With the signing of the UN Convention on the Rights of Persons with Disabilities, inclusion has become the focus of attention. With the demand for inclusion, a paradigm shift is developing in today's education system: all children, regardless of individual abilities and cultural or social affiliation, should grow up and learn together.
"It is normal to be different." These frequently used words express that heterogeneity and diversity are part of our society. Today, a broad spectrum of hetero-geneity can also be found in day-care centres. Day care centres have an important role to play here: as the first non-family educational institution, they should lay the foundation for equal opportunities to participate in education and society. This means that kindergarten concepts should change in such a way that all individual life situations and particularities of the children must be taken into account. Who and how should realise it? Scientists and educators agree on this. The professionals working in the day care centre are the ones who are to implement and realise inclusion in practice. Their personality, their attitude, their motivation, their expertise, their influence and their willingness to cooperate are decisive for the implementation and success of inclusive processes in early childhood education.
The limited scope of this paper only allows for a simplified questioning and so I would like to search for answers to the question "What demands does inclusion make on pedagogical professionals? I will start with the legal mandate to implement inclusion processes in day care centres and explain the goals of inclusive education in heterogeneous groups. I will then describe increasing demands on educators' competences and go into some aspects of shaping the inclusive process.
Table of Contents
1. Introduction
2. Inclusive processes in kindergarten
3. Requirements for educator skills
3.1 Research attitude
3.2 Biographical work
3.3 Expertise, experience and training
4. Aspects of dealing with inclusion
4.1 Teamwork
4.2 Kindergarten group
4.2.1 Pedagogical interventions
4.2.2 Useful framework
4.3 Individual support
4.4 Cooperation with parents
5. Summary
6. Bibliography
Objectives and Themes
The primary objective of this work is to explore the professional requirements and competencies necessary for educational specialists to effectively implement inclusive processes within daycare settings, specifically addressing the challenges posed by heterogeneous groups.
- The role of the educator in fostering inclusive environments.
- Methods for addressing diversity and heterogeneity in daily pedagogical practice.
- Requirements for team cooperation and multi-professional collaboration.
- Strategies for individual support and parent cooperation in an inclusive framework.
Excerpt from the Book
3.1 Research attitude
In view of the diversity of cultures and living environments in which children grow up, a broadening of perspectives in early childhood education is necessary. Only if heterogeneity is recognized, valued and one's own pedagogical attitude and action reflected, pedagogical forces can develop appropriate professional skills. A research-based attitude is regarded as the basis for the training of such competencies (cf. Weltzen, 2014, p. 19).
Pedagogical specialists in the day-care centres should be able to classify the social phenomena of the migration society in a technical way, to have basic knowledge about migration, the mixing of languages and cultures as a result of migration. Fachwerke interkultureller Pädagogik and works from family and migration research provide an overview (Sulzer, 2013, p. 23f.). In addition, pedagogical specialists should be able to deal with topics of disability and impairment, with medical / therapeutic reports and articles.
A special competence that is important for dealing with heterogeneity, is not pretending to know everything. An open attitude and a respectful curiosity towards other people and their peculiarities, offer a good opportunity to relate to each other and to overcome prejudices. The researching attitude is promoted on the one hand by pronounced communicative skills and on the other hand by the ability and willingness to continuously expand one’s knowledge and self-reflection (Weltzen, 2014, p. 20).
Summary of Chapters
1. Introduction: This chapter highlights the paradigm shift toward inclusion in early childhood education and establishes the research question regarding the requirements for educational specialists.
2. Inclusive processes in kindergarten: This section discusses the theoretical foundation of inclusion, focusing on heterogeneity and the legal mandate for daycare centers to accommodate children with diverse backgrounds and impairments.
3. Requirements for educator skills: This chapter outlines necessary professional competencies, including a research-based attitude, biographical work, and continuous expertise development.
4. Aspects of dealing with inclusion: This chapter provides practical insights into teamwork, the management of heterogeneous kindergarten groups, individual support strategies, and cooperation with parents.
5. Summary: The concluding chapter synthesizes the findings, emphasizing that successful inclusion requires optimized framework conditions, ongoing professional development, and strong institutional support.
6. Bibliography: This section lists all academic sources and references used to support the arguments throughout the publication.
Keywords
Inclusion, Kindergarten, Early Childhood Education, Heterogeneity, Diversity, Pedagogical Skills, Educator, Research Attitude, Biographical Work, Individual Support, Cooperation, Teamwork, Special Needs, Migration, Professionalization.
Frequently Asked Questions
What is the central focus of this work?
The work focuses on the professional requirements and necessary competencies for educators working in daycare centers to successfully implement inclusive processes for children with diverse backgrounds and abilities.
What are the primary themes discussed?
Key themes include the recognition of heterogeneity, the professional development of educators, strategies for team cooperation, and the importance of parent-school partnership in an inclusive educational setting.
What is the core research question?
The core question is: "What are the requirements for inclusion for educational specialists?"
Which scientific method is utilized?
The work utilizes a literature-based analytical approach, synthesizing current pedagogical theories, legal foundations, and research findings to outline practical requirements for inclusive education.
What does the main body cover?
The main body examines the specific pedagogical demands on educators, the necessity of a research-oriented professional attitude, and practical strategies for classroom management, group dynamics, and parental cooperation.
Which keywords characterize the work?
The work is defined by terms such as inclusion, heterogeneity, early childhood education, pedagogical professionalization, and individual support.
How is the concept of a "research attitude" defined for educators?
It is defined as the ability to reflect on one's own pedagogical practice, maintain an open and curious mindset toward diversity, and continuously expand knowledge to avoid prejudices and stereotyping.
What role does biographical work play in professionalization?
Biographical work helps educators reflect on their own history, personal values, and experiences with foreignness, which in turn enables them to handle diverse situations in the kindergarten more consciously and professionally.
Why is cooperation with parents essential for inclusion?
Cooperation is vital because families are primary socialization agents; an inclusive approach succeeds best when the child feels accepted in all aspects of their identity, including their family background, which requires active partnership between parents and staff.
- Arbeit zitieren
- I. Seel (Autor:in), 2015, On the way to inclusion. What demands does inclusion place on educational professionals?, München, GRIN Verlag, https://www.grin.com/document/1145345
