By Mary Dickins

The key topics in inclusion are explored via an A - Z method masking key ideas, theories / theorists, and figures.

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Additional resources for A - Z of Inclusion in Early Childhood

Sample text

Belonging implies that everyone in a setting feels and believes that they are truly accepted for themselves and treated equally. The Early Childhood Forum (ECF 2003: 15) sets out what they believe are the implications of belonging and connecting for practice and in particular for children’s learning and consider that from birth children should be: forming mutually respectful relationships with close and familiar adults and children, through verbal and non-verbal communication (touch, movement, gestures, signs, dialects and languages) learning to recognise and accept the needs and rights of familiar adults and children learning how to communicate their own needs and rights (within their intimate groups of children and adults) sympathising with the needs of other forms of life (plants and animals), treating them with respect and care learning how to show respect for the natural and made environments to which they belong (early years setting, home and neighbourhood) learning about family history through the sounds, smells, tastes, stories and artefacts which represent continuity and change in their families and cultures learning about their membership of groups and the possibility of being, at times, dependent and independent, acquiescent and assertive, of leading and following in peer groups, family and community learning about the groups (including ethnic/racial, cultural, linguistic, religious, social) to which familiar adults and children belong gradually learning about their membership of groups beyond their immediate surroundings building on their first-hand experiences of belonging and connecting, coming to understand more about other people and other communities, past and present.

Occasionally it’s our reactions and interactions with a child that can be the cause of some of their behavioural difficulties. When this happens we must have sufficient integrity to understand it, and change our approach to the child. Observation and detailed recording of the nature and incidence of children’s particular behaviours are key strategies that usually underpin successful behaviour management. An inclusive approach to behaviour will take into account the child’s perspective as well as systemic or organisational factors that might be exacerbating or even creating the circumstances in which an individual child’s behaviour becomes a problem.

London: NCB. Lawrence, D. (1988) Enhancing Self-Esteem in the Classroom. London: Paul Chapman. MacNaughton, G. (2006) Respect for Diversity: International Overview. The Hague: Bernard Van Leer Foundation. Medical Research Council (MRC, 2001) Review of Autism Research: Epidemiology and Causes. London: MRC. , Banton, R. and Medforth, N. (2000) Children and assessment, in D. Wyse and A. Hawtin (eds) Children: A Multiprofessional Perspective. London: Arnold. Pollard, A. (2002) Reflective Teaching. London: Continuum.

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A - Z of Inclusion in Early Childhood by Mary Dickins
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