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      Inclusive Play-Based Learning: Approaches from Enacting Kindergarten Teachers

      research-article
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      Early Childhood Education Journal
      Springer Netherlands
      Kindergarten, Inclusion, Play-based learning, Disability

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          Abstract

          Policies related to the inclusion of children with disabilities in mainstream classrooms have led to questions regarding how teachers can help cultivate inclusive learning communities where all children are supported and valued. In play-based kindergarten programs, teachers are tasked with ensuring goals for children’s learning and development are cultivated in play. However, debates persist regarding the optimal role of the teacher in play and how to meaningfully support the play of children with disabilities. The current multiple case study explored the perspectives and approaches of three kindergarten teachers who highly valued, and strived to enable, participation and inclusion in play-based learning, referred to here as enactors. A minimum of three hours of observation were conducted in each classroom in the fall, and semi-structured teacher interviews were conducted in the fall and spring of the school year. Enactors shared some common themes related to implementing play-based learning to promote inclusion, including a balance of child agency and teacher guidance, involvement that is child-centred and flexible, and the importance of supporting social interactions in play. These views informed both common and unique practices observed in play, including one-on-one conversations, supporting small groups, becoming an active play partner, and collaboratively addressing problems that arose in play. These results illustrate ways enactors gave meaning to the concept of inclusion through their play practices, providing salient examples of play alongside teachers’ craft knowledge to help support inclusive play-based learning practices going forward.

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          Most cited references31

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          Using thematic analysis in psychology

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            Social Networks and Friendships at School: Comparing Children With and Without ASD

            Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success.
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              Guided Play: Where Curricular Goals Meet a Playful Pedagogy

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                Author and article information

                Contributors
                erica.danniels@mail.utoronto.ca
                angela.pyle@utoronto.ca
                Journal
                Early Child Educ J
                Early Child Educ J
                Early Childhood Education Journal
                Springer Netherlands (Dordrecht )
                1082-3301
                1573-1707
                22 June 2022
                : 1-11
                Affiliations
                GRID grid.17063.33, ISNI 0000 0001 2157 2938, Ontario Institute for Studies in Education, , University of Toronto, ; 252 Bloor Street West, Toronto, ON M5S 1V6 Canada
                Author information
                http://orcid.org/0000-0003-2257-3996
                Article
                1369
                10.1007/s10643-022-01369-4
                9214461
                2e12a5d6-ee74-445e-a052-aba8873dab48
                © The Author(s), under exclusive licence to Springer Nature B.V. 2022

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                History
                : 2 June 2022
                Funding
                Funded by: FundRef http://dx.doi.org/10.13039/501100000155, Social Sciences and Humanities Research Council of Canada;
                Award ID: 752-2019-2267
                Award Recipient :
                Categories
                Article

                kindergarten,inclusion,play-based learning,disability
                kindergarten, inclusion, play-based learning, disability

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