Diversity Gain? An exploration of inclusive and exclusive perceptions in Early Years settings in England

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 problematisation. A deficit-based discourse regarding diversity is challenged and the concept of diversity gain is explored within this context. A small scale, scoping 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, it was shown that practitioners are able to articulate their understanding of diversity gain and a desire for inclusion to a far greater extent than the parents involved in the settings. Secondly, it was shown that parental involvement within the settings is fundamental to authentic inclusion. Finally, it was shown that practitioners felt that there was a distinct lack of resources, including funding, time and expertise, to support inclusive practice appropriately