′This book would interest and inform any practitioner from managers to students.′- Early Years Update
′A ′must buy′ for anyone interested in inclusive education in the early years′ - SENCO Update
′Refreshingly, in this book, inclusion is not about a narrow group of students defined as ′special′ but about increasing the participation of everybody involved in early years settings.′ - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University
′Fascinating reading ... I will be recommending this book to colleagues and adding it to my essential reading list for students′ - Nursery World
′A very helpful book which both challenges and informs... [It] brings together important evidence to help us find a positive way forward′ - Early Education
′Well-written and accessible... The book is rich with the reported experiences and ideas of educators and provides clear pointers for further research and discussion.′ - Support for Learning
This insightful text shows how practices in a range of early years settings can be influenced by the attitudes and responses of adults in those settings. The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. The book presents a number of original stories (generated from a recent research project carried out by the authors) of how the lives of practitioners, parents and children have been affected by inclusive and non- inclusive practices.
This new and revised edition includes an increased focus on:
" inclusion as a political issue
" social class
" poverty
" children′s rights
" the inclusion of gay and lesbian parents and staff
This is an essential text for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and develop their own inclusive practices.
Clough, Peter: - Peter Clough is Professor of Education at the University of Brighton. Often using innovative, arts-based qualitative methodologies, his research is concerned particularly with the inclusion of marginalised voices, and spans all age phases. Among his many publications are Inclusion in the Early Years (Sage), and Narratives and Fictions in Educational Research (OUP). Recent research includes the Family Literacy in Prisons project in collaboration with the Prison Advice and Care Trust.
Nutbrown, Cathy: -
Cathy Nutbrown is President of Early Education and Professor of Education in the School of Education at the University of Sheffield. Her research over the last 30 years, has focussed on young children's learning and work with parents to support young children's literacy development. She won an ESRC Award for Research with Outstanding Impact on Society and a Nursery World Lifetime Achievement Award. She is author of over 150 publications including Early Literacy Work with Families (with Hannon and Morgan, Sage, 2005), Early Childhood Educational Research (Sage, 2019), and Home Learning Environments for Young Children (with Clough, Davies and Hannon, Sage, 2022).
