1st Edition
The Inclusive Early Years Educator A Reflective Toolkit
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.
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
Biography
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.
“This book is going to be a real gem on the reading lists and bookshelves of every education and early years student, early years educator, teacher, and trainer. It is bursting at the seams with information, case studies, resources, and opportunities to reflect on current and future practice. It embodies every aspect of inclusion and discusses what this should look like in practice, and more importantly, be embedded at the core of all that we do. Stephen and Ann skilfully navigate you through each chapter, intertwining theory and examples from some of our sector's most highly regarded experts, alongside real-life case studies from Doncaster Local Authority. It is thought-provoking and challenges you to look not only at your practice, but at your thoughts, words, and beliefs and how these influence our approach to inclusion ... this will definitely be on my students’ reading list and in my classrooms to support understanding of inclusion, reflection, and encourage discussion.”
Helin Taylor-Greenfield,
Education and Early Years Lecturer (FE), NNEB, Pearson and LBWF Award Winner, Mental Health and Wellbeing Advocate
"I have thoroughly enjoyed engaging with this book. Right from the start you understand the positioning of the authors and the important and powerful message they want to give. A message supported through the introduction of the Reflection Toolkit that has the child and their holistic needs at the centre. This book has so many strengths, including the style in which it is written, which makes the book accessible to a range of audiences. The use of ‘voices’ from practice facilitates real life examples of the Toolkit and enables the reader to reflect on how they could employ it in their work. It is empathetic, compassionate and respectful in the way it addresses issues and is particularly sensitive to the needs and feelings of parents and carers. The title on Chapter 11 about the views and aspirations of parents is spot on. How often do you ask the question “What is your aspiration for your child?” “How can we work together?” I valued the challenge to make us reflect on how we talk to, with and about families- their child is truly their most precious gift."
Professor Eunice Lumsden
Head of Childhood, Youth and Families, Faculty of Health, Education and Society, University of Northampton
