Inclusive learning practices: a multiple case study in early childhood education

Abstract

This study is framed in the Chilean context, where inclusion in early childhood education has been gradually incorporated into public policies through decrees and curricular guidelines that seek to meet the challenge of advancing the right to a more egalitarian education, eliminating all forms of discrimination, both in access to learning and in the development of all learners. The objective of the study is to describe inclusive learning practices developed by early education teachers for transitional levels (ages 4 to 6). For this purpose, a qualitative methodology with an interpretative approach was used, based on a multiple case study. Three early childhood education teachers participated in a semi-structured interview involving 18 classroom scenarios. The data were analyzed through content analysis and descriptive interpretations based on classroom observation. The results indicate that the teachers implement inclusive practices which largely favor organizing play and learning as well as resource mobilization in the classroom. On the other hand, the dimension of diversified teaching is identified with less presence. The scarce modalities used by teachers in their pedagogical practice to favor representation, expression and motivation for learning are discussed, which are essential principles for the development of learning. The study also reveals the importance of learning for the timely acquisition of knowledge and feedback of concepts in early childhood students.