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This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year-long programme that integrates drama strategies into literacy practices within real-classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Culturalhistorical activity theory was used to understand and unpack the drama practices. Twelve semi-structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constantcomparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment.

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The purpose of this pilot study was to determine students' self-efficacy level prior to participation and after participation in an inquiry-based science camp to determine if selfefficacy levels changed as a result of participation. A validated instrument, the 30 item Morgan-Jinks Student Self-Efficacy Scale (MJSES) (Jinks & Morgan, 1996) was used to identify the constructs of self-efficacy before and after the weeklong summer camp. The results suggest that the inquiry-based science camp had a positive impact on junior participants' academic self-efficacy and did not increase senior participants' academic self-efficacy.