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ERIC Number: EJ1203876
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0300-4430
Diversity Gain? An Exploration of Inclusive and Exclusive Perceptions in Early Years Settings in England
Owen, Alex
Early Child Development and Care, v189 n3 p476-487 2019
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)