This chapter explores the importance of relational and attentional practices for inclusive pedagogy with children whose learning subjectivities are not easily recognized within early childhood education and are not well-understood by practitioners. The argument presented here is that practitioners need to be willing to affirm such children, who are often described as ‘complex’, not according to a set of universal standards, but as singular subjects who engage with the world in meaningful ways. In particular, it is argued that close attention is needed to children’s body-world experiences and to the existence of connections with human but also more-than-human aspects of the learning environment. A recurring motif is used – one young autistic child’s experience of the interactive whiteboard in his early years classroom – to explore the ways in which the world offers itself to children in educational spaces, what possibilities for learning exist, and what practices constitute an inclusive pedagogy.
|Title of host publication||Inclusive Pedagogies in Early Childhood Education|
|Subtitle of host publication||Respecting and Responding to Differences in Learning|
|Editors||Carmel Conn, Alison Murphy|
|ISBN (Print)||978-0367756130, 978-0367756123|
|Publication status||Published - 20 Mar 2022|