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.
Conference
| Conference | 2024 Australasian Journal of Early Childhood Conference |
|---|---|
| Abbreviated title | Listening, empowering and innovating |
| Period | 08/02/24 → 09/02/24 |
| Other | We invite early childhood practitioners, researchers, leaders, academics and students to exchange ideas, innovative research methodologies and findings. The symposium will also discuss the latest research and pedagogical practice from the longest-running and most highly regarded academic journal produced by ECA, the Australasian Journal of Early Childhood (AJEC). The 2024 AJEC Research Symposium will include: keynote presentations based on the theme of Listening, empowering and innovating panel discussions providing themed provocations for researchers and interested stakeholders roundtable discussions—sharing and debating research evidence, theoretical perspectives and methods two additional presentation formats, namely Symposium presentations and Provocations. The Australasian Journal of Early Childhood (AJEC) is Australasia’s foremost scholarly journal and the world’s longest-running major journal within the early childhood field. Published quarterly, AJEC offers research-based articles that are designed to impart new information and encourage the critical exchange of ideas among early childhood practitioners, academics and students. Young children and their adults live, learn, grow, participate and play in many contexts, experiencing diverse world views and opportunities. These experiences are informed by variations in culture, socio-economic and material conditions, digital mediation, environmental sustainability and political orientations. Through the theme of ‘Listening, empowering and innovating’, we invite researchers, policymakers and early years professionals to consider how research, theories, practices and methodologies are designed and enacted alongside children and other stakeholders to recognise where they are in the world, within the following streams: Being attuned to people, culture and place Walking with allies, partners, stakeholders and participants Creating knowledge, methodologies and relationships. We welcome early childhood researchers and workforce professionals engaging with young children, their families, communities, educators and allied professionals to participate and come together to share cutting-edge knowledge and forge research networks in Australasia and beyond. The Australasian Journal of Early Childhood (AJEC) is Australasia’s foremost scholarly journal and the world’s longest-running major journal within the early childhood field. Published quarterly, AJEC offers research-based articles that are designed to impart new information and encourage the critical exchange of ideas among early childhood practitioners, academics and students. |
| Internet address |
|
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education
Fingerprint
Dive into the research topics of 'Transformative inclusion in early years: Using the lens of cultural-historical theory'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver