5,207
Views
5
CrossRef citations to date
0
Altmetric
Articles

Rights, inclusion and citizenship: a good news story about learning in the early years

ORCID Icon & ORCID Icon
Pages 1081-1094 | Received 04 Jul 2018, Accepted 04 Jun 2019, Published online: 13 Jun 2019

References

  • Barnes, C., and G. Mercer. 2010. Exploring Disability. 2nd ed. Cambridge: Polity Press.
  • Björck-Åkesson, E., M. Kyriazopoulou, C. Giné, and P. Bartolo. 2017. Inclusive Early Childhood Education Environment Self-Reflection Tool. Odense: European Agency for Special Needs and Inclusive Education.
  • Booth, T., M. Ainscow, and D. Kingston. 2006. Index for Inclusion: Developing Play, Learning and Participation in Early Years and Childcare. Bristol: Centre for Studies on Inclusive Education.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
  • Carr, M., A. Smith, J. Duncan, C. Jones, W. Lee, and K. Marshall. 2010. Learning in the Making: Disposition and Design in Early Education. Rotterdam: Sense.
  • Clark, A. 2010. Transforming Children’s Spaces: Children’s and Adult’s Participation in Designing Learning Environments. Abingdon: Routledge.
  • Corsaro, W. A. 2003. We’re Friends, Right?”: Inside Kids’ Culture. Washington, DC: Joseph Henry.
  • Davis, L. J. 2013. “The end of Identity Politics: On Disability as an Unstable Category.” In The Disability Studies Reader. 4th ed, edited by L. J. Davis, 263–277. New York: Routledge.
  • Dunn, W. 2007. “Supporting Children to Participate Successfully in Everyday Life by Using Sensory Processing Knowledge.” Infants & Young Children 20 (2): 84–101. doi: 10.1097/01.IYC.0000264477.05076.5d
  • Edwards, C., L. Gandini, and G. Forman. 2011. The Hundred Languages of Children: The Reggio Emilia Experience in Transformation. Santa Barbara: ABC-CLIO.
  • Fielding, M. 2014. “Democratic Fellowship and the Practice of Human Possibility.” In Philosophy, Education and Wellbeing: New Perspectives on the Work of John White, edited by R. Marples, J. Suissa, and C. Winstanley, 54–69. London: Routledge.
  • Fielding, M. 2016. “Why and how Schools Might Live Democracy as an ‘Inclusive Human Order’.” In John Dewey’s Democracy and Education: A British Tribute, edited by S. Higgins, and F. Coffield, 114–130. London: Trentham Books.
  • Florian, L. ed. 2013. The SAGE Handbook of Special Education: Two Volume Set. 2nd ed. London: SAGE.
  • Gabel, S. L. ed. 2005. Disability Studies in Education: Readings in Theory and Method. Vol. 3. New York: Peter Lang.
  • Gilman, S. 2007. “Including the Child with Special Needs: Learning From Reggio Emilia.” Theory Into Practice 46 (1): 23–31. doi:10.1080/00405840709336545.
  • Goodley, D. 2016. Disability Studies: An Interdisciplinary Introduction. London: SAGE.
  • Gordon-Burns, D., A. Gunn, K. Purdue, and N. Surtees. 2012. Te Aotūroa Tataki Inclusive Early Childhood Education: Perspectives on Inclusion, Social Justice and Equity in Aotearoa New Zealand. Wellington: NZCER.
  • Gunn, A., and C. Hruska. 2017. Interactions in Early Childhood Education: Recent Research and Emergent Concepts. Singapore: Springer.
  • Hammersley, M., and P. Atkinson. 2007. Ethnography: Principles in Practice. London: Routledge.
  • Ina, L. 2016. “Asserting Agency: Children ´s Tactics to Navigate in Early Childhood Education.” International Journal of Early Childhood Education Research 5 (11): 34–71.
  • Kliewer, C., L. Fitzgerald, J. Meyer-Mork, P. Hartman, P. English-Sand, and D. Raschke. 2004. “Citizenship for all in the Literate Community: An Ethnography of Young Children with Significant Disabilities in Inclusive Early Childhood Settings.” Harvard Educational Review 74 (4): 373–403. doi: 10.17763/haer.74.4.p46171013714642x
  • Kluth, P. 2012. You're Going to Love This Kid: Teaching Students with Autism in the Inclusive Classroom. Baltimore: Brookes Publishing.
  • Lee, W., M. Carr, B. Soutar, and L. Mitchell. 2013. Understanding the Te Whāriki Approach: Early Years Education in Practice. Hoboken: Taylor & Francis.
  • Macartney, B. 2011. Introducing Aotearoa New Zealand’s national early childhood curriculum Te Whāriki as an ethics-based approach to education. http://www.canterbury.ac.nz.
  • Macartney, B. 2014. How ‘Specialese’ Maintains a dual Education System in Aotearoa New Zealand. www.ieag.org.nz.
  • Macartney, B., K. Purdue, and J. MacArthur. 2013. “Progressing Te Whāriki From Rhetoric to Reality for Children with Disabilities and Their Families.” In Weaving Te Whāriki. Aotearoa New Zealand’s Early Childhood Curriculum Document in Theory and Practice, edited by J. Nuttall, 115–140. Wellington: NZCER.
  • Mackenzie, M., K. Cologon, and M. Fenech. 2016. “‘Embracing Everybody’: Approaching the Inclusive Early Childhood Education of a Child Labelled with Autism From a Social Relational Understanding of Disability.” Australasian Journal of Early Childhood 41 (2): 4–12. doi: 10.1177/183693911604100202
  • McAnelly, K., and M. Gaffney. 2017. “He Waka eke noa: A Case Study of Active Participation for a Disabled Child in an Inclusive Early Childhood Community of Practice.” Early Childhood Folio 21 (1): 16–21. doi:10.18296/ecf.0031.
  • Ministry of Education. 2017. Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Wellington, New Zealand: Early childhood curriculum.
  • Moss, P. 2005. “Early Childhood Institutions as Loci of Ethical and Political Practice.” International Journal of Educational Policy 7: 127–132.
  • Moss, P. 2007. “Bringing Politics Into the Nursery: Early Childhood Education as a Democratic Practice.” European Early Childhood Education Research Journal 15 (1): 5–20. doi:10.1080/13502930601046620.
  • Moss, P., and P. Petrie. 2002. From Children's Services to Children's Spaces: Public Policy, Children and Childhood. London: Routledge Falmer.
  • Noddings, N. 2013. Caring: A Relational Approach to Ethics and Moral Education. Berkeley, CA: University of California.
  • Purdue, K. 2009. “Barriers to and Facilitators of Inclusion for Children with Disabilities in Early Childhood Education.” Contemporary Issues in Early Childhood 10 (2): 133–143. doi:10.2304/ciec.2009.10.2.133.
  • Rinaldi, C. 2006. In Dialogue with Reggio Emilia: Listening, Researching and Learning. New York: Routledge.
  • Shakespeare, T. 2014. Disability Rights and Wrongs Revisited. London: Routledge.
  • Siebers, T. 2013. “Disability and the Theory of Complex Embodiment: For Identity Politics in a New Register.” In The Disability Studies Reader. 4th ed, edited by L. J. Davis, 278–297. New York: Routledge.
  • Slee, R., T. Corcoran, and M. Best. 2019. “Disability Studies in Education–Building Platforms to Reclaim Disability and Recognise Disablement.” Journal of Disability Studies in Education 1 (aop): 1–11. doi:10.1163/25888803-00101002.
  • Smith, A. B. 2016. “Achieving Social Justice for Children: How can Children’s Rights Thinking Make a Difference?” American Journal of Orthopsychiatry 86 (5): 500–507. doi:10.1037/ort0000191.
  • Strong-Wilson, T., and J. Ellis. 2007. “Children and Place: Reggio Emilia’s Environment as Third Teacher.” Theory Into Practice 46 (1): 40–47. doi:10.1080/00405840709336547.
  • Swadener, E. 1988. “Implementation of Education That is Multicultural in Early Childhood Settings: A Case Study of two day-Care Programs.” Urban Review 20 (8): 8–27. doi: 10.1007/BF01112042
  • Thornton, L., and P. Brunton. 2015. Understanding the Reggio Approach: Early Years Education in Practice. New York: Routledge.
  • Tobin, J. 2005. “Quality in Early Childhood Education: An Anthropologist’s Perspective.” Early Education and Development 16 (4): 421–434. doi:10.1207/s15566935eed1604_3.
  • United Nations. 1989. The United Nations Convention on the Rights of the Child. Geneva: Author. http://www.ohchr.org.
  • United Nations. 2006. Convention on the Rights of Persons with Disabilities. Geneva: Author. Retrieved from http://www.un.org.
  • Vakil, S., R. Freeman, and T. Swim. 2003. “The Reggio Emilia Approach and Inclusive Early Childhood Programs.” Early Childhood Education Journal 30 (3): 187–192. doi:10.1080/09669760903424523 doi: 10.1023/A:1022022107610
  • Walmsley, J., and S. Jarrett, eds. 2019. Intellectual Disability in the Twentieth Centiry: Transnational Perspectives on People, Policy and Practice. Bristol, UK: Policy Press.
  • Wenger, E. 1998. Communities of Practice: Learning, Meaning and Identity. New York: Cambridge University Press.
  • Wood, R. 2015. “To be Cared for and to Care: Understanding Theoretical Conceptions of Care as a Framework for Effective Inclusion in Early Childhood Education and Care.” Child Care in Practice 21 (3): 256–265. doi: 10.1080/13575279.2015.1037250

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.