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Illuminating young children’s perceived notions of inclusion in pedagogical activities

Illuminating young children’s perceived notions of inclusion in pedagogical activities
Illuminating young children’s perceived notions of inclusion in pedagogical activities
This paper presents findings from a research study, which sought to illuminate the perceived notions of inclusion of four to five year old children in pedagogical activities, in the early years classes of two schools in the North of England. It employed a qualitative methodology to gather extensive data with forty children over a six-week period in each school. This included collecting fieldnotes; undertaking observations of children in pedagogical activities; and conducting group and individual interviews. Central to the research aim was the use of participative tools to engage with children’s voices; these included photographs and drawings. Children’s perceived notions of inclusion resonated with two dimensions: belonging and relationships (with practitioner and/or child) and democratic pedagogies. The findings advance the conceptualisation of the notion of inclusion and bring to the fore the voices of a young group of children that has not been studied before. Engaging with children in meaningful ways can enable practitioners to better understand young children’s perceived, multi-faceted notions of inclusion as they experience it within pedagogical activities.
engaging with voices, early years, inclusion, belonging and relationships, democratic pedagogies
1360-3116
Shaw, Patricia A.
74035ebc-8708-4d7f-8db0-4a72de23eef4
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Shaw, Patricia A.
74035ebc-8708-4d7f-8db0-4a72de23eef4
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082

Shaw, Patricia A., Messiou, Kyriaki and Voutsina, Chronoula (2019) Illuminating young children’s perceived notions of inclusion in pedagogical activities. International Journal of Inclusive Education. (doi:10.1080/13603116.2018.1563642).

Record type: Article

Abstract

This paper presents findings from a research study, which sought to illuminate the perceived notions of inclusion of four to five year old children in pedagogical activities, in the early years classes of two schools in the North of England. It employed a qualitative methodology to gather extensive data with forty children over a six-week period in each school. This included collecting fieldnotes; undertaking observations of children in pedagogical activities; and conducting group and individual interviews. Central to the research aim was the use of participative tools to engage with children’s voices; these included photographs and drawings. Children’s perceived notions of inclusion resonated with two dimensions: belonging and relationships (with practitioner and/or child) and democratic pedagogies. The findings advance the conceptualisation of the notion of inclusion and bring to the fore the voices of a young group of children that has not been studied before. Engaging with children in meaningful ways can enable practitioners to better understand young children’s perceived, multi-faceted notions of inclusion as they experience it within pedagogical activities.

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Shaw Messiou Voutsina 2019 IJIE - Accepted Manuscript
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Accepted/In Press date: 15 December 2018
e-pub ahead of print date: 9 January 2019
Keywords: engaging with voices, early years, inclusion, belonging and relationships, democratic pedagogies

Identifiers

Local EPrints ID: 426966
URI: http://eprints.soton.ac.uk/id/eprint/426966
ISSN: 1360-3116
PURE UUID: a205e183-4c06-4437-8308-8f634ff70107
ORCID for Kyriaki Messiou: ORCID iD orcid.org/0000-0003-3412-3108
ORCID for Chronoula Voutsina: ORCID iD orcid.org/0000-0003-2196-5816

Catalogue record

Date deposited: 19 Dec 2018 17:30
Last modified: 28 Apr 2022 04:29

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Contributors

Author: Patricia A. Shaw
Author: Kyriaki Messiou ORCID iD

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