Creating a Culture of Inclusion in Pre-Kindergarten: An Integral Analysis of Beliefs, Understandings, and Pedagogical Practices of Early Childhood Educators
Abstract
In the province of Alberta, Canada, early childhood education is undergoing change to reconceptualize pre-kindergarten programming so that it is inclusive of all children in light of postmodern views and theoretical perspectives about inclusion and the impact of experiences, relationships, environment, and culture on learning. The purpose of this study was to understand how beliefs, understandings, and pedagogical practices of early childhood educators affect, and are affected by, their relationships with children, classroom team members, parents, and colleagues, as they create an inclusive culture in a pre-kindergarten classroom. Four research questions were addressed in the study:
• What do early childhood educators believe and understand about creating a classroom culture that includes all children?
• How are early childhood educators affected by, and how do they affect perspectives shared by children, classroom team members, colleagues, and parents in the creation of an inclusive classroom culture?
• What pedagogical practices do early childhood educators use to include all children?
• How are early childhood educators affected by system level structures and processes in the creation of an inclusive classroom culture?
To explore the research problem from multiple perspectives, Integral theory (Wilber, 2006) was selected as the conceptual framework and Integral Methodological Pluralism (IMP) was employed in the research design. Data about educational experiences, culture, behaviours and systems, were collected from five early childhood educators in pre-kindergarten classrooms in four urban schools, followed by a questionnaire of classroom practices, document analysis, and a focus group. Findings revealed that early childhood educators’ positive beliefs toward inclusion, a social constructivist theoretical perspective, building strong relationships with children, parents, team and colleagues, and eight characteristics describing the disposition of an early childhood educator were important to create an inclusive classroom culture. Six pedagogical practices that support inclusion are defined, and supports from schools and government necessary for creation of inclusive classroom cultures are identified. Implications for policies and regulations to support inclusion, pre-kindergarten programming and early childhood educators are discussed.
Description
Keywords
Education--Early Childhood, Education--Special
Citation
Prytuluk, N. A. (2017). Creating a Culture of Inclusion in Pre-Kindergarten: An Integral Analysis of Beliefs, Understandings, and Pedagogical Practices of Early Childhood Educators (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25481