Literaturnachweis - Detailanzeige
Autor/inn/en | Recchia, Susan L.; McDevitt, Seung Eun |
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Titel | A Place for Miguel: Discovering the Power of Belonging within an Inclusive Toddler Community |
Quelle | In: European Early Childhood Education Research Journal, 31 (2023) 1, S.51-63 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (McDevitt, Seung Eun) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-293X |
DOI | 10.1080/1350293X.2022.2159055 |
Schlagwörter | Toddlers; Autism Spectrum Disorders; Inclusion; Interpersonal Relationship; Student Interests; Student Behavior; Resources; Student Participation; Child Care Centers; Early Childhood Education; Early Childhood Teachers; Student Adjustment Infant; Infants; Toddler; Kleinkind; Autism; Autismus; Inklusion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studieninteresse; Student behaviour; Schülerverhalten; Betriebsmittel; Hilfsmittel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation |
Abstract | In this phenomenological case study, we explore how a toddler with autism (Miguel) becomes a member of an early childhood learning community. Drawing on the right to belong and a social-relational model of disability framework, we asked research questions that are fundamental to the rights and agency of the child and how children experience inclusion and belonging in their learning community. By following Miguel during his first year in early care and education, we share depictions of his expressions of interest, initiations, and agency; his ways of relating to children and adults in the classroom; his use of environmental supports and scaffolds to engage with the physical and interpersonal space; and his growing sense of membership in the toddler classroom. In conclusion, we discuss what inclusion means to individual children and the ways in which inclusive practices can unfold in a setting that promotes authentic belonging. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |