Creating a Stimulating Inclusive Environment in Preschool Teaching

Abstract

It has been proven that only high-quality services of competent preschool teachers lead to benefits, whereas low quality services have a significant negative effect on children and society overall. If preschool teachers are competent for planning and creating stimulating, acceptable and inclusive activities, the effect is evident not only in the child’s overall development, but also in the quality of their own work and the preschool institution in general. The questionnaire on creating an inclusive environment was distributed to 204 preschool teachers working in early childhood education institutions in Croatia. The aim was to examine the extent to which preschool teachers plan and create an inclusive environment in early childhood institutions with emphasis on offering educational support and development of social skills and habits in children. The statements were interpreted and elaborated through a qualitative analysis of frequencies. The results show preschool teachers’ high awareness of creating an inclusive environment, though there is still lack of methods for adapting work with children with special educational needs. Reforms should certainly give priority to issues of quality and continuous professional development of preschool teachers.