The Inclusive Early Years Educator

A Reflective Toolkit
1. Auflage 2024
ISBN: 978-1-032-52991-2
Verlag: Routledge

Buch, Englisch, 214 Seiten, Format (B × H): 210 mm x 297 mm, Gewicht: 574 g

All young children are entitled to high-quality experiences when it comes to their education. Too often, when we meet a child who has learning differences or a disability, our instinct is to sound the alarm bells and call for additional support. The Inclusive Early Years Educator is a resource that encourages us to change our mindset when it comes to children with learning differences and disabilities, considering areas where our provision needs adjustment, in order to be truly inclusive.

This toolkit aims to ensure all children have the best possible chance of making progress by supporting practitioners to identify all children’s strengths and to celebrate all aspects of individual children’s learning. The book:

- Provides a holistic picture of a child’s learning, considering an array of reflective opportunities, while always keeping the child at the centre of our thoughts

- Includes a wealth of real-life case studies and worked examples

- Features a diverse range of contributions from early years professionals as well as the voices of parents

- Contains printable forms to encourage and consolidate reflections throughout the book

- Is full of signposting and links to further resources and reading, making it an essential guide for the early years

Some of the self-reflections will be challenging and ask us to think about aspects of our practice we may never have previously considered. With accessible guidance and strategies to advocate a change in practice based on lived experience research, The Inclusive Early Years Educator will enable the reader to become an ally for championing neurodiversity-affirming practice and true inclusion in early years education.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Lowe, Ann

Kilgour, Stephen

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule

Inhaltsverzeichnis

Preface

Acknowledgments

Introduction

Chapter 1: Establishing a Child-Centred Approach to Requests for Support and Funding

Chapter 2: Basic Needs

Chapter 3: Wellbeing and Involvement

Chapter 4: Anti-Racist Practice

Chapter 5: Characteristics of Effective Teaching and Learning

Chapter 6: Communication

Chapter 7: Play

Chapter 8: Executive Function

Chapter 9: Sensory Reflection

Chapter 10: Child’s Voice

Chapter 11: Parent’s Views and Aspirations

Additional Forms

Index

Über Autor(innen)

Ann Lowe is an Early Years Inclusion Officer at Doncaster Council where she provides advice, support and a range of training on inclusive practice to early years settings, schools, childminders and SENCOs. Ann has been involved in early years teaching and inclusion for 18 years in a range of roles, including a teacher of early years in schools, SENCO in school, early years advisory teacher and area SENCO.

Stephen Kilgour is a SEND advisor and spends his time providing training on various aspects of SEND and child-centred assessment. Stephen taught in schools for 15 years, including seven years as a deputy head teacher. He is also an advisor for the Foundation Stage Forum (FSF) and Tapestry.