Inclusive discourses in early childhood education?

Abstract

This article explores the discursive formation of inclusion in early childhood education and after-school (recreation) centres in a Danish municipality. While inclusion has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on 'initiatives by governments', this interest has centred on the school environment and institutions of higher education. Thus, despite increasing recognition of the significance of preschool and after-school-care, inclusion in these environments remains peripheral to the main debate.

Inclusive ideals and special educational tools in and out of tact: didactical voices on teaching in language and communication in Swedish early childhood education

“…Earlier research on inclusive and special education in preschool highlights the need for educators to develop skills in areas with relation to teaching situations and activities, methods, and children with various disabilities in early childhood education and care (Hillesøy, Johansson, and Ohna 2014;Kristoffersen and Simonsen 2014). There may also be a need to enhance skills related to the child's perspective and attitudes (Åmot 2012;Palla 2011;Palla and Vallberg Roth 2018;Warming 2011).…”

“…The research conclusively finds that inclusive early education for all within the Nordic countries is considered a right. Recent Nordic research has analysed dilemmas and challenges related to this right, the results of which indicate that there are no simple solutions or answers to complex processes (Åmot 2012;Palla 2011;Warming 2011). How educational staff act is more often related to their immediate assessments in the moment (Åmot 2012), or their immediate pedagogy in difficult situations (Gjermestad 2009;Wetso 2006) than to evidence-based strategies (Drugli, Clifford, and Larsson 2008).…”

Børneperspektiv – en populær flydende betegner

“…Den ene del af denne handler om det problematiske i at antage, at børn udgør en homogen gruppe (James, Jenks & Prout, 1998). Et sådant homogeniserende perspektiv kan for eksempel føre til, at paedagogisk personale i daginstitutioner ubevidst forskelsbehandler og dermed bidrager til reproduktion af social ulighed (se Nielsen, 2001;Palludan, 2005;Warming, 2011c). I forhold til børneperspektiv forstået som børns stemmer er pointen imidlertid en anden, nemlig at vi ved at høre nogle børn ikke får fat i et generelt børneperspektiv, der daekker alle børn eller er repraesentativt for en gruppe af børn (Warming, 2011a;Whyness, 2009).…”

Nursery school teachers' attitude on the implementation and benefits of inclusion

“…Ključne reči: inkluzivno vaspitanje i obrazovanje, deca sa posebnim potrebama, predškolska ustanova, vaspitač, stavovi UVOD Retko ko bi se danas suprotstavio ideji inkluzivnosti kao ključ-nom principu sistema vaspitanja i obrazovanja na svim nivoima, budući da se u političkom diskursu o inkluzivnom obrazovanju govori u terminima prava na kvalitetno obrazovanje za sve i razvoja humanog i demokratskog društva (Warming, 2011). Razlozi za inkluzivno obrazovanje su brojni, kao i koristi koje od ovog procesa imaju njegovi učesnici.…”