Who Has Rights to What? Inclusion in Australian Early Childhood Programs

Autor/in	Petriwskyj, Anne
Titel	Who Has Rights to What? Inclusion in Australian Early Childhood Programs
Quelle	In: Contemporary Issues in Early Childhood, 11 (2010) 4, S.342-352 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2010.11.4.342
Schlagwörter	Early Childhood Education; Public Policy; Cultural Pluralism; Educational Change; Equal Education; Young Children; Foreign Countries; Inclusion; Mainstreaming; Elementary Schools; Childrens Rights; Access to Education; Special Education; Cultural Influences; Student Diversity; Teacher Expectations of Students; Economic Factors; Politics of Education; Social Attitudes; Social Bias; Acculturation; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Öffentliche Ordnung; Kulturpluralismus; Bildungsreform; Frühe Kindheit; Ausland; Inklusion; Elementary school; Grundschule; Volksschule; 'Children''s rights'; Kindesrecht; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Cultural influence; Kultureinfluss; Ökonomischer Faktor; Educational policy; Bildungspolitik; Social attidude; Soziale Einstellung; Akkulturation; Australien
Abstract	In early childhood settings prior to school and in the early years of primary school, debate continues over the meaning of inclusion and its scope in terms of the groups under consideration. The genealogies of early childhood education and care, early primary school, special education and cultural education were examined to identify recurring and emerging approaches to inclusion within Australian programs for children from birth to eight years. Approaches to inclusion encompassing multiple forms of diversity coexist in the Australian educational literature with targeted approaches focused on disabilities or risk. These differing approaches reflect underlying ideological divisions and varying assumptions about diversity. Multiple approaches, including the expansion of early childhood services, reflect tensions over children's rights, conceptualizations of inclusion, the expectations of teachers, system coordination, economic constraints and political pressure to cater for a complex range of young children in varied settings. The article incorporates discussion on underlying philosophical tensions within the early childhood field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10