Early childhood educator: Perceptions and inclusion practices

Abstract

Recent studies warn of the period that precedes formal schooling as it is a critical time in terms of cognitive, social and emotional development. For this reason, the quality of pre-school education has been a priority for many international organizations. Research on the subject considers that the quality of pre-school education is directly dependent on the conceptions that early childhood educators have of their practices Studies that assess the conceptions of early childhood educators about inclusive practices in preschool age are scarce. Studies that assess the conceptions of early childhood educators about inclusive practices at preschool age are scarce. Most of these focus on the inclusion of children with NEE. In this paper, we intend to evaluate the conceptions of early childhood educators about inclusive pre-school education, in the light of the new paradigm of inclusive education, proclaimed by the Salamanca Declaration. Through a qualitative methodology, the interview sought to emphasize the points of view of early childhood educators and the meaning they have on the subject. Participated in the study 4 Kindergarten teachers from the public network in the north of Portugal. The interview guide was based on the instrument developed by the European Agency for Special Needs and Inclusive Education, within the scope of the Inclusive Early Childhood Education project. The results allow us to conclude that the participating educators have attitudes favorable to inclusion in pre-school age. However, challenges remain in creating inclusive environments that aren´t obstacles to quality preschool education.