Diversity Gain? An Exploration of Inclusive and Exclusive Perceptions in Early Years Settings in England

Autor/in	Owen, Alex
Titel	Diversity Gain? An Exploration of Inclusive and Exclusive Perceptions in Early Years Settings in England
Quelle	In: Early Child Development and Care, 189 (2019) 3, S.476-487 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1326108
Schlagwörter	Foreign Countries; Student Diversity; Inclusion; Early Childhood Education; Parent Participation; Teacher Attitudes; Preschool Teachers; Educational Resources; Parent Attitudes; Disabilities; Special Needs Students; Minority Groups; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elternmitwirkung; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungsmittel; Elternverhalten; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Ethnische Minderheit
Abstract	This article explores inclusive and exclusive perceptions within early years practice settings in England. Inclusion is understood to involve the acknowledgement and celebration of difference, rather than its problematization. A deficit-based discourse regarding diversity is challenged and the concept of "diversity gain" is explored. A study was undertaken involving seven early years practice settings. The study involved the use of a critical communicative methodological approach due to its focus on exploration and listening with a view to understanding. The results and data analysis supplied three key findings. Firstly, practitioners are able to articulate their understanding of diversity gain and a desire for inclusion to a far greater extent than parents involved in the settings. Secondly, parental involvement within the settings is fundamental to authentic inclusion. Finally, practitioners felt that there was a distinct lack of resources, including funding, time and expertise, to support inclusive practice appropriately. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01