Inclusive Preschool Research Articles

Effectiveness of Peer Conflict Resolution Strategies in an Inclusive Preschool Unit – A Systematic Review

Introduction: The preschool stage is a time when children have many opportunities to develop their social skills and deeper comprehension thereof. The occurrence of peer conflicts is typical during this time, which, when properly resolved, can provide a developmental boost to children’s cognitive and social-emotional competencies. Intentional instruction by the teacher to support peer interactions increases children’s skills in this area. Children with disabilities who have lower social-emotional competencies, and, thus, perform less adeptly in conflict situations, may need special support. This is due to their difficulties in naming and understanding emotions, as well as reading the intentions of peers. The use of effective conflict resolution strategies by teachers can significantly affect the development of peer relationships and the process of integrating these children into the group. Research Aim: The purpose of this article is to analyse the effectiveness of peer conflict resolution strategies in an inclusive preschool unit. Research Method: A systematic review of scientific articles from Web of Science, Scopus, EBSCO, and Google Scholar for the years 2000–2024 was conducted using the PRISMA scheme. Nine full-text articles meeting all inclusion and exclusion criteria were analysed. Results: The results indicate that the most effective programmes were those that developed the social skills of children with disabilities. Only two articles reported the effect size, in one study the effect was large while in the other, small, with the result being inconclusive. Conclusions: The review indicates the need for further in-depth research, meeting high methodological standards, in this area, with a particular focus on the effectiveness of peer conflict resolution strategies implemented in preschool inclusion units.

Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective.

In inclusive preschools, children with autism spectrum disorder (ASD) and other developmental disabilities (DD) are less socially engaged with peers than are typically developing (TD) children. However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750 hours' worth of children's (N = 77; NASD = 24, NDD = 23, NTD = 30; Mage = 43.98 months) and teachers' (N = 12) locations and orientations across eight inclusion preschool classrooms to quantify child-teacher and child-peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers--but not peers-more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re-emphasizing the need for classroom-based interventions that support the peer interactions of children with ASD.

ВИКОРИСТАННЯ ІНКЛЮЗИВНОЇ ЛІТЕРАТУРИ В ОСВІТНЬОМУ ПРОЦЕСІ ЗАКЛАДУ ДОШКІЛЬНОЇ ОСВІТИ

The article deals with the problem of inclusive preschool education, as well as the challenges of fostering a tolerant attitude towards children with special needs. The article highlights the ongoing search for effective tools to develop such tolerance. Among these tools, the authors mention inclusive toys, cartoons about children/people with disabilities, and children's literature. For their research, they focused specifically on children's literature, particularly a specific genre – inclusive literature. In the context of the study, inclusive literature that aims to form the concept of «personal diversity», as well as literature about the lives of children with special educational needs, their adventures, experiences, and desire for life, holds particular interest. The aim of the paper is to reveal the role of inclusive literature in the educational process of preschool institutions. To achieve this goal, a survey of preschool educators was conducted, which revealed that inclusive literature is underutilized in the educational process of preschools. This finding was confirmed by observations of the educational process and analysis of educators’ documentation. The research results showed that educators are insufficiently familiar with this genre of literature and require additional information on how to work with inclusive literature as a tool for fostering a tolerant attitude towards children with special educational needs. Methodological work with educators included three workshops: a mini-lecture with training elements titled «Inclusion – The Path to a Society of Equal Opportunities», a seminar-practicum titled «Inclusive Literature: What It Is and Its Role in the Educational Process of Preschools», and a practicum on the use of inclusive literature in the educational process of preschool institutions.

A systematic review of studies investigating quality of inclusive preschool classrooms

A systematic review of studies investigating quality of inclusive preschool classrooms

Factors Classifying School Adjustment of Children With and Without Special Needs in Inclusive Preschools

Abstract This study investigated the factors predicting the school adjustment of Turkish preschool children with and without special needs by assessing the school adjustment, social skills, developmental functions, problem behaviors, and cognitive skills of 122 children from 53 preschool classes in 13 public preschools, as well as teacher-child and teacher-parent relationships. Multiple linear regression was used to analyze data to identify the main predictors of school adjustment. The children’s classification structure was then modeled using a Chi-squared automatic interaction detector (CHAID) analysis, considering both their important predictors and school adjustment levels. The findings revealed that the children’s social skills were the most critical predictor of school adjustment. The decision tree created based on the results of the CHAID analysis classified the levels of school adjustment of children with different levels of social skills in terms of parent-teacher relations, developmental functions, and problem behaviors.

Examination of early literacy-rich settings in inclusive preschool classrooms

ABSTRACT The purpose of this study was to describe the current state of early literacy-rich settings of inclusive preschool classrooms where inclusive practices are implemented. In order to build the scale (measurement instrument), first, an item pool was created, expert input was solicited, and a pilot form of the scale was created, all in accordance with the study’s objectives. Following that, data were collected from 311 teachers employed in 55 kindergartens to undertake validity and reliability analyses of the measurement instrument and to construct its final form. The study began with an examination of the validity and reliability of the Preschool Early Literacy Settings Evaluation Scale (PELSES). Exploratory factor analysis was conducted to determine the scale’s factor structure, yielding a 27-item 5-factor PELSES with eigenvalues ranging from 1.43 to 9.27. Second, the state of the early literacy-rich settings of preschool classroom environments was described by determining mean scores and the classroom environments these scores represented. According to the findings, 17.4% of the preschool classrooms in the study were classified as inadequate, 30.2% as incomplete, 35.4% as average, and 17% as good classroom environments. Finally, which demographic characteristics make a difference in early literacy settings in inclusive preschool classrooms were investigated.

A Study on Teaching Challenges and Solution Strategies of Preschool Inclusion Educators

<p>本研究目的旨在探討新北市學前融合班教保服務人員教學困境及解決策略，以自編之「學前融合班教保服務人員教學困境與解決策略之研究問卷」為研究工具，研究採取問卷調查方式進行，選取261名新北市公立幼兒園融合班教保服務人員為研究對象，研究進行時間為六個月，蒐集之資料以Pearson積差相關、單因子變異數及多元迴歸分析等統計方法進行資料處理與分析。本研究主要結果如下：</p> <p>一、新北市公立幼兒園融合班教保服務人員面臨教學困境情形為中高程度。</p> <p>二、新北市公立幼兒園融合班教保服務人員運用解決策略情形為中高程度。</p> <p>三、新北市公立幼兒園融合班教保服務人員教學困境情形會因不同「年齡」、「最高學歷」、「班級內特殊幼兒人數」有顯著差異。</p> <p>四、新北市公立幼兒園融合班教保服務人員運用解決策略情形會因不同「最高學歷」、「教學年資」、「班級內特殊幼兒人數」有顯著差異。</p> <p>五、新北市公立幼兒園融合班教保服務人員教學困境與解決策略呈現負相關。</p> <p>六、新北市公立幼兒園融合班教保服務人員教學困境對解決策略具顯著預測力。</p> <p> </p><p>This study aimed to explore the teaching challenges and solution strategies of preschool inclusion educators in New Taipei City. The researcher utilized a self-designed questionnaire titled " Teaching Challenges and Solution Strategies of Preschool Inclusion Educators" as the research instrument. A survey method was employed, and 261 educators from public kindergartens in New Taipei City were the research participants. The study was conducted for six months. The collected data were processed and analyzed using descriptive statistics, t-tests, Pearson correlation coefficient, one-way analysis of variance (ANOVA), and multiple regression analysis. The main findings of this study are as follows: </p> <p>1. Preschool inclusion educators in public kindergartens in New Taipei City faced a moderate to high level of teaching challenges. </p> <p>2. The utilization of solution strategies by preschool inclusion educators in public kindergartens in New Taipei City is rated at a moderate to high level. </p> <p>3. The teaching challenges faced by preschool inclusion educators in public kindergartens in New Taipei City vary significantly based on "age," "highest educational attainment," and "number of special needs children in the classroom." </p> <p>4. The utilization of solution strategies by preschool inclusion educators in public kindergartens in New Taipei City varies significantly based on "highest educational attainment," "teaching experience," and "number of special needs children in the classroom." </p> <p>5. There is a negative correlation between the teaching challenges and solution strategies employed by preschool inclusion educators in public kindergartens in New Taipei City. </p> <p>6. The teaching challenges faced by preschool inclusion educators in public kindergartens in New Taipei City significantly predict the utilization of solution strategies.</p> <p> </p>

CORRECTIVE AND DEVELOPMENTAL SUPPORT OF CHILDREN WITH INTELLECTUAL DISABILITIES AT DIFFERENT AGE STAGES OF THEIR DEVELOPMENT

The theoretical review article describes the peculiarities of the organization of correctional and developmental support for children with intellectual disabilities. The types of institutions that provide correctional and developmental services to children with intellectual disabilities at different age periods of their development are structured. At an early age, due to the impossibility of measuring the IQ, children with organic damage to the nervous system are a special risk group. At this age stage of the development of the children of the research group, multidisciplinary correctional and developmental support is supported in the early intervention system. The possibility of receiving correctional and developmental services for preschool children with intellectual disabilities in inclusive preschool educational institutions, inclusive resource centers, and comprehensive rehabilitation centers has been identified. Similarities in the organization of the structure of correctional and developmental support for preschool and school-aged children with intellectual disabilities were observed. It was determined that the correctional and developmental support of school-age children with intellectual disabilities is carried out in the following institutions: inclusive institutions of general secondary education, inclusive resource centers, comprehensive rehabilitation centers. It was determined that the activities of inclusive resource centers and inclusive educational institutions are interdependent. Inclusive resource centers provide comprehensive diagnostic activities, provide correctional and developmental services to children with intellectual disabilities, provide methodical support for pedagogical workers of inclusive educational institutions.

Peer-mediated education and autism spectrum disorder (ASD) in preschool inclusive programs: the power of games

ABSTRACT This study investigated how peer-mediated structured game activities changed and improved peer relations in an inclusive preschool classroom for a child with autism spectrum disorder (ASD). A case study was used in which 17 typically developing (TD) children aged 60–71 months, a 66-month-old boy diagnosed with ASD and the preschool teacher participated. Data were collected before and after peer-mediated structured game activities. The peer tutors engaged in structured activities with the child with ASD for six months. Interviews and observations, picture sociometry, researcher’s diary, teacher’s diary, and structured play were used to collect the data. The findings revealed significant differences in participants’ functional skills before and after the peer-mediated structured game activities. It was observed that the TD children and the boy with ASD improved their social, emotional, and language skills. Children played together for longer. Play time increased, the number of participating children increased. Typically developing children cooperated more and assumed more responsibility. The child with ASD tried to produce meaningful words and participation in play activities was observed. In addition, the peer-mediated structured activities positively supported the teacher’s classroom management and classroom climate. In addition, the teacher’s level of practical knowledge improved.

Attitudes About Inclusive Preschool Education Among Parents of Children Without Disability: Generalized Social Justice Orientation and Specific Inclusive Concerns

To make inclusive learning environments accessible, it is critical that parents of children without disability select inclusive alternatives when making decisions about their child’s preschool placement. This study examined attitudes toward inclusive education among parents of children without disability across 18 state-funded pre-kindergarten (pre-k) programs in the U.S. state of Georgia. Participants were 114 parents of children without disability attending either a standard ( n = 78) or inclusive classroom ( n = 34). Results showed that most parents (79%) did not intentionally select one classroom type over another and that attitudes about inclusive education did not differ by classroom type. Attitudes about inclusive education were associated with specific inclusion concerns and parents’ generalized social justice attitudes. The relation between generalized social justice attitudes and attitudes about inclusive education was mediated by parents’ specific concerns about inclusive education. Implications for efforts to promote positive attitudes about inclusive preschool education among parents of children without disability are discussed.

Music-based language programme teacher training on preschool teachers’ music teaching self-efficacy and delivery performance: A case study

Music substantially impacts early childhood development, especially language development, yet early childhood policies rarely emphasise the role of music in early learning and engagement. Research shows that effective delivery of early childhood music programmes depends on teachers' music knowledge, skills, and music teaching self-efficacy, which may be enhanced through teacher training. However, little is known about the training details and preparation of non-music-specialist preschool teachers who use music to teach. The present study sought to determine whether music-based language programme (MBLP©) teacher training could improve the music teaching self-efficacy of non-music specialist preschool teachers and their MBLP© delivery in an inclusive preschool classroom. The 14 training sessions consist of a briefing, a workshop, a practicum, interactive reflections, and observations. Three non-music-specialist preschool teachers were trained to deliver MBLP© lessons to nine preschoolers aged 33–47 months. The within-subjects design investigated the teachers' self-efficacy in music teaching, while the single-subject design tracked their MBLP© lesson delivery performance. Data was collected using a self-reported music background survey, pre-, mid-, and post-test music teaching self-efficacy, teachers' feedback, and MBLP© lesson observations. The results showed that the training increased music teaching self-efficacy by 10–46% and revealed a positive relationship between practicum with interactive reflections and lesson delivery performance. The findings suggest that providing MBLP© training to non-specialist preschool teachers could help address language developmental issues in inclusive preschool settings.

Digital Technology, Young Children with Disabilities, and Preschool Inclusion: An Observation Study in the Context of the Swedish Preschool

Currently, inclusion is embraced, and the digitalisation of society is one of the salient issues of our time. The aim here is to describe and analyse the use of digital technology and online activities in inclusive preschools in the context of the Swedish preschool. Direct semi-structured observations were conducted in seven inclusive preschools. The results show that various digital technologies and online activities have been implemented, and that these technologies and activities facilitate and enhance preschool inclusion in several ways, both directly and indirectly. The study expands our knowledge about digital technology, young children with disabilities, and preschool inclusion.

Engendering preprimary education in Zanzibar: question of male teachers’ under-representation in early childhood teaching and learning

ABSTRACT This study investigated the factors contributing to the low participation of male teachers in preschool education in Zanzibar. Drawing upon social constructionist feminism theory, the study employed a qualitative approach involving eight respondents: 3 from Mjini and 5 female preschool teachers from the Magharib B district of Zanzibar. Data were collected through in-depth interviews and analysed thematically. The study identified several factors influencing the low participation or underrepresentation of male preschool teachers, including concerns about child safety, low wages and salaries, lack of support, and negative societal attitudes. The study recommends that the government and other preschool educational stakeholders implement measures to challenge these negative attitudes and promote a more inclusive preschool teaching environment.

Structured, Creative Dance Classes for Children with Developmental Disabilities: A Pilot Study of Feasibility and Preliminary Effect on Motor Function.

Promoting physical wellness for preschool-aged children with developmental disorders (DD) is a known challenge. Interventions are more likely to succeed when physical activity opportunities are available to children within the context of their typical environments. We evaluated the feasibility and preliminary effect of 1 potential solution: structured creative dance classes delivered within a preschool environment. Using a non-randomized feasibility study design, we offered physical activity in the form of creative dance classes for children with and without DD within an inclusive preschool. Classes lasted 30 minutes and were held once a week or 7 weeks. We measured attendance (primary), observed active participation (% of class duration), and balance (Pediatric Balance Scale). Non-parametric descriptive statistics are expressed as median (interquartile range). Balance was evaluated regarding (a) difference between groups at baseline (Mann-Whitney statistic) and (b) intervention effect for children with DD (1-tailed, paired t-test). Twelve preschoolers (age range = 3-5 years) participated: 4 with DD and 8 with neurotypical development. Attendance was 93% (79%-100%) for children with and 100% for children without DD. Per class, rate of active participation in dance activity was 33% (28%-45%) for children with and 80% (71%-82%) for children without DD. Starting balance scores were lower (P = .014) for children with DD (42 (39-45)) compared to those without (51 (50-52)). Post-intervention, balance scores improved for the children with DD to 50 (50-51) (df = 3, p = .014, t-statistic = 2.35); each child with DD surpassed minimal detectable change for balance. Creative dance classes, delivered within an inclusive preschool environment, are feasible for some preschool-aged children with DD to participate in and efficacious as a physical training challenge at low activity doses. More study is warranted of this potential solution to meet the need for physical wellness promotion among young children with DD.

THE MODEL OF INCLUSIVE EDUCATION OF PRESCHOOLERS AS A BASIS FOR EDUCATIONAL BARRIER-FREE EDUCATION

The modern educational paradigm recognises inclusive preschool education as an important aspect that requires attention. The relevance lies in rethinking the attitude of society and the state towards children with special educational needs, taking into account changes in pedagogical theory and practice. The article is aimed at highlighting the key aspects of inclusive preschool education, as well as analysing changes in the modern pedagogical paradigm aimed at improving conditions for children with special educational needs. The article analyses the essence of inclusive education, identifying key aspects such as an individual approach to children and creating conditions for their equal participation in joint groups. This was made possible by using the method of documentary research and analysis of the current regulatory framework. The authors emphasise the importance of inclusive preschool education as a key step towards creating a more inclusive and equal society. The article highlights that inclusive education provides an opportunity for children with special educational needs to become equal members of society, reducing the risks of isolation and segregation. The authors examine other aspects of inclusive preschool education, such as the professional training of teachers and specialists, the organisation of developmental environments for children with different needs, and the importance of partnerships with families. The article emphasises that inclusive preschool education is a key step towards creating a more inclusive and equal society.

A Change Towards Preschool Inclusion: A Case Study

Abstract The aim is to examine the work at a Swedish preschool that is striving to become inclusive for a group of children with disabilities. The bioecological model and a mixed method case study design were adopted. One head teacher, ten preschool staff members, and four children with disabilities participated. Data were collected by way of observations, one focus group interview, and two retrospective interviews. Statistical and thematic data analyses were conducted. Ethical approval was obtained. A decision is made to create a new unit in the preschool. The unit is given a specialised organisational typology. The preschool integrates activities and different types of support provisions. The quality of inclusion practices and support provisions in the preschool is almost good. At a time when inclusion is valued, this study can provide a basis for interesting discussions about preschool inclusion in Sweden and other countries.

Collaborative governance in integrated preschool education: A quadrilateral evolutionary game model analysis

The collaborative governance of inclusive preschool education (IPE) is a process in which multiple subjects work together to promote the advancement and development of IPE by taking a series of governance measures. Based on precise identification of multiple stakeholders in collaborative governance of integrated preschool education, it applied the quadrilateral evolutionary game model and Lyapunov's first law to analyze the stability of behavioral strategy choice by multiple subjects in promoting the practice of collaborative governance of IPE and the possible equilibrium points in the system. The influence of key elements on the system evolution is analyzed using MATLAB 2019 simulation. The study reveals that the evolution and trend of one game agent's behavior are closely related to the strategy choice of others. The willingness of the main body of kindergarten, social organization, and parents to participate in the collaborative governance of IPE are related to the government's active promotion to perform its leading functions at the government level. The willingness for collaborative governance of integrated education can help improve mutual trust and the main body's benefits, thus promoting the collaborative behavior of multiple subjects. Complementary resources, strict supervision, reasonable rewards and punishments can promote the collaborative behavior of multiple subjects.

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.

Examining the ecology of preschool inclusion in New York City: A mixed-methods study underway

Our team was awarded a grant by a private organization in partnership with a local research network to examine disparities in the special education referrals and services provided to young children in New York City (NYC). Our convergent mixed-methods study is exploring how the NYC preschool ecology—consisting of process, people and their positionalities, and practices—influences teachers’ decisions to refer and include minoritized young children who are at risk for or have developmental delays or disabilities. In this colloquium we: (1) describe key issues in the US and the NYC contexts that led to this design; (2) present the study methodology, including its theoretical underpinnings; and (3) discuss implications for systems change in NYC.

The Making Friends Program: Impact on Social Acceptance in Inclusive Preschool Settings

The Making Friends Program: Impact on Social Acceptance in Inclusive Preschool Settings