Inclusion in the Early Years: Critical Analyses and Enabling Narratives

′ This is a book for those who want to find more, to broaden their own perceptions and understanding of inclusion and to base their own practice on research, and as such would interest and inform any practitioner from managers to students.′-

Early Years Update

′This text is a ′must buy′ for anyone interested in inclusive education in the early years… A particular strength of the book is the way in which the everyday experiences of children, parents and practitioners are discussed in relation to educational theory… Perhaps the greatest strength of the book though, lies in the way that ideas are based on research findings are presented so clearly. It will almost certainly be nominated for this year′s NASEN/TES academic book award and deservedly so′ - 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. It is about reducing the exclusion of all children, their families and communities. It is also about the practitioners who work with them, whose involvement in decisions in their own workplace is critical if they are to support the participation of children. It is rich with experience, from the UK and internationally, building up an understanding of education from stories of encounters with children and their families. This book will help readers to escape from the confines of considering children, and the difficulties they encounter, through the constricting and distorting lens of special educational needs′ - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University

′Fascinating reading ... bound to inform discussions and encourage early years practicioners to develop and reflect on their own practices ... 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. It will serve as an excellent stimulus for educators in any early-years setting who are seeking to develop their own agreed philosophy and inclusive practices′ - Support For Learning

By identifying and discussing key research studies on inclusion in the early years, and drawing on studies of practitioners′ views and experiences of working inclusively, 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.

Key factors which can make inclusion successful are highlighted, including curriculum and pedagogy, professional development and work with parents.

The book shows how working inclusively involves all members of the setting community, and 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 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.

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).

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.