Redefining the definition of inclusion in the early years:A scoping review of the literature
Year: 2023
Type: conference-paper
Study design: Systematic Review
Abstract: There is no specific definition of Inclusions; the term has been interpreted and used in various ways. In Australia, the term Inclusion is used to encompass a broad range of differences, including disability, ability, social and economic background, gender, race, and cultural and linguistic background. However, there is a need to clarify the definition of Inclusion from a global perspective with a contemporary view, as most existing articles lack precision. Addressing diversity and inclusion issues in early childhood education or early years is crucial, as an inclusive learning environment is required to ensure equity and inclusion for all from a young age. Therefore, this study aims to examine the evolving definitions of Inclusion in early years over the past two decades through a thorough review of the literature. A scoping literature review has been undertaken, including electronic database searches and manual searches, to explore the definition of Inclusion in early years. The search engines utilized include ERIC, EBSCOhost (education), and A+ Education. Parameters were set to search for all relevant literature from 2000 to 2022, and additional cut-offs were set to identify papers published in peer-reviewed journals, full-texts available, and written in English. The two keywords ‘Inclusion in early years’ and ‘Inclusion and early years’ were applied through Boolean operators while searching. After maintaining the four steps of a scoping review -identification, screening, eligibility, and inclusion (included), this review identified 53 relevant articles revealing a shift from extreme segregation to greater inclusion over time. The literature predominantly discussed two primary levels or types of inclusion, deep-level inclusion, which promotes equity for everyone, and surface-level inclusion, which involves reasonable adaptations or special facilities for children with disabilities. These two levels encompass social and academic inclusion. By expanding our understanding of inclusion in the context of diversity and social justice, this paper proposes a concrete definition of Inclusion in the early years. Implications of this review can provide a more inclusive conceptualization while defining Inclusion in the early years for future researchers, policymakers, and professional practitioners.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Reduced inequalities
Open Access status: green
OpenAlex ID: W7132941720