Presentation – CVC2026-704

When inclusion becomes meaningful: Family voices in early childhood education

Hediye Gul Ozdemir, Griffith University, Australia

Background: Inclusive early childhood education supports children’s participation, belonging, and well-being. However, families’ everyday experiences show that meaningful inclusion depends on more than access. It is strengthened through relationships, communication, consistency, and genuine partnership among families, educators, and support professionals.

Aim: This study aimed to explore how families experience inclusion within early childhood education services for children with diverse needs, with a focus on what supports meaningful participation, belonging, collaboration, and consistency in everyday practice.

Method/approach: This qualitative study used semi-structured interviews with six mothers of children aged 3–5 years who had experience with inclusive early childhood education services. Data were analysed using reflexive thematic analysis. Ethics approval was granted by Griffith University Human Research Ethics Committee (GU Ref No: 2025/278).

Results/findings: Three themes were identified: child development and learning, relationships and collaboration, and inclusion and support. Families valued educators who recognised children’s strengths, communicated openly, worked collaboratively, and embedded agreed strategies consistently across routines, educators, rooms, and transitions.

Conclusion: The study shows that families are knowledgeable partners in strengthening inclusive early childhood education. Meaningful inclusion is created through reliable relationships, shared planning, consistent practice, and everyday supports that honour children’s strengths and promote participation, belonging, and well-being.

Implications for children and families: Your voice matters. Your knowledge of your child can help educators create stronger, more consistent supports so your child feels welcomed, understood, and included.

Implications for practitioners: You can strengthen inclusion by listening to families, recognising each child’s strengths, communicating clearly, and using agreed supports consistently across everyday routines and transitions.

Keywords: family voices, inclusive early childhood education, children’s inclusion, children with diverse needs, meaningful inclusion

This presentation relates to the following United Nations Sustainable Development Goals: