Inclusive Practice in the Early Years (eng)

Warren, Jane

ISBN 10: 1009674609 / ISBN 13: 9781009674607

Edité par Cambridge University Press, 2026

A propos de cet article

N° de réf. du vendeur L3ILBXA8M9

Détails bibliographiques

• Titre: Inclusive Practice in the Early Years (eng)
• Éditeur: Cambridge University Press
• Date de parution: 2026
• Langue: anglais
• ISBN à 10 chiffres: 1009674609
• ISBN à 13 chiffres: 9781009674607
• Reliure: Couverture souple
• État de l'article: new
• Poids: 0,43 kilogramme

A propos de ce titre

Synopsis

Inclusion is about recognising the rights of every person and ensuring that equitable opportunities exist for all. Inclusive Practice in the Early Years provides pre-service and in-service early childhood teachers and educators with theoretical guidance and practical strategies to allow all children to participate meaningfully in learning. Inclusive Practice in the Early Years focuses on the inclusion of children with disability, developmental delay and neurodivergence from birth to five years. The book also highlights the importance of recognising inclusive principles that apply to a wider range of diversity including Aboriginal and Torres Strait Islander children, refugee and migrant children, children who have experienced trauma and families experiencing disadvantage. Developed by authors with extensive experience across early childhood education, disability, community, and allied health, this text provides valuable information and strategies to support both pre-service and in-service teachers and practitioners to develop an inclusive practice.

À propos des auteurs

Jane Warren began her career as an early childhood teacher where she worked with many children with diverse learning and support needs, which led to her doctoral research focused on the transition of children with disabilities into early childhood education and care services. Dr Warren is now a senior lecturer in the Bachelor of Education – The Early Years at the University of Wollongong, supporting students to become early childhood sector leaders with a strong sense of social justice. Her expertise in inclusion and early intervention encompasses her teaching, research and publications and she has collaborated with a range of professionals and academics across and beyond Australia. Dr Warren has supported many early childhood services to become more inclusive and has shared her knowledge and experience at both national and international conferences. She has contributed as a special matter expert for several organisations, including Reimagine Australia, where she has led research to inform government submissions and groundbreaking initiatives. Dr Warren coordinates a supported playgroup for children with disabilities, developmental delays and neurodivergence, and their families to improve both current outcomes and developing a strong foundation for positive future trajectories. Her experience provides a unique balance between theory, practice and research.

Cathy Little is Associate Professor Special Education and Deputy Head of School (Education) in the Sydney School of Education and Social Work at the University of Sydney. Dr Little's interests and research lie in the areas of teacher preparation for inclusive education, children's mental health and well-being, and joyful pedagogy in early childhood. Dr Little currently lectures at both undergraduate and postgraduate levels, as well as supervising several research students. Dr Little acts as a consultant to schools and early childhood services for the support of autistic children and young people with complex behavioural needs and sits on the Board of Directors of a school for students on the autism spectrum. Dr Little is also the recipient of the 2018 Nancy Fairfax Churchill Fellowship awarded to support her research and investigate a best practice inclusive education model for Autistic students.

Charmaine Bernie is a clinician, educator and researcher with a focus on children's early years. She has 25 years' experience in paediatric occupational therapy across education, community and tertiary hospital settings in Australia, and overseas. Charmaine has specialised in developmental screening and surveillance, evidence-based multidisciplinary assessment, and participation-focused supports for young and primary school-age children. She has explored best practice identification and support provisions for below school-age children with inclusion and additional support needs in her research and clinical practice, and is currently a research fellow with an early years-focused laboratory in Australia. In 2022, Charmaine completed her doctorate exploring pathways to autism diagnosis in Australia, with the University of Melbourne. Charmaine continues to lead research projects that explore ways in which children's early support and inclusion needs can be identified, and acted upon in the community contexts where they spend the majority of their time, including early childhood education and care settings.

Blake Stewart is an Early Childhood Teacher, Early Interventionist, and Author. He has dedicated his career to strengthening inclusion and inclusive practice across children's education and care, disability and community sectors. His professional experience spans early childhood education, paediatric allied health, policy and tertiary teaching. Blake holds a Bachelor of Early Childhood Education (Birth to Five Years), a Graduate Diploma in Health Studies (Occupational Therapy), and a Master of Education (Leadership and Learning) specialising in Inclusive Education. Blake's work focuses on supporting children with disabilities, developmental differences, and neurodivergence to participate meaningfully within their natural environments. He has led sector wide initiatives that build educator capability, strengthen collaborative practice, and contribute to sector uplift through the co-authoring and development of national frameworks and practical resources used across Australia. Known for his ability to translate complex ideas into clear and usable guidance, Blake's writing reflects his belief that inclusion is relational work grounded in partnership, curiosity, and the right of every child to feel safe, understood and supported. His teaching and advocacy are shaped by a personal commitment to give children, families and educators the support he wished he had as a new graduate teacher. He is driven by a vision of an ECEC sector where every child feels they belong, and where inclusive practice is embraced across the country.