Supporting the inclusion of young children in childcare settings through professional development
Perceptions of educators and managers
Bibliographic Data
| ID | 22164122 |
|---|---|
| Authors | Carmen Dionne (0000-0002-3199-1009, Fonds de Recherche du Québec - Société et culture, corresponding author), Annie Paquet (0000-0001-5910-5075, Fonds de Recherche du Québec - Société et culture), Colombe Lemire (0000-0001-6622-4275, Fonds de Recherche du Québec - Société et culture), Claude Dugas (Fonds de Recherche du Québec - Société et culture), Maria Londono (0000-0001-5432-6100, Education and Early Childhood Development), Annie-Claude Dubé (Education and Early Childhood Development) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-03-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1535104 |
| OpenAlex | W4408636253 |
| Language | EN |
| Citations received | 2 |
| References cited | 44 |
Background Inclusion in early childhood contributes to building equitable and diverse educational settings, fostering societal acceptance to differences. Nevertheless, obstacles remain to implementing inclusive practices from an early age. Professional development, particularly through coaching, is seen as a factor facilitating quality early childhood education practices. As part of an action-research project, therefore, this study aims to document the perceptions of educators and managers after 1 year of professional development based on the use of a curriculum-based assessment and embedded intervention/instruction in inclusive childcare settings. Method This article describes a qualitative study aimed at documenting the perceptions of educators and managers as regards changes perceived following the professional development received. The perceptions of 14 educators and 6 managers are analyzed using semi-structured interviews. Results Results suggest that professional development helps support quality inclusive educational practices. Participants address certain aspects of their educational practices, such as observation and intervention planning, to fine-tune the learning opportunities offered consistent with children’s development. They report that coaching is an opportunity to examine their practice, which fosters their sense of competence. Results also underline the importance of the leadership role of childcare managers in supporting educational staff. Discussion The perceptions of educators and managers highlight the value of coaching in supporting educational practices in inclusive childcare settings. Improved individualization of educational practices based on the developmental needs of each and every child enhances environments’ capacity for quality intervention for all children
Early childhood education · Medical education · Pedagogy · Perception · Professional development · Early Childhood Education and Development · Education Systems and Policy · Medicine · Psychology · Social Psychology · Teacher Education and Leadership Studies
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| Citations per year | 2 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |