Abstract
Transformative inclusion is a new term providing a clear definition of inclusion, eliminating diverse interpretations, which was recommended to be adopted in early years settings worldwide. Transformative inclusion refers to a continuous process of including, accepting and valuing diverse individuals holistically in terms of academic, social, psychological, and cultural inclusion regardless of age, gender, disability, race, culture, origin, ethnicity, diversity, abilities, background, or socio-economic status ensuring equity for all within and beyond the learning environment (Rahman et al., 2023, p.16). Ensuring transformative inclusion in the early years requires a theoretical lens that provides a
holistic approach. The lens of cultural–historical theory creates a holistic opportunity for children’s learning and development—individually, socially and institutionally (Hedegaard & Fleer, 2008). Vygotsky’s (1978) theory emphasises the role of social interaction in a child's learning and play, particularly with more knowledgeable individuals, where play is a developmental activity depending on their needs, interests, and desires regardless of any differences (Vygotsky, 1967. Vygotsky (1993) says that ‘a child whose development is impeded by a defect is not simply a child less developed than his peers but is a child who has developed differently’ (p. 30). Additionally, a child’s environment changes with age and its role varies accordingly, contributing to development
(Vygotsky, 1994). Moreover, development seems to be driven by a particular mode of social interaction (neoformation) rather than age only (Vygotsky, 1998).
Vygotsky (1993) incorporates individuals from diverse backgrounds into mainstream society through mediation, using culturally specific methods (cultural tools) to cultivate the potential of the whole person. Further investigation is needed on how a system of concepts from cultural–historical theory could support transformative inclusion. This study presents a transformative inclusion pedagogical model based on play-based learning (AGDE, 2022), highlighting the importance of the holistic development of children.
holistic approach. The lens of cultural–historical theory creates a holistic opportunity for children’s learning and development—individually, socially and institutionally (Hedegaard & Fleer, 2008). Vygotsky’s (1978) theory emphasises the role of social interaction in a child's learning and play, particularly with more knowledgeable individuals, where play is a developmental activity depending on their needs, interests, and desires regardless of any differences (Vygotsky, 1967. Vygotsky (1993) says that ‘a child whose development is impeded by a defect is not simply a child less developed than his peers but is a child who has developed differently’ (p. 30). Additionally, a child’s environment changes with age and its role varies accordingly, contributing to development
(Vygotsky, 1994). Moreover, development seems to be driven by a particular mode of social interaction (neoformation) rather than age only (Vygotsky, 1998).
Vygotsky (1993) incorporates individuals from diverse backgrounds into mainstream society through mediation, using culturally specific methods (cultural tools) to cultivate the potential of the whole person. Further investigation is needed on how a system of concepts from cultural–historical theory could support transformative inclusion. This study presents a transformative inclusion pedagogical model based on play-based learning (AGDE, 2022), highlighting the importance of the holistic development of children.
Original language | English |
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Publication status | Published - 08 Feb 2024 |
Event | 2024 AJEC Research Symposium: Listening, empowering and innovating - Online Duration: 08 Feb 2024 → 09 Feb 2024 https://web.archive.org/web/20240508100857/https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2024/02/2024-AJEC-Research-Symposium_Discussion-papers_Final.pdf (Discussion papers) https://web.archive.org/web/20240331180710/https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2024/02/2024-AJEC-Research-Symposium-Program-at-a-glance.pdf (Program) https://web.archive.org/web/20240331180424/https://www.earlychildhoodaustralia.org.au/events/ajecsymposium/2024-program-overview/ (Symposium webpage on Wayback Machine) |
Conference
Conference | 2024 AJEC Research Symposium |
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Period | 08/02/24 → 09/02/24 |
Internet address |
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