ECEs are defined as certificated teachers with the school board and directly responsible for designing the environment, learning and assessment of pre-kindergarten children within their individual classroom context. They may or may not have a specialization in early childhood education, but as professionals, they are responsible for learning about and acquiring dispositions, knowledge and skills to enhance their pedagogical practice with young children.
Published in Chapter:
Creating a Culture of Inclusion in Pre-Kindergarten: An Integral Analysis of Beliefs, Understandings, and Practices of Early Childhood Educators
Natalie Anne Prytuluk (Edmonton Public Schools, Canada)
Copyright: © 2019
|Pages: 32
DOI: 10.4018/978-1-5225-5873-6.ch011
Abstract
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. To explore this research problem from multiple perspectives, integral theory was selected as the conceptual framework, and a multi-methods exploratory sequential design was employed using integral methodological pluralism. Data about educational experiences, culture, behaviors, 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 important factors for creating an inclusive classroom culture included: early childhood educators' positive beliefs toward inclusion; a social constructivist theoretical perspective; and the ability to build strong relationships with children, parents, and colleagues.