Including Children with Chronic Health Conditions in Early Childhood Education and Care Settings

Autor/inn/en	Musgrave, Jackie; Levy, Rachael
Titel	Including Children with Chronic Health Conditions in Early Childhood Education and Care Settings
Quelle	In: Journal of Early Childhood Research, 18 (2020) 2, S.159-173 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Musgrave, Jackie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X19875776
Schlagwörter	Chronic Illness; Early Childhood Education; Child Care; Inclusion; Foreign Countries; Educational Environment; Allergy; Diabetes; Epilepsy; Play; Food; Child Welfare; Child Safety; Toddlers; Parent Attitudes; Teacher Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Chronic disease; Chronische Krankheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Inklusion; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Allergie; Epilepsie; Spiel; Lebensmittel; Kindeswohl; Infant; Infants; Toddler; Kleinkind; Elternverhalten; Lehrerverhalten
Abstract	This article sheds light on how chronic health conditions impact upon concepts of inclusion in children's early childhood education and care in England; it draws upon findings from a small-scale research project which highlights the need to consider health, in particular, the impact of chronic health conditions on early childhood education and care. The study was conducted in two stages: Stage 1 involved a postal questionnaire to 60 early childhood settings and Stage 2 included interviews with 6 practitioners in 4 settings, interviews with parents and observations of a child (called DJ) in his setting over the course of a year. The findings from this study indicate that in an attempt to be inclusive, practitioners may be unintentionally exclusive in their practice. The data suggest that this may be as a consequence of practitioners having different understandings and definitions of what is meant by the term inclusion, leading to confusion about the aims of inclusion. The findings indicate that there is a need to identify what effective pedagogy is for children with chronic health conditions, as well as a need to redefine inclusion in relation to their needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01