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Inclusive Pedagogies for Early Childhood Education: Respecting and Responding to Differences in Learning book cover

1st Edition

Inclusive Pedagogies for Early Childhood Education Respecting and Responding to Differences in Learning

Edited By Carmel Conn, Alison Murphy Copyright 2022
    196 Pages 4 B/W Illustrations
    by Routledge

    196 Pages 4 B/W Illustrations
    by Routledge

    196 Pages 4 B/W Illustrations
    by Routledge
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    This essential textbook explores inclusive pedagogies by presenting theoretical viewpoints and research on everyday practices in early childhood education that affirm diversity in relation to learning, disability and culture.

    The authors consider the pedagogical practices involved in supporting educational inclusion for young children. The book focuses on key issues in relation to inclusive pedagogy including young children’s learning subjectivities, socio-material realities of learning in early childhood contexts, and perspective-taking of children and adults in relation to learning and difference.

    The book draws together findings from experts who are employing innovative methods for research in early childhood education, including conversation analysis, phenomenological enquiry and participant ethnography, in order to create new knowledge and understanding about how young children are and feel themselves to be included.　

    This textbook will be essential reading for students and practitioners alike. The book is particularly pertinent for undergraduate and postgraduate students studying early years as well as courses which focus on education or teaching or inclusion.

    Introduction: Inclusive Pedagogy as an Ethics of Responsibility and Care

    Carmel Conn and Alison Murphy

    PART 1 – Theoretical Perspectives on Inclusive Pedagogy

    1. The Children’s Rights Approach to Early Childhood Education: Policy and Context in Wales

      2. Alison Murphy and Jane Waters-Davies

    2. Placing Inclusion at the Heart of Things: The ‘Tricky Challenge’ for Educational Leadership

      3. Matt Hutt

    3. Seeing Children’s Learning Subjectivities for Inclusive Pedagogy in Early Childhood Education

      4. Carmel Conn

    4. Children’s Agency and Negotiation of Space for Enabling Environments: The Use of Tuff Spots for Practitioner Education

      5. Claire Pescott

      PART 2 – Using Research to Develop Inclusive Pedagogies

    5. Socialising a Pedagogy of Care in a New Zealand Early Childhood Refugee Centre

      6. Amanda Bateman and Linda Mitchell

    6. Social Embodiment in Early Childhood Education for Children with PMLD

      7. Ben Simmons

    7. Foundation Phase Teachers’ Understandings and Enactment of participation in school settings in Wales

      8. Alison Murphy, Jacky Tyrie, Jane Waters-Davies, Sarah Chicken and Jennifer Clement

    8. Using an Environmental Affordance Perspective to Consider Children’s ‘Challenging Behaviour’ in the Classroom and at Forest School

      9. Angela Rekers

    9. Inclusion, Participation and Interaction: Challenging the Discourse of In-class Ability Groupings in Early Childhood Education

      10. Eleri John

    10. The Capable Child as a Threshold Concept for Inclusive Early Childhood Education and Care

    Jane Waters-Davies and Natalie McDonald

    Contributing Authors

    Biography

    Carmel Conn is Associate Professor in Inclusive Pedagogy and Course Leader for the MA in Autism in the School of Education, Early Years and Youth Work at the University of South Wales in the UK.

    Alison Murphy is a Lecturer in Primary Education Studies in the Institute of Education, Childhood and Youth at University of Wales Trinity St David in the UK.

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