| dc.description.abstract | This interpretative hermeneutic phenomenological (IHP) study focuses on the lived experiences of early years educators engaged in the Leadership for Inclusion (LINC) programme, a continuing professional development (CPD) programme aimed at developing knowledge, practices and values relating to inclusive practice. The primary aim of this study was to examine educators’ perceptions of inclusion of children and consider the influence of the LINC programme on their pedagogical practice. The research strategy involved initial interviews with fourteen early years educators identifying experiences and understanding of inclusion prior to commencement of the LINC programme. On completion, participants hosted a field visit to their individual preschools and engaged in a second follow-up interview. In addition, conversations with children and observation of pedagogical practice was conducted during these visits to understand the life-world of the educators in practice. Using the philosophical principles of IHP, this study illustrates the value of practitioner research in coming to understand and interpret educators’ experiences through an empathic lens.
Research findings validate the quality of content of the LINC programme and the positive influence of this learning on educators’ perceptions and practices of inclusion in the early years setting. Engagement with the LINC programme resulted in reported confidence in their work with children and families through development of new strategies in practice to support participation in the early years’ environment. There is an evidenced shift in perspective and awareness of children’s rights by those who engaged with the module content. However, consideration of the contextual reality of participants illustrates a confluence of factors which mitigate against the learning outcomes of the LINC programme. A salient finding from this study indicates how professional identity and the perception of the role of the educator influences engagement with learning. Furthermore, concern is expressed by learners on the programme about how they will be facilitated and supported to take on additional responsibilities of leading inclusion as the Inclusion Coordinator (INCO) in their setting.
A key recommendation is to expand access to the LINC programme for all early years educators so there is a shared understanding of inclusion to support children’s participation as well as supporting the leadership role of the INCO in practice. A framework for learning and development for educators has been designed to support reflection and action within settings to guide inclusive practice. This study also proposes that relational pedagogy, guided by the national quality (Siolta, CECDE, 2006) and curricular frameworks (Aistear, NCCA, 2009), should be embedded in initial professional education programmes as underpinning the implementation of quality and inclusive early childhood education. In telling the stories of educators on the LINC programme using phenomenology, an approach underused in early years scholarship, this study offers insights on how inclusion can be embedded in practice by acknowledgement of different perspectives and providing practical recommendations for creating a shared understanding of quality and inclusive early years education and care. | en_US |
