It is not uncommon to hear the myths that young children develop in the same way, or that play does not come naturally to disabled or neurodivergent children. This essential guide challenges these myths and empowers early years educators to adopt neurodiversity-affirming practices which support all children.
It is not uncommon to hear the myths that young children develop in the same way, or that play does not come naturally to disabled or neurodivergent children. This essential guide challenges these myths and empowers early years educators to adopt neurodiversity-affirming practices which support all children.
Kerry Murphy is an autistic and ADHD early years specialist in neurodiversity, SEN, and disability. She adopts a neurodiversity affirming framework and is currently a lecturer in early education and SEN. She has worked for a range of local authorities, early years settings, and schools offering training, consultancy, and support. She has also written and worked with several early years organisations including Anna Freud, Nursery World, Early Education, and Thrive.
Inhaltsangabe
Introduction Put it into Practice: The Principles of Neurodiversity-affirming Practice in Early Childhood Chapter One: Introducing neurodiversity in the context of early childhood Chapter Two: The role of ableism in early childhood Put it into Practice: Ableism Audit Chapter Three: The Myth of Universal Child Development Chapter Four: The role of self-directed play in neurodiversity-affirming practice Put it into Practice: Environmental Foundations Chapter Five: Play-full, Rest-full and Stress-less Environments Chapter Six: Affirming curriculum, documentation and goal setting Put it into Practice: Neurodiversity Affirming Documentation Last words
Introduction Put it into Practice: The Principles of Neurodiversity-affirming Practice in Early Childhood Chapter One: Introducing neurodiversity in the context of early childhood Chapter Two: The role of ableism in early childhood Put it into Practice: Ableism Audit Chapter Three: The Myth of Universal Child Development Chapter Four: The role of self-directed play in neurodiversity-affirming practice Put it into Practice: Environmental Foundations Chapter Five: Play-full, Rest-full and Stress-less Environments Chapter Six: Affirming curriculum, documentation and goal setting Put it into Practice: Neurodiversity Affirming Documentation Last words
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