Exploring inclusion in early years education using a cultural-historical theoretical lens

Background: Rigorous research is needed to create supportive and inclusive learning environments for all children. Transformative inclusion (inclusion for all) considers every individual in terms of academic, social, psychological, and cultural inclusion regardless of any differences. The role of culture, environment, age, tools, knowledgeable individuals, social situation and interaction to cultivate the potential of the whole person as a child is emphasised by Vygotsky's theory (1967, 1978, 1993, 1994,1998). How this theoretical lens addresses inclusion needs to be explored further.
Aim: Through a narrative review, this study explores transformative inclusion ( inclusion for all) using a cultural-historical theoretical lens.
Method: An in-depth literature analysis was conducted to produce a comprehensive narrative review. The review sought to critically examine the available literature on inclusion by Vygotsky and contemporary writers to explore theoretical baselines for transformative inclusion.
Results: A conceptual framework was developed to map cultural-historical theory concepts to practice transformative inclusion consisting of four components: creating an inclusive learning environment during children's playtime, utilising inclusive mediators and cultural tools, and creating a zone of proximal development in support of inclusion to foster higher mental function and Perezhivanie through inclusion. These contribute to children feeling included and valued for their diverse individualities, ensuring holistic development and equity for all.
Conclusions The learning environment can ensure the holistic development of all children, ensuring higher mental functions and equity for all through practising transformative inclusion based on the proposed conceptual framework.
Implications for children and families: By implementing transformative inclusion based on the proposed conceptual framework, children and families are potentially more authentically included regardless of any differences within the learning environment and beyond.
Implications for practitioners: The conceptual framework can support educators and practitioners in creating pedagogical models to foster inclusion in the early years, aligning with the Early Years Learning Framework and its Planning Cycle (2022) to promote inclusion for all.
Funding: This study is funded by the AGRTP (Australian Government Research Training Program (International) Scholarship.