Enhancing participation and voice in early childhood classrooms: A scoping review of inclusive practices for children with developmental delays
Background: Creating inclusive early childhood classrooms is essential to advancing social justice and ensuring every child’s right to participate and be heard. However, children with developmental delays often experience barriers that limit their engagement, agency, and sense of belonging. While inclusive education is widely advocated, there remains a need to synthesise evidence on practices that meaningfully support both participation and voice in early learning environments.
Aim: This study aims to map and synthesise existing research on inclusive teaching practices that enhance participation and amplify the voices of young children with developmental delays in early childhood classrooms.
Method: A scoping review methodology was adopted to examine peer-reviewed literature on inclusive practices in early childhood education. Studies were identified through systematic database searches and screened using defined inclusion criteria. Data were charted and analysed thematically to identify key practices and patterns. As this study did not involve human participants, ethical approval was not required.
Results/findings: The findings highlight that differentiated instruction, play-based and child-centred approaches, visual supports, and assistive technologies support participation and engagement. Teacher mindset, reflective practice, and collaboration with families and specialists were critical in enabling children’s voices to be recognised. Limited research was found in low-resource and culturally diverse contexts.
Conclusion: This study reinforces that participation is a fundamental expression of children’s voice, agency, and inclusion. Moving beyond access to meaningful engagement is essential in creating inclusive early childhood environments where every child is heard, valued, and supported.
Implications for children and families: You deserve to learn in classrooms where your voice matters, where you feel included, supported, and able to participate fully in ways that reflect who you are.
Implications for practitioners: You play a key role in creating inclusive classrooms by using strategies that support participation, listening to children’s voices, and adapting your teaching to meet diverse needs.
Keywords: Inclusive education, children’s participation, children’s voice, developmental delays, early childhood education, social justice in education
This presentation relates to the following United Nations Sustainable Development Goals: