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A participatory and inclusive 2-year-old infant classroom

Abstract: The objective is to analyse the progress of a 2-year-olds classroom in a school in Cantabria (Spain) towards an inclusive participation project. The research, carried out over three school years, has been based on the qualitative paradigm and ethnographic approach. A variety of research strategies have been employed: participant observation; discussion groups; informal conversations; ambulation and child conferencing using image elicitation. We have analysed the transformation of the educational approach in a classroom for 2-year-olds into a pedagogy of inclusive participation. These transformation process have deployed through three practitioner enquiry cycles with different focuses: materials and proposals; curriculum as progetazzione; decision-making opportunities and child participation. These transformation processes have also allowed educators to move towards a critical ecology of the profession perspective. Finally, the teachers who enquired into their educational reality by listening to children, embarded on a process of transformation towards more participatory education.

 Fuente: Journal of Early Childhood Research, 2024, 22(3), 359-380

 Publisher: Sage Journals

 Publication date: 01/01/2024

 No. of pages: 22

 Publication type: Article

 DOI: 10.1177/1476718X231221364

 ISSN: 1476-718X

 Spanish project: EDU2015-68617-C4-4-R

 Publication Url: https://journals.sagepub.com/doi/pdf/10.1177/1476718x231221364