Using theory and practice to explore partnerships between professionals and families, Family Learning to Inclusion in the Early Years adds to current expertise through deeper insight into the complexities of inclusion within a specific context of family learning. The book presents inclusive practice which reflects the individuality of each child. Application of a therapeutic approach to promote, or to minimise, behaviour through self-regulation is demonstrated to the reader by illustrative examples. Hazel G. Whitters emphasises the value of supporting every child at the very beginning of a lifelong learning journey by activating the vocational skills of the early years’ workforce.
Beginning with a discussion of the concept of family in the 21st century, descriptive scenarios help readers to link theory to the reality of daily practice in a clear and useful way. The book presents a generational cycle of development through a theoretical and practical perspective, and explains how practice can contribute to closing the implementation gap within a context of family learning and inclusion in the early years. It encourages exchange of knowledge and understanding on issues, prompting readers’ reflection, re-configuration, discussion, dissent, argument, or agreement.
An essential read for any in the field of inclusive lifelong learning, this book will be of interest to academics, post-graduate students, and researchers in the field of early years’ education, as well as those working within services.
Table of Contents
Dedication Author biography Introduction 1. Families and the Earliest Years 2. Special Needs to Inclusion 3. Leading the Workforce: Practice to Policy Index
Hazel G. Whitters is a senior early years’ worker and child protection officer in a voluntary organisation in Glasgow, Scotland. She has conducted research in child protection and early intervention.
"Hazel Whitters is a well-established and respected professional and her experience and passion is clear in the content of the book. This publication draws on her own extensive experience of practice which encompasses the importance of family and the wider community in children’s development. Inclusive family learning practice is highlighted as of great relevance and importance in the early year’s framework. Individual development and self-regulatory behaviour of the child is emphasised with a view to an holistic pedagogical approach to family learning and inclusion in the early years. A valuable resource and essential read for all those involved in supporting inclusive lifelong learning, starting with our youngest citizens."
Tracey Murray, Community Learning and Development Practitioner and Doctoral Researcher, The University of the West of Scotland.