Danniels Erica, Pyle Angela
Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON M5S 1V6 Canada.
Early Child Educ J. 2022 Jun 22:1-11. doi: 10.1007/s10643-022-01369-4.
Policies related to the inclusion of children with disabilities in mainstream classrooms have led to questions regarding how teachers can help cultivate inclusive learning communities where all children are supported and valued. In play-based kindergarten programs, teachers are tasked with ensuring goals for children's learning and development are cultivated in play. However, debates persist regarding the optimal role of the teacher in play and how to meaningfully support the play of children with disabilities. The current multiple case study explored the perspectives and approaches of three kindergarten teachers who highly valued, and strived to enable, participation and inclusion in play-based learning, referred to here as enactors. A minimum of three hours of observation were conducted in each classroom in the fall, and semi-structured teacher interviews were conducted in the fall and spring of the school year. Enactors shared some common themes related to implementing play-based learning to promote inclusion, including a balance of child agency and teacher guidance, involvement that is child-centred and flexible, and the importance of supporting social interactions in play. These views informed both common and unique practices observed in play, including one-on-one conversations, supporting small groups, becoming an active play partner, and collaboratively addressing problems that arose in play. These results illustrate ways enactors gave meaning to the concept of inclusion through their play practices, providing salient examples of play alongside teachers' craft knowledge to help support inclusive play-based learning practices going forward.
与残疾儿童融入主流课堂相关的政策引发了一些问题，即教师如何帮助营造一个包容的学习社区，让所有儿童都能得到支持和重视。在以游戏为基础的幼儿园项目中，教师的任务是确保在游戏中培养儿童学习和发展的目标。然而，关于教师在游戏中的最佳角色以及如何切实支持残疾儿童的游戏，争论仍在继续。当前的多项案例研究探讨了三位幼儿园教师的观点和方法，他们高度重视并努力促成基于游戏的学习中的参与和包容，在此称为践行者。在秋季，对每个教室进行了至少三小时的观察，并在学年的秋季和春季进行了半结构化的教师访谈。践行者分享了一些与实施基于游戏的学习以促进包容相关的共同主题，包括儿童自主性与教师指导的平衡、以儿童为中心且灵活的参与，以及在游戏中支持社交互动的重要性。这些观点为在游戏中观察到的常见和独特做法提供了依据，包括一对一的对话、支持小组活动、成为积极的游戏伙伴，以及共同解决游戏中出现的问题。这些结果说明了践行者如何通过他们的游戏实践赋予包容概念意义，提供了游戏的显著示例以及教师的专业知识，以帮助支持未来基于游戏的包容性学习实践。
