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Inclusive pedagogies for early childhood educationrespecting and responding to differences in learning /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Inclusive pedagogies for early childhood educationedited by Carmel Conn and Alison Murphy.
Reminder of title:	respecting and responding to differences in learning /
other author:	Conn, Carmel.
Published:	London :Routledge, Taylor & Francis Group,2022.
Description:	1 online resource (xi, 183 p.) :ill.
Subject:	Inclusive education.
Subject:	WalesPolitics and government19th century.
Online resource:	https://www.taylorfrancis.com/books/9781003163206
ISBN:	9781003163206$q(ebook)

Inclusive pedagogies for early childhood educationrespecting and responding to differences in learning /
Inclusive pedagogies for early childhood educationrespecting and responding to differences in learning /[electronic resource] :edited by Carmel Conn and Alison Murphy. - London :Routledge, Taylor & Francis Group,2022. - 1 online resource (xi, 183 p.) :ill.

Includes bibliographical references and index.

Introduction : Inclusive pedagogy as an ethics of responsibility and care / Carmel Conn and Alison Murphy -- Theoretical perspectives on inclusive pedagogy. The children's rights approach to early childhood education : Policy and context in Wales / Alison Murphy and Jane Waters-Davies ; Placing inclusion at the heart of things : The 'tricky challenge' for educational leadership / Matt Hutt ; Seeing children's learning subjectivities for inclusive pedagogy in early childhood education / Carmel Conn ; Children's agency and negotiation of space for enabling environments : The use of Tuff spots for practitioner education / Claire Pescott -- Using research to develop inclusive pedagogies. Socialising a pedagogy of care in a New Zealand early childhood refugee centre / Amanda Bateman and Linda Mitchell ; Social embodiment in early childhood education for children with PMLD / Ben Simmons ; Foundation Phase teachers' understandings and enactment of participation in school settings in Wales / Alison Murphy [and 4 others] ; Using an environmental affordance perspective to consider children's 'challenging behaviour' in the classroom and at Forest School / Angela Rekers ; Inclusion, participation and interaction : Challenging the discourse of in-class ability groupings in early childhood education / Eleri John ; The capable child as a threshold concept for inclusive early childhood education and care / Jane Waters-Daviesand Natalie McDonald.

''This essential textbook explores inclusive pedagogies by presenting theoretical viewpoints and research on everyday practices in early childhood education that affirm diversity in relation to learning, disability and culture. Theauthors consider the pedagogical practices involved in supporting educational inclusion for young children. The book focuses on key issues in relation to inclusive pedagogy including young children's learning subjectivities, socio-materialrealities of learning in early childhood contexts, and perspective-taking of children and adults in relation to learning and difference. The book draws together findings from experts who are employing innovative methods for research in earlychildhood education, including conversation analysis, phenomenological enquiry and participant ethnography, in order to create new knowledge and understanding about how young children are and feel themselves to be included."--Back cover.

Carmel Conn is Associate Professor in Inclusive Pedagogy and Course Leader for the MA in Autism in the School of Education, Early Years and Youth Work at the University of South Wales in the UK. Alison Murphy is a Lecturer in Primary Education Studies in the Institute of Education, Childhood and Youth at University of Wales Trinity St David in the UK.

ISBN: 9781003163206$q(ebook)Subjects--Topical Terms:

295631
Inclusive education.
Subjects--Geographical Terms:

392030
Wales
--Politics and government--19th century.Index Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: LC1203.G7 / I537 2022eb

Dewey Class. No.: 371.904/609429

Inclusive pedagogies for early childhood educationrespecting and responding to differences in learning /
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300 $a 1 online resource (xi, 183 p.) : $b ill.
504 $a Includes bibliographical references and index.
505 0 $a Introduction : Inclusive pedagogy as an ethics of responsibility and care / Carmel Conn and Alison Murphy -- Theoretical perspectives on inclusive pedagogy. The children's rights approach to early childhood education : Policy and context in Wales / Alison Murphy and Jane Waters-Davies ; Placing inclusion at the heart of things : The 'tricky challenge' for educational leadership / Matt Hutt ; Seeing children's learning subjectivities for inclusive pedagogy in early childhood education / Carmel Conn ; Children's agency and negotiation of space for enabling environments : The use of Tuff spots for practitioner education / Claire Pescott -- Using research to develop inclusive pedagogies. Socialising a pedagogy of care in a New Zealand early childhood refugee centre / Amanda Bateman and Linda Mitchell ; Social embodiment in early childhood education for children with PMLD / Ben Simmons ; Foundation Phase teachers' understandings and enactment of participation in school settings in Wales / Alison Murphy [and 4 others] ; Using an environmental affordance perspective to consider children's 'challenging behaviour' in the classroom and at Forest School / Angela Rekers ; Inclusion, participation and interaction : Challenging the discourse of in-class ability groupings in early childhood education / Eleri John ; The capable child as a threshold concept for inclusive early childhood education and care / Jane Waters-Daviesand Natalie McDonald.
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545 0 $a Carmel Conn is Associate Professor in Inclusive Pedagogy and Course Leader for the MA in Autism in the School of Education, Early Years and Youth Work at the University of South Wales in the UK. Alison Murphy is a Lecturer in Primary Education Studies in the Institute of Education, Childhood and Youth at University of Wales Trinity St David in the UK.
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