Moving toward Inclusive Practices for Children and Families

A Preschool’s Journey

Bibliographic Data

ID22045671
AuthorsVictoria Damjanovic (0000-0001-8080-1737, Northern Arizona University, corresponding author), Elyse Ledford (University of South Florida)
Year2023
Volume14
Issue1
Pages14
Publication date2023-12-22
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14010014
OpenAlexW4390174596
LanguageEN
References cited14

As a college of education was charged with transforming a campus preschool program into a teacher-educator lab school, a community of practice was formed to look at current practices and make changes to create a more inclusive program using culturally relevant pedagogy and blended practices. Using a qualitative case study, data were collected for one year to determine what was taking place in the program. In years two through five, changes were implemented and reflected upon. Transformative learning guided data collection and analysis to support the process of reflecting critically on experiences, engaging in reflective dialogue, and taking action toward increasingly deep levels of authentic inclusive practices. Findings indicate that changes in the environment, curriculum frameworks, considerations for teachers, and bringing families in were the keys to developing a more inclusive program for elevating children and families

Action research · Best practice · Curriculum · Mathematics education · Pedagogy · Political science · Qualitative property · Qualitative research · Sociology · Transformative learning · Adult and Continuing Education Topics · Computer Science · Diverse Education Studies and Reforms · Education Systems and Policy · Psychology

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Open DOIOpen Access