Promoting Engagement for Inclusion in Action: An Autoethnographic Journey of a Researcher-Preschool Teacher Experience
Abstract
Supporting children's engagement is essential for creating inclusive educational environments in early childhood. During early childhood, inclusive learning environments should provide all children with opportunities to engage in the learning process actively. This study aims to explore practices that encourage children’s engagement in such environments, to identify challenges encountered during this process, and to examine solutions to these challenges. A qualitative research method, specifically an autoethnographic approach, was employed. The researcher assumed dual roles as both educator and researcher. Data were collected through reflective journals maintained by the teacher-researcher and were subsequently analysed and interpreted using content analysis. As a result of this study, it was concluded that the environmental differentiation made to support children's engagement, along with the differentiation of the learning environment, content, and products, is effective. Additionally, it was observed that challenges arise from stakeholders, an inclusive perspective, and the resources of the school while supporting children's engagement. The researcher-teacher presents solutions to these challenges by offering training and consultations related to stakeholders, creating experiential opportunities linked to the inclusive process, and collaborating with institutions. Findings suggest that environmental arrangements, alongside the differentiation of learning processes, content, and products, significantly support children’s engagement.
Keywords
Inclusive education, early childhood, engagement, differentiation, adaptations
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