Preface

As we usher in thesecond decade of the 21st century，the ever-expanding tapestry of human diversity is more apparent than ever before.One of the prominent narratives within this milieu is the concept of inclusive education—an approach that embraces all children，regardless of their abilities，disabilities or individual qualities（Florian，2014）. Early Childhood Inclusive Education is a timely and comprehensive response to this global，urgent call.

The field of early childhood education（ECE）is undergoing significant transformation，predominantly driven by societal progressions towards inclusivity and equity（Peters，2004）.Inclusive education，particularly in early childhood，is an emerging trend that upholds the right of every child to participate in a broad，balanced，relevant and differentiated curriculum（UNESCO，2017）.It propagates a sense of belonging and active participation in the learning process，regardless of a child's abilities，needs or background.Additionally，there are some key trends influencing the trajectory of early childhood inclusive education（Wang et al.，in press）.

One of the seminal trends in early childhoodinclusive education is the application of individualized and differentiated instruction.Tomlinson（2017）espouses this as a shift from one-size-fits-all teaching methods to personalized learning experiences that maximize each child's learning potential.Differentiatedinstruction enables students with varying abilities to learn at their own pace and style，promoting educational equity and inclusivity.

UDL，as defined by Meyer，Rose and Gordon（2014），is a framework that guides the design of learning environments to be accessible and challenging for all.By offering multiple means of representation，engagement and expression，UDL encapsulates the full spectrum of learner variability.UDL's increased implementation in early childhood inclusive education optimizes learning experiences for all children，including those with disabilities.

Recent studies emphasize collaborative learning's critical role in inclusive early childhood education.In such settings，children of different abilities interact，communicate and work together，enhancing their social and academic skills.These collaborative environments support peer learning and help children understand，appreciate and value diversity.

Family-centered practices are at the heart of inclusive early childhood education.This approach recognizes families as primary educators and advocates for their children and activelyincludes them in decision-making processes.This trend aligns with the increased recognition of cultural and familial diversity and the vital role families play in early childhood development and education.

The expanding role of digital technologies in classrooms denotes another critical trend in early childhood inclusive education.Assistive technologies，adaptive devices and specialized software make learning more accessible and engaging for all children，including those with special educational needs.In the digital era，technology integration bolsters differentiated instruction，UDL and collaborative learning.

This book is not just an academic treatise on theories and pedagogical models.Instead，it serves as a pragmatic guide for educators，policy makers，caregivers and researchers to navigate the vast and often complex terrain of early childhood education.Given that our educational structures have long been molded by anachronistic norms and exclusionary practices（Terzi，2005），we acknowledge the magnitude of this task.Yet，it is a challenge we must confront with open minds and committed hearts.

The purpose of this bookis twofold.Initially，it provides an in-depth exploration of the theoretical foundations of inclusive education.The evidence base supporting the efficacy of inclusive practices in promoting cognitive，social，and emotional development in children is robust and undeniable（Odom et al.，2004）.The second aim of the book，which is admittedly ambitious，is to turn theory into tangible action.I am confident that the case studies，best practices and differentiated instructional strategies outlined herein will empower stakeholders to implement inclusive education in early childhood settings.This book is a comprehensive roadmap marked by signposts of collaboration，accessibility，and respect for individual needs and strengths.

Inclusive education is not a destination but a continuous journey（Booth＆Ainscow，2011）—a process that requires commitment，creativity and courage.We hope that this book stimulates dialogue，encourages reflection and inspires positive changes that enhance the inclusivity of our educational systems.

The vision underpinning this book is one of optimism and aspiration-a future where every child，regardless of their abilities，is cherished for their unique potential，and where every classroom mirrors an inclusive，accepting and empatheticsociety.It is our hope that Early Childhood Inclusive Education will serve as a beacon in this noble pursuit，shedding light on the path towards inclusivity and equipping all those on this journey with the knowledge and tools necessary to negotiate this complex terrain.Now is the time for bold steps and fearless conversations，and we believe this book will stimulate both.As you turn these pages，we invite you to engage with the content critically，question existing norms，and consider the transformative potential of inclusive education.

Every child matters.Every child deserves a chance.This fundamental truth forms the cornerstone of inclusive education and，indeed，this book（UNESCO，2017）.We believe it is our collective responsibility to ensure this truthis lived，notjust stated.We hope this book is a step in that direction-a step that will inspire many more.

Mian Wang,Summer 2023，in Santa Barbara CA