Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

Abstract

Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants’ role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities’ interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition.

Inclusive Play: Defining Elements of Playful Teaching and Learning in Culturally and Linguistically Diverse ECEC

“…Play also offers experiences and links the curricular elements to children's everyday events in ECEC and wider society and to scaffold children's societal path, well-being, and sense of belonging in a community [18,21,22]. The approach of playful pedagogy views the play as a multimodal experience and as an attitude towards the world, and it gives teaching staff tools to increase the value of play.…”

“…This reimagining of inclusion as a foundation for Finnish ECEC hinges on values such as equality, equity, and the inherent rights of children [3][4][5]. However, in recent years, the critical question of inclusive practices and pedagogical tools, including tools for hearing, understanding, and creating shared meaning making, as well as enhancing belonging and inclusive spaces in the everyday practices of ECEC, has been raised [17][18][19]. According to the research on teaching skills [17], the competencies of special needs, diversity, special education, and multi-professional cooperation of early childhood teaching staff need to be strengthened.…”