Unlocking transformative inclusion through early years play: The lens of cultural-historical theory

From an early age, children develop an awareness of diversity and inclusion, which helps them understand where they belong (Cologon, 2014; Magennis & Richardson, 2020). The early years’ institutions significantly promote a culture of equality, tolerance, and diversity (Keles et al., 2021). Transformative inclusion is a term that provides a clear definition of inclusion to eliminate diverse interpretations, which is recommended for adoption in early years settings worldwide due to its holistic aspects (Rahman et al., 2023). Transformative inclusion in the early years requires a holistic approach. The cultural–historical theory creates a holistic prospect for children’s learning and development—individually, socially, and institutionally (Hedegaard & Fleer, 2008). The concept of transformative inclusion, supported by cultural-historical theory, requires further investigation considering its implications and impacts. The aim of this narrative review is to apply the lens of cultural-historical theory to understand transformative inclusion and its practices. Children who are hindered in their development by a disability are not merely less developed than their peers but rather have developed in a different way (Vygotsky, 1993). Alternatively, play is a developmental activity that depends on a child's needs, interests, and desires, regardless of any differences (Vygotsky,1966). Additionally, development is propelled by a specific type of social interaction known as neoformation (Vygotsky, 1998). Vygotsky (1993) mediates diverse individuals into mainstream society using cultural tools to unlock their potential. This study introduces a transformative inclusion pedagogical model using cultural-historical theory, representing a conceptual framework that uses play to promote the holistic development of children.