Bridging Early Childhood Education and Inclusive Practices in Classrooms That Serve Children with Disabilities: A Narrative Portrait

Autor/inn/en	Symeonidou, Simoni; Loizou, Eleni
Titel	Bridging Early Childhood Education and Inclusive Practices in Classrooms That Serve Children with Disabilities: A Narrative Portrait
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 1, S.92-105 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Symeonidou, Simoni) ORCID (Loizou, Eleni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2140817
Schlagwörter	Early Childhood Education; Inclusion; Foreign Countries; Public Schools; Students with Disabilities; Classroom Techniques; Females; Pedagogical Content Knowledge; Teaching Methods; Cyprus + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Ausland; Public school; Öffentliche Schule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Klassenführung; Weibliches Geschlecht; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Zypern
Abstract	In this paper, we report on a study that sought to examine how Early Childhood Education (ECE) teachers, working in Cypriot public schools, combine pedagogies of ECE and inclusive education. We were also interested in how having children with disabilities in their classes informed their practices. We purposively selected and interviewed seven female teachers who, according to our judgement, had good knowledge of the ECE theoretical framework and commitment to inclusive education. We followed a thematic and a narrative approach to analyse the data, and presented the findings in the form of a portrait narrative of an imaginary teacher. The discussion maps the repertoire of practices across the assumptions of inclusive and ECE pedagogies. In our conclusion, we offer these practical implications: inclusive ECE teachers should be knowledgeable of ECE theory and praxis, committed to the assumptions of inclusive pedagogies, and work individually and collectively to educate all children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01