Teacher Perspectives and Approaches toward Promoting Inclusion in Play-Based Learning for Children with Developmental Disabilities

Autor/inn/en	Danniels, Erica; Pyle, Angela
Titel	Teacher Perspectives and Approaches toward Promoting Inclusion in Play-Based Learning for Children with Developmental Disabilities
Quelle	In: Journal of Early Childhood Research, 21 (2023) 3, S.288-302 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Danniels, Erica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X221149376
Schlagwörter	Foreign Countries; Inclusion; Play; Teaching Methods; Teacher Attitudes; Students with Disabilities; Kindergarten; Preschool Teachers; Preschool Children; Teacher Role; Environmental Influences; Social Development; Neurodevelopmental Disorders; Canada + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrerrolle; Environmental influence; Umwelteinfluss; Soziale Entwicklung; Kanada
Abstract	As school authorities strive toward inclusive models of education for children with neurodevelopmental delay and disability (NDD), many kindergarten curricula have mandated pedagogy centered on learning through play. Children with NDD tend to experience greater social isolation and lower rates of social play engagement compared to typically developing peers. Consequently, issues related to social participation and inclusion may be particularly salient in play-based kindergarten classrooms. The current qualitative study explored how eight kindergarten teachers in Ontario, Canada conceptualized and promoted inclusion in play for children with NDD. Classroom observation and teacher interviews were conducted with a focus on the teacher's role in play. Teachers endorsed the use of several indirect (i.e., environmental) strategies to promote social participation, alongside proactive teacher support in play. Teachers who shared multiple aspects of an interventionist viewpoint toward disability, and identified the social benefits of inclusion in play for children with NDD, tended to provide more proactive support to all children in play. Teachers also provided reactive support in play to address emerging social conflict. Implications for fostering the meaningful inclusion of children with NDD in play-based learning are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01