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Creating a Culture of Inclusion in Pre-Kindergarten: An Integral Analysis of Beliefs, Understandings, and Practices of Early Childhood Educators

Creating a Culture of Inclusion in Pre-Kindergarten: An Integral Analysis of Beliefs, Understandings, and Practices of Early Childhood Educators

Natalie Anne Prytuluk
Copyright: © 2019 |Pages: 32
ISBN13: 9781522558736|ISBN10: 152255873X|ISBN13 Softcover: 9781522586531|EISBN13: 9781522558743
DOI: 10.4018/978-1-5225-5873-6.ch011
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MLA

Prytuluk, Natalie Anne. "Creating a Culture of Inclusion in Pre-Kindergarten: An Integral Analysis of Beliefs, Understandings, and Practices of Early Childhood Educators." Integral Theory and Transdisciplinary Action Research in Education, edited by Veronika Bohac Clarke, IGI Global, 2019, pp. 238-269. https://doi.org/10.4018/978-1-5225-5873-6.ch011

APA

Prytuluk, N. A. (2019). Creating a Culture of Inclusion in Pre-Kindergarten: An Integral Analysis of Beliefs, Understandings, and Practices of Early Childhood Educators. In V. Bohac Clarke (Ed.), Integral Theory and Transdisciplinary Action Research in Education (pp. 238-269). IGI Global. https://doi.org/10.4018/978-1-5225-5873-6.ch011

Chicago

Prytuluk, Natalie Anne. "Creating a Culture of Inclusion in Pre-Kindergarten: An Integral Analysis of Beliefs, Understandings, and Practices of Early Childhood Educators." In Integral Theory and Transdisciplinary Action Research in Education, edited by Veronika Bohac Clarke, 238-269. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5873-6.ch011

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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.

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