Play underpins all development and learning for young children. Practitioners working in early years settings have a responsibility to provide an effective learning environment which is inclusive.
Early years settings must help every child reach their full potential and ensure that all families and children feel valued as members of their early years and wider community (EYFS- Inclusive practice 2007)
The Early Years Framework (2007) recognises that all early years settings are to be inclusive of all children’s needs. Practitioners need to provide age appropriate learning and development opportunities to set realistic and challenging expectations that meet the diverse needs of all children within the setting (EYFS- Inclusive practice 2007).
The EYFS represents a child and family centred inclusive approach to meeting children’s needs and interests that promotes their learning and development. Inclusion is important because it embraces and promotes a culture of equality opportunities for all children. (EYFS- Inclusive practice 2007)
Children bring many experiences to their learning provision. Froebe (1887) suggested that all practitioners should be encouraged to begin where the learner is. Children’s interests, skills and knowledge affect their ability to development and learn. Play is looked upon as a concept that embraces diversity, but is also inclusive ( Moyles 2005). Practitioners need to have an awareness and have an understanding of the requirements of equal opportunities that cover race, gender and disability. Practitioners are to plan to meet the needs of boys and girls, children with special needs, children from cultural and religious backgrounds, and children of different ethnic backgrounds including travellers, refugees and asylum seekers (EYFS- Inclusive practice 2007).
Some children can be limited in their development by their view that there are people around them who do not value them, because of who they are, this reiterates the importance...