Nonetheless, all professionals have key knowledge and experience they can contribute but above everything it must be remembered that every child must be treated as unique and this must be reflected in their EHC plans and a collaborative, multi-agency approach must ensure all aspects of the child’s needs are addressed. Hodder Education. 0000000016 00000 n 0000005481 00000 n 0000032531 00000 n An aspect of inclusion examined by Greenhouse’s (2013) research wasan investigation into the quality of professional relationships between educational psychologists and the other professionals who work with children, young people and their families as part of a multi-agency team. Within Setting X there is evidence of both models, for example in adaptation for accessibility that have been made, availability of disabled toilets and level floor access to enable independence but there are also aspects where they cannot participate, such as there is some equipment that may not be used by all which excludes individuals. Service providers also benefit from inclusive practices in childcare by sharing resources and developing partnerships. Registered Data Controller No: Z1821391. 0000031748 00000 n Correspondingly, it is influenced by the largest part of the Children’s & Families Act (2014), which focuses with the laws and provisions that relate to children with SEN or disabilities (Goepel et al., 2015). One such theoretical framework was outlined by Greenhouse (2013), and is the Sociocultural Activity Theory which provides an outline for understanding how activities are restructured within a multi-agency team, whilst also consiidering the historical and cultural contexts in which changes to practice have taken place. Subsequently, a group of professionals from diverse backgrounds with different skills and proficiencies would be required to achieve overall positive outcomes (Greenhouse, 2013, p.407). Registered office: Venture House, Cross Street, Arnold, Nottingham, Nottinghamshire, NG5 7PJ. 0000019191 00000 n Examine Your Affinities and Prejudice. 0000010641 00000 n But progress comes slowly. High quality early childhood programs form the foundation for high quality inclusive programs from which all children benefit. Early childhood inclusion and early childhood intervention are inextricably linked. According the The Early Childhood Research Institute on Inclusion (ECRII), parents of children without disabilities participating in inclusive programs report positive changes in their … What does inclusive early years practice mean? <]>> Subsequently, they recommended that professionals could collaborate more by joining their working practices, tools (for instance, the Common Assessment Framework) and their professional skills (Greenhouse, 2013, p.408). The Code was updated January 2015. Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? It endeavours to make a clear distinction between “underachievement” and SEN (Setting X, 2014). To export a reference to this article please select a referencing stye below: If you are the original writer of this essay and no longer wish to have your work published on UKEssays.com then please: Our academic writing and marking services can help you! clear strategies and positive approaches towards equality within early years provision Inclusion in your Early Years Setting refers to a process involving a programme, curriculum or educational environment where each child is welcomed and included on equal terms A child can feel they belong and can progress to his/her full potential in all areas of development (National Childcare Strategy 2006-2010) Anti Bias Approach. This can be done or achieved when the various needs and diverse lifestyle of children and their families are factored into the settings planning, be it weekly, monthly or yearly. reflective practice is one of the five principles of the early years learning Framework” (DEEWR, 2010. p. 7). Nevertheless, effective communication can encourage working in partnership with the family and other professionals. Multisensory experiences can be good because using more than one sense at a time helps to build the brain more quickly. The latter is deemed by many academics as more valuable because it provides an understanding from the perspective of the individual. However, preceding this there was a whole class activity where students were all placed in a line and the lecturer asked personal questions to establish what things the class had in common. This essay may contain factual inaccuracies or out of date material. Looking for a flexible role? 0000002567 00000 n Available at: https://www.nfer.ac.uk/media/2001/mad01.pdf (Accessed: 27 May 2019). 0000019676 00000 n Atkinson, M., Jones, M. and Lamont, E. (2007) ‘Multi-agency working and its implications for practice’: CfBT Education Trust. (Accessed: 20 May 2019). 98 0 obj <>stream 0000008613 00000 n In the last annual meeting for every child, the setting has to present a documented book and a video of the child’s progress that has taken place over the course of the year. Differences between these professionals may lead to improved outcomes however, there may also be challenges as different professionals may have different expectations, approaches, and roles (Greenhouse, 2013). Available resources and indicators of high quality inclusive practices are presented in this compilation. 0000003261 00000 n The research stated that as a result of Every Child Matters (ECM) agenda (2003), local authorities recognised the significance of a "joined up" multi-agency approach to providing Children's Services and in solving problems collaboratively (Greenhouse, 2013). August 19, 2015. The code stipulates that all pupils are entitled to a broad and balanced curriculum. 0000024510 00000 n 0000005506 00000 n This spurred the ECM agenda to acknowledge the need for professionals to work collaboratively. Please refer to an authoritative source if you require up-to-date information on any health or medical issue. 0000006023 00000 n 18th May 2020 According to Percy-Smith (2005) and (Atkinson et al., 2007) this is where information exchange comes into play, in other words involving the mutual learning/knowledge of what each person does and could do. 2 Inclusive Practice Introduction: Inclusive practice This book has been written for early years practitioners who wish to focus on particular issues surrounding inclusion within their practice. Cathy Nutbrown is Professor of Education and Director for Research at the University of Sheffield. For example, they have termly meetings called annual reviews where the child’s one to one support assistant, the classroom teacher and other appropriate multi-agency members (Early Years teams, speech and language therapists, educational psychologists etc.) 0000024107 00000 n It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for … (1995), described the principle of multi-agency working as offering "participants a forum to debate issues, by giving professionals from different backgrounds the opportunity for inter-disciplinary discussion and by establishing a collaborative relationship between professionals and carers" (cited in Greenhouse, 2013, p.408). 0000032103 00000 n Good practice in early education Research examining good practice in early education as part of the study of early education and development (SEED). If you need assistance with writing your essay, our professional essay writing service is here to help! Hopefully, that’s where we can step in. All work is written to order. Benefits of Inclusive Practice. Do you have a 2:1 degree or higher? In today’s blog post, we’ll take you through the 12 inclusive practices with the strongest research base for supporting young children in inclusive programs. Although the group I was in did not win this activity there was still a sense of achievement because we demonstrated an ability to work collaboratively and achieve our goals together. No plagiarism, guaranteed! 0000001376 00000 n 0000002701 00000 n One of the main areas of inclusion that Greenhouse (2013) highlighted was the importance of effective communication with other professionals. 0000010666 00000 n 0000023585 00000 n Vygotsky introduced the idea that language plays a pivotal role in cognitive development (Mcleod, 2018). This attempts to provide them with full access to the school curriculum. Our spotlight article below ‘Promoting equality and diversity in the early years’ focuses on ‘Black lives matter’ and has points to consider to support reflective practice. This is important in light of Lord Laming’s Review (2003) of Victoria Climbie’s death which recommended increasing joint working practices and data sharing amongst all those involved in the care of vulnerable young children (cited in Wilson and James, 2007). Theoretical models have also been used to help in the analysis and understanding of this area, which include the Social and Medical Models. endstream endobj 46 0 obj <>/Metadata 43 0 R/Pages 42 0 R/Type/Catalog>> endobj 47 0 obj <>/ColorSpace<>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC]/ExtGState<>>>/Type/Page>> endobj 48 0 obj <> endobj 49 0 obj <> endobj 50 0 obj <> endobj 51 0 obj [77 0 R] endobj 52 0 obj <>stream Reference this. Each time a similarity was established within the group we were allowed to move forward, which gave a sense of achievement for the group, whereas when we had nothing in common it felt like we were letting the group down. 0000003996 00000 n startxref The Early Childhood Forum define inclusion as: A process of identifying, understanding and breaking down barriers to participation and belonging. 0000027958 00000 n This applies no matter what they think or say; what type of family they come from; what language(s) they speak; what their parents do; whether they are girls or boys; whether they have a disability or whether … The early years is where we can make a lasting difference to children’s views of the world, the people and the communities within it. It gives the educators an opportunity to look at the planning process, the successful areas of planning, the areas of improvement and progress and to get motivated to work better for the learning of children. 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