Inclusive Early Childhood Education Research Articles

School of Law, College of Law and Management Studies, University of KwaZulu-Natal, Durban, South Africa Action for Children with Disabilities, Nairobi,

Background: The immediate implementation of early childhood education (ECE) for children with disabilities in South Africa and Kenya has been impeded by obstacles. Major gaps in implementation remain. We investigate, firstly, the widely held, but in our view fallacious, belief that the implementation of inclusive ECE can be progressively realised only when there are available resources. Secondly, we examine the other fallacious belief that children with severe and profound intellectual disabilities are ineducable, and thirdly, the belief that the provision of inclusive ECE is merely a regulatory governmental function, implying that accessibility and reasonable accommodation requirements for children with disabilities do not rest primarily on the state.Objectives: This study aimed to investigate the gaps in both countries between the policies and legislation and effective implementation, to show that these gaps are exacerbated by the perpetuation of these fallacious beliefs and by information vacuums at governmental level.Method: A critical analysis of inclusive ECE was undertaken on relevant law and policy processes in both countries to expose both governments’ reasons for their lack of effective implementation of inclusive ECE.Results: The factors contributing to the lack of immediate and significant implementation of inclusive ECE for children with disabilities in both countries have been investigated.Conclusion: Accountability and transparency need to be implemented at the governance level to ensure that both governments fully implement and prioritise inclusive ECE.Contribution: This article establishes that mistaken premises and information vacuums may be used by governments in an attempt to renege on their international and constitutional obligations to implement inclusive ECE.

‘Innovating’ to promote equity and inclusion in early childhood education: a framework for documenting localised pedagogical approaches

ABSTRACT This paper presents a conceptual framework for understanding ‘innovation’ in early childhood education as a process for addressing issues around social justice and inclusion. The framework is used to analyse innovative aspects of two unique, localised early childhood programmes implemented to support ethnic minority children in Northern Thailand and children of migrant labourers in urban India. Drawing on contemporary critiques that point to the global predominance of universalised models of teaching and learning, the paper highlights these contextually-responsive programmes as crucial in demonstrating the importance of ‘emergent’ pedagogical approaches for achieving equity and inclusion. To promote greater acknowledgement of programmes such as these, the paper presents a case for shifting the current focus on ‘innovation’ in education away from an emphasis on effectiveness for supporting greater efficiency of standardised, pre-determined learning outcomes, to encompass small-scale, localised approaches that support children from marginalised backgrounds.

Validation of the Inclusion Scale

Despite the importance of inclusion in education, studies that clearly define and operationalize the concept of early childhood inclusive education in South Korea remain scarce. In this study, we aimed to translate and validate a comprehensive measurement scale to assess Korean early childhood teachers' attitudes and perceptions regarding inclusion. We analyzed data from a group of 224 respondents from 82 daycare centers in South Korea and tested the inclusion scale's internal consistency, subscale reliability, and content and construct validity. The exploratory factor analysis identified four factors with varying number of items in each factor. Researchers could use this instrument to better understand Korean teachers' beliefs about themselves with respect to inclusive education. Implications for research include the utility of the survey instrument with Korean early childhood teachers.

Developing an autistic child assessment model through art therapy on concentration ability in inclusive early childhood education: A case study in Indonesia

The aim of this study is to produce a product in the form of an assessment model for autistic children through art therapy to improve their concentration ability in inclusive early childhood education schools. This research is conducted as a Research and Development (R&D) exploration employing the ADDIE model, which involves (1) analyzing the need for implementing assessments in the field, (2) designing assessment models based on the results of field analysis, (3) developing the assessment model through validation and revision towards a product that is ready for trial, (4) implementing assessment models for autistic children in five inclusive early childhood education schools in Surakarta to test the feasibility of the model, and (5) evaluating to determine the final product. The population consists of autistic students from inclusive early childhood education schools in Surakarta. Research instruments include interviews/observations, questionnaires, tests, and product validation instruments. Data analysis was conducted to observe the mean difference between the two samples using a t-test. Based on the independent sample test, a significance value (2-tailed) of 0.019 was shown. In other words, autistic children who undergo assessment with an art therapy approach exhibit better concentration skills compared to autistic children who undergo assessment without the application of the art therapy approach.

SEKOLAH INKLUSI JENJANG PENDIDIKAN ANAK USIA DINI DI BATU SOPANG KALIMANTAN TIMUR

Early childhood education is a crucial educational stage which is the optimal-not-optimal background for human development in the future. Early childhood education is also an instrument that every child with different abilities has the right to get and is given the same opportunity to recognize, shape and hone their special abilities. Inclusive early childhood education with universe-based learning methods is a form of learning that is easy to understand in everyday life which also has thematic learning forms so that it can stimulate children's cognitive holistically. PAUD using the Nature School method is also designed to use an architectural program approach in the process. The design includes a natural material base as a learning feature and is followed by a mass arrangement that responds to the site and activity, circulation flow, visual form of the building, color and material.

Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process.

Qualitative engagement with stakeholders in the development of interventions can provide insight into strategies to maximize feasibility in real-life settings. We engaged stakeholders (autistic adults, early childhood educators, early childhood sector leaders and policy influencers, parents of autistic children, and speech-language pathologists) to inform the development of an educator-led peer-mediated intervention (PMI) for autistic preschoolers who use minimal speech that is feasible to implement in inclusive early childhood education and care (ECEC) settings. A qualitative iterative intervention design process was utilized. Stakeholders (N = 15) attended an online workshop and completed a document review exploring the acceptability and feasibility of the proposed embedded PMI. A two-step analysis procedure using the Theoretical Domains Framework and template analysis was conducted to identify the barriers, enablers, and supports to the implementation of embedded PMI in early childhood settings. While embedded PMI was unanimously acceptable to stakeholders, several participants expressed concerns regarding feasibility. Barriers to the successful integration and implementation of PMI in inclusive preschool contexts included access to skills, knowledge, and resources. Participants identified strategies to overcome modifiable barriers and to enhance the existing enablers. These strategies are reflected in the following themes: build on the familiar, build capacity in augmentative and alternative communication, adopt a whole center approach, adapt to meet the needs of the ECEC setting, and engage in proactive implementation. To address barriers to the implementation of embedded PMI, action is needed at various levels: macro (national/policy), meso (organization/setting), and micro (individual). https://doi.org/10.23641/asha.25155770.

O PROCESSO DE INCLUSÃO NA EDUCAÇÃO INFANTIL: POSSIBILIDADES E DESAFIOS DESSA PRÁTICA NO COTIDIANO EDUCACIONAL

(This article is a literature review, based on several works produced on the theme developed, which is the process of inclusion in early childhood education. The general objective of this work is to debate the inclusion process developed within early childhood education, emphasizing the challenges and possibilities arising from this. The specific objective is to: define the concept of inclusive education; discuss the challenges that the inclusion process can bring to students in early childhood education; and point out the benefits of this practice for the student’s development. The work is justified by the need to increasingly highlight the challenges that are faced in the process of inclusion in early childhood education, and show the benefits arising from this process, as when starting the inclusion process already in the first stage of schooling, not only Not only the child included, but the entire class will benefit. The work is organized into three different subtopics, the first of which is intended to present the concept of inclusive education. The following subtopic presents the main challenges that early childhood education teachers face in their daily lives in order to develop inclusive education. Concluding with the presentation of the benefits provided not only for students with disabilities, but for all their colleagues, when inclusive education is achieved at this stage of teaching.

Teacher Information Literacy for Inclusive Early Childhood Education (ECE) to Provide Literacy and Numeracy for Special Needs Children in Central Java-Indonesia

Digital teaching emphasises information literacy as one of the competencies critically required in the education community. It marks the starting point of information management to acquire comprehension and achieve learning objectives, as an attempt to support individual abilities in facing any challenges. The increasing number of special needs children at inclusive schools challenges teachers to provide the best education services. Teachers are urged to learn in diverse ways to acquire skills in handling special needs children in their classrooms. This study used a mixed methods approach, using quantitative data to present participants’ demographic data and observation on literacy-numeracy skills of special needs children and qualitative data on the teachers’ information literacy for facilitating literacy-numeracy activities for special needs children in inclusive classrooms. This study purposively selected 20 Early Childhood Education teachers from five regions in Central Java who were experienced in handling inclusive classrooms. The data were collected through interviews, observations and documentation studies. Meanwhile, the data analysis interpreted all aspects that correlated to each other. The findings confirmed that teachers with information literacy on special needs children could facilitate play-based activities for literacy-numeracy skill learning. Teachers used the outcome of this information literacy to manage learning, starting from identifying the learning needs, designing learning programmes, implementing programmes, to conducting evaluations. Therefore, teachers urgently require necessary training that supports their information literacy in managing classroom learning, especially for special needs children.

An Embodied View on Collaboration in Early Childhood Education: Combining Microanalysis and Introspective Analysis of Experiences to Understand Meaning-Making Between Children With and Without Intellectual Disabilities

AbstractThis paper has a twofold aim. The first is to report a qualitative study exploring the construction of collaborative interactions between typically developing children and children with intellectual disabilities in early childhood education, shifting from a cognitivist toward an embodied account of social cognition. The study combined microanalysis of embodied engagements and a phenomenological method of systematic introspective analysis of experience (PRISMA) to investigate the emergence and maintenance of collaborative interactions. The second aim is to showcase the complementarity of the methods and their potential use as a tool for understanding intersubjectivity in children’s social interactions. Participants were twenty-four children aged 3–4: six with intellectual disabilities and eighteen typically developing children. Data consisted of eighteen video recordings of collaborative interactions in a semi-natural context in daycare centres. The results show how typically developing children start the interaction and lead it toward task completion through a scaffolding process of non-verbal regulations facilitated by abbreviations of communication and a combination of sequential actions. This process created bodily invitations for the peer’s engagement, notably stronger amongst preferable peers, corroborating previous research on the relevance of such relationships in this age group. The introspective analysis provided insights into how the desire to work together surpasses the need to complete the task—collaboration can emerge outside the pre-determined task and relies on joint actions rather than understanding tasks’ goals. Peer relations built during the interactions guided children’s behaviours and changed their engagement in the task. This result brings a new perspective to pedagogical planning in early childhood education, indicating the need for teachers to understand children’s intersubjective processes as well as elaborate on task instructions and organisation of space and materials. Results also suggest that previous individual embodied experiences can influence such collaborative efforts, which, although may be expected intuitively, is an underexplored perspective in education sciences. This insight underscores the importance of considering students’ backgrounds and relationships when designing pedagogical approaches. Understanding how prior experiences and peer dynamics affect collaboration can inform more effective teaching strategies in inclusive early childhood education and guide professional training in the field. The findings are critically discussed concerning the implications for professional education and training in inclusive early childhood education.

Forming Effective Inclusive Education: From School Principals Perspectives

In this study, it was aimed to determine the opinions of school principals in early childhood education in terms of their perception about access to education, participation in education and support to education within the scope of inclusive education, about the practices they carry out in their organizations and about what kind of other studies to be done. It was designed as a phenomenological study, a qualitative research methodology, as it aimed at an in-depth examination of the views of school principals. The study group consisted of 10 kindergarten principals working in Gaziantep city centre. Semi-structured open-ended interview protocol was used to collect data. The research data were analysed using content and descriptive analysis methods. As a result of the study, it was concluded that school principals had a general perspective on access to education, participation in education and support to education, which are the components of inclusive early childhood education, and they had some practices in their organizations either planned or unplanned. Furthermore, school principals pointed out the limitations of schools regarding inclusive education and a great many areas to be improved to enhance them.

Teachers’ Level of Understanding of Inclusive Education on Their Efficacy in the Inclusive Early Childhood Education Delivery

Teachers’ Level of Understanding of Inclusive Education on Their Efficacy in the Inclusive Early Childhood Education Delivery

Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education

Practice guidelines for early childhood education (ECE) and clinical autism interventions (Naturalistic Developmental Behavioral Intervention, NDBI) have emerged separately in history, represent different disciplines, and operate within different service systems in the United States. This article identifies priorities, principles, and practices that are shared across the NDBI and ECE frameworks, unique to each framework but compatible with the other, or in conflict. Both frameworks support converging inclusive ECE models focused on autism in that they are both grounded in responsive relationships, natural learning environments, and strategies to promote children’s motivation and active engagement. While compatible in general, each framework extends the other in important ways. For example, NDBI goes beyond the ECE frameworks by focusing on a more fine-grained examination of learning strategies and targets. Opportunities for bridging gaps are identified, including the use of implementation science frameworks to integrate perspectives from different stakeholder groups, supporting the scale-up of inclusion preschools in community settings.

Factors affecting multi-stakeholders perspectives towards inclusive early childhood education (IECE) in Kazakhstan

Inclusive education is one of the key educational reforms introduced by the Ministry of Education and Science in Kazakhstan (Kazakhstan, 2011). Although many studies have explored the attitudes of key stakeholders towards inclusive education in various educational settings, research has yet to explore the attitudes of key stakeholders towards inclusive education in early childhood education settings in Kazakhstan. This paper examined the attitudes of key stakeholders toward inclusive early childhood education in Kazakhstan. The sample comprised 986 parents, 963 teachers, and 97 senior managers. The surveys are composed of several sections covering themes ranging from attitudes and beliefs to the quality of educational services and the inclusivity culture of the setting. The teacher and senior manager surveys included an additional section on initial teacher training, continued professional development and assessment. A stepwise regression analysis revealed that a high inclusivity culture of early childhood settings was a potent factor leading to positive attitudes towards inclusion across all key stakeholders. Several teacher-related background variables were associated with teachers’ positive attitudes toward inclusion (e.g., education qualifications, age, previous work experience and class size). This research provided rich insights into key stakeholders’ attitudes and teachers’ and senior managers’ views on pre-and in-service teacher training for early childhood educators. Recommendations are made to inform future policy development to strengthen inclusive early childhood education for all children.

An Inclusive Early Childhood Education Setting according to Practitioners’ Experiences in Yogyakarta, Indonesia

In Indonesia, the definition of inclusive education tends to be a narrow one. Even though the goal of the national policy on inclusive education underlines non-discrimination for all learners, early childhood education (ECE) practices still do not accommodate every child’s needs. This study focuses on inclusive practices in ECE by exploring the provision of inclusive ECE in Yogyakarta, one of the big cities in Indonesia, where ECE inclusive pedagogy has been implemented for more than five years. By exploring ECE practitioners’ experiences, this study aims to discuss the (mis)alignments between inclusive education policy and practices. The data sources are two-fold. First, we conducted online interviews with ECE manager and teachers (N = 5). The second form of data comprised ECE teachers’ online discussions on the topic of inclusion. The data collected were analysed using a thematic analysis method. The results indicate that distributed leadership, an organisational culture that respects diversity, and inclusive ECE pedagogy are the main aspects that need to be developed to enable inclusive ECE.

The Design and Implementation of Technology-Based Inclusive Classroom Activities in Inclusive Early Childhood Education and Care: A Pilot Study in Four European Countries.

Access to inclusive and qualitative education on an equal basis is a clear right of every child, even from the very beginning in Early Childhood Education and Care (ECEC). However, inclusive education is often not possible without access to appropriate (assistive) technologies. Notwithstanding the opportunities of technology to enhance inclusion of all children, it is still limitedly integrated by educators and teachers into their curriculum. Therefore, the SKATE project aims in gearing innovative technology as resource for inclusive education. This study describes and evaluates the preparation, the design, the implementation, and the effects of technology-based classroom activities in inclusive ECEC. The classroom activities are developed and implemented by school teams of 14 preschools spread over four European (EU) countries. A total of 50 school team members participated in a SKATE Learning Programme. This resulted in more than 20 technology-based inclusive class activities, created by school teams together with technology experts. Across the four countries, approximately 330 pre-schoolers, with and without special educational needs (SEN), participated. At this moment, 13 school team members from four EU countries and 45 parents from two EU countries evaluated the technology-based inclusive classroom activities. Nearly all teachers agreed that the activity promoted the inclusion of all children. Teachers reported that most of the children enjoyed the activity. This was confirmed in the evaluation by the parents. Most parents had the impression that the activity was meaningful, joyful and inclusive for all children.

Anti-Black racism in the early years: the experiences of Black families and early childhood educators in Nova Scotia.

Anti-Black racism is a social determinant of health that has significantly impacted Black children and families. Limited research has examined anti-Black racism during the early years-a critical period of development. In this study, we sought to understand the manifestations of anti-Black racism in early childhood and explore its impact on Black children and families. This qualitative research project was informed by critical race theory, Black Critical Theory and interpretive description. Early childhood educators (ECEs) and parents with Black children between the ages of 18 months and 5 years (n = 15) participated in virtual, semistructured interviews. Awareness of and protection against anti-Black racism was a constant in Black families' lives. Parents felt as though they had to remain hypervigilant and overprotective of their Black children, knowing they were liable to encounter racial violence. The early learning environment was a source of heightened stress for families, given the significant amount of time young children spend in child care. Black children were often "othered" in predominately White spaces and had been objectified by White ECE staff and children. Parents worked to instill a strong sense of self-confidence in their children to counteract the negative impacts of racial discrimination. Results from this study suggest that children as young as 18 months are experiencing racial violence and adverse childhood experiences. Findings may contribute to antiracist policy development and a focus on more inclusive early childhood education for Black children and families.

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

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.

Corrigendum: Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

Corrigendum: Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

Inclusive Teaching Efficacy among Early Childhood Teachers in Zambia

Teachers’ beliefs about their capabilities can impact the quality of implementation of education policies. The inclusive education policy is not an exception in this case. This study explores teachers’ beliefs about their capabilities to teach inclusive early childhood education (ECE)classes under the inclusive education policy. This study has conceptualized this belief as inclusive teaching efficacy. A Qualitative approach with a sample of 15 ECE teachers and two educational officers was interviewed using a semi-structured interview guide. Data were analyzed using interpretive phenomenological analysis (IPA). The major themes from the analysis reveal interesting insights into teachers' beliefs about their capabilities to handle inclusive ECE classes. Their capabilities were influenced by knowledge, exposure, training, and CPDs, among other emerging themes. This study demonstrates the need to prepare teachers for the implementation of policies or policy changes in Education. Most importantly, the study targets teachers’ self-beliefs, which feeds into their motivation and quality implementation of the inclusive education policy. It was recommended that inclusive ECE teachers be exposed to inclusive CPDs and that training institutions beef up curricula to equip teachers with adequate knowledge to manage inclusive ECE learners.

Analysis of Needs in the Development of Assessment of Autistic Children Through Art Therapy at Inclusive Early Childhood Education in Surakarta City

The assessment of autistic children in inclusive PAUD has not been optimal, while the assessment through an art therapy approach has not been carried out, so a needs analysis is needed. Assessment is a learning process to measure the achievement of children's development, the purpose of this study was to analyze aspects supporting the needs of developing an assessment model for autistic children through an art therapy approach. The research method used is a mix-methods approach with a sequential explanatory variant. Data using questionnaire analysis is strengthened by in-depth interviews, observation and document study. The research sample used 13 teachers of 13 children at Inclusion PAUD in Surakarta City with autism. The results obtained were that teachers had carried out assessments of autistic children in their institutions, the results of assessing the ability of students in good grades only reached a maximum of 15%, quite good results on the quality of children's work by 68%. The concentration ability of children to achieve good results is only 9%, the remaining 54% are still in an adequate position, there are even those who are very lacking, there are 15%, the remaining 38% have poor concentration abilities. The results of the teacher's interviews and observations state that the assessment so far has not been optimal, the children are not focused, the approach applied is not attractive, the teacher has not used the art therapy approach. Based on the research results, it is necessary to develop an assessment model for autistic children through an art therapy approach, namely applying two-dimensional art therapy in the assessment process for autistic children.