Inclusive active play curriculum in pre-service Canadian early childhood education programs

Abstract

ABSTRACT While active play in childcare settings is important for children’s development and wellbeing, children with disabilities are frequently excluded from these experiences. This could be a consequence of the pre-service training provided to early childhood educators (ECEs). As such, this study investigated the quantity and content of inclusive active play offered within Canadian post-secondary early childhood education programs. An environmental scan and content analysis were conducted to assess course descriptions for 114 programs. Of the 2,610 courses examined, only 1% captured inclusive active play. Although content on disability inclusion and active play were captured uniquely, courses lacked intersections of these two topics. Future curriculum development is needed to support ECEs in the implementation of inclusive active play. Based on this research, four recommendations were provided. As Canada implements a new national childcare strategy, this study has implications for educators aiming to prioritize the inclusion of all children in high-quality care.