Children’s perspectives: ‘Inclusion is playing together’
Background: In the early years, children learn, develop, modify, and redefine concepts and actions through play. According to Vygotsky (1993), every child can learn and develop within a sociocultural context, regardless of differences. Understanding inclusion in the early years is a crucial matter to explore from diverse viewpoints, including children’s voices. To explore understanding of inclusion, children’s perspectives were examined, including their understandings of inclusion expressed during story times.
Aim: This study aims to understand how children develop an understanding of inclusion through everyday activities and the process of concept formation of inclusion within a purposively created social situation created by educators.
Method/approach: Using a cultural-historical research methodology within a qualitative study design, two intentionally planned story times were created using the book The World We Can Build. This was followed by discussions using purposeful questioning in two preschool centres in the central west of New South Wales, Australia. Around 50 minutes of observation and audio data were analysed using Hedegaard and Fleer’s (2008) three levels of interpretation. The study has ethics approval with a protocol number H24276.
Results/findings: The findings reveal that children aged 4–5 can develop concepts related to inclusion in the presence of an object (a book) and a sign (social interaction about the book) on a social plane, and concept formations occurred in three stages, which reflected Vygotsky’s theory of concept development. Firstly, children guessed the meaning of the term ‘inclusion’ by subjective impressions, which means guessing associated everyday words, such as ‘include’ or ‘including’ or ‘us’, which were subjective. Later, children linked objects by proximity, such as ‘they do not gift me cards, they don’t include me’.
Conclusion: An intentionally planned story time can create conditions for children to learn and develop concepts related to inclusion and inclusive practices, thereby developing higher psychological functions, such as voluntary attention and concept formation. Inclusive books can be a catalyst for children, helping them develop a sense of belonging by conceptualising inclusion.
Implications for children and families: The findings suggest that intentionally using story time with relevant books featuring diversity and inclusion can educate our children about the diversity around them and to be inclusive.
Implications for practitioners: The findings indicate the need for further studies that create learning situations to develop the concept of inclusion and inclusive behaviours in the early years. This could support educators and practitioners in their daily practices.
Funding: This study is funded by an AGRTP (Australian Government Research Training Program) International Scholarship and Charles Sturt University.
Keywords: children’s perspectives, inclusion, playing together
This presentation relates to the following United Nations Sustainable Development Goals: