Peer-Mediated Strategies for Managing Inclusive Early Childhood Classrooms: A Phenomenological Study

Abstract

This qualitative phenomenological study explored early childhood teachers’ perspectives on managing inclusive classrooms in Lahore, Pakistan. Semi-structured interviews were conducted with 12 teachers from 9 inclusive schools. Thematic analysis revealed that most teachers reported that students help each other in inclusive classrooms through peer learning and cooperation. Teachers created mixed ability groups and peer support, facilitating disabled students’ learning and social skills. Cooperative learning was viewed as improving academic achievement, social acceptance, positive behaviour and friendships. Findings suggest that peer collaboration and self-regulation strategies can effectively manage inclusive classrooms. More teacher training is needed on student-directed strategies.