in the planned activities, what might these activities look like, and to what extent do individual educators and carers seek to support the heritage of babies, toddlers, and young children through activities which are inclusive of their knowledge, customs, and language. It stresses the importance of inclusion to promote a sense of belonging and to facilitate the process of authentic integration.
