Inclusive practice in early childhood

Abstract

In the last two decades, the field of early childhood education and care in England has been transformed and is still witnessing changes. Central to all the changes in the field was the creation of ‘joined- up’ thinking where a varied range of services such as nurseries, pre- schools, child minders and social workers aimed to work in a multi- agency, multi- departmental way in order to allow all children and their families to get the best start in life. There was also an attempt to ensure that all the changes in the field at policy and curriculum level were aimed at achieving equality of opportunity for all children and their families as well as ensuring anti- discriminatory practice so that all children are included and supported. In that sense, Nutbrown’s quote reflects the core element in early childhood education and care for an inclusive provision. However, Nutbrown importantly stated that only at its best is early years inclusive practice possible. This is because inclusive practice is complex: it cannot simply be considered ideologically and instead tensions need to be considered that may exist in practically implementing inclusion in the early childhood.