Reflecting on Inclusion in Early Childhood Education: Pedagogical Practice, School Space and Peer Interaction

Authors

• Juliane Madureira Ferrera University of Tampere, Finland
• Marita Mäkinen University of Tampere, Finland
• Katia de Souza Amorim University of São Paulo, Brazil

Keywords:

Inclusion, peer interaction, early childhood education, qualitative investigation

Abstract

We examined an inclusive setting of 3- to 4-year-old children, focusing on the relations between teachers’ practices and the organization of spaces to promote peer interaction, in two distinct contexts, Brazil and Finland. A qualitative epistemology was applied. Participants included one pivot child (intellectual disability), his peers and teacher in each research context. Data consisted of video recordings and field diaries. Analysis followed a microgenetic model sustained by the network of meanings framework. Results uncovered: (a) contradiction between theory and practice regarding implementation of inclusion, (b) availability of objects and space division influenced more than the type and quality of material in peers’ interaction, (c) peers emerged as reference for the child with disability. Results indicated that cultural differences enhance the discussion on how multiple paths for inclusion can be implemented and open the reflection of the role of peers for materializing the participation of the child with disability.