Inclusive Play-Based Learning: Approaches from Enacting Kindergarten Teachers
1Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON M5S 1V6 Canada.
Early Childhood Education Journal
|June 27, 2022
Summary
Kindergarten teachers can foster inclusive play-based learning by balancing child-led activities with teacher guidance. This approach supports children with disabilities and enhances social interaction, promoting a valued learning community for all.
Area of Science:
- Education
- Developmental Psychology
- Special Education
Background:
- Inclusive education policies necessitate effective strategies for supporting diverse learners in mainstream classrooms.
- Play-based learning is central to kindergarten, yet optimal teacher roles in supporting children with disabilities during play remain debated.
Purpose of the Study:
- To explore the perspectives and practices of kindergarten teachers actively promoting inclusion in play-based learning environments.
- To understand how teachers balance child agency and guidance to foster inclusive play.
Main Methods:
- A multiple case study design involving three kindergarten teachers ('enactors').
- Classroom observations (minimum 3 hours per classroom) and semi-structured interviews (fall and spring).
Main Results:
- Teachers emphasized balancing child agency with teacher guidance, child-centered flexible involvement, and supporting social interactions.
- Observed practices included one-on-one support, small group facilitation, active play partnership, and collaborative problem-solving.
Conclusions:
- Teachers' craft knowledge and play practices are crucial for creating meaningful inclusion in play-based settings.
- These findings offer practical examples for supporting inclusive play-based learning for all children.
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