Supporting the Inclusion of Children with Developmental Disabilities in Play-based Kindergarten

Abstract

Play is widely recognized as occupying a central role in young children’s early learning and development. Contemporary research on the benefits of both child-led and teacher-guided play have driven curricular shifts in kindergarten toward mandating play-based learning. However, research on play and disability has characterized play as a challenging context for children with developmental disabilities (DD), with concerns raised regarding access to play opportunities, engagement in different play skills, and level of social participation with peers. Kindergarten teachers have also been found to hold differing views toward play and learning and implement play-based learning in different ways. Consequently, it is important to explore how teachers approach play-based learning in inclusive settings with diverse student bodies, including children with DD. This exploration was guided by a social relational model of disability, acknowledging how both impairment effects and contextual factors can impact experiences of play, as well as a sociocultural perspective toward play and children’s learning. Firstly, an online survey was conducted of 42 kindergarten teachers’ perspectives toward play and inclusion. Secondly, teachers in eight play-based kindergarten classrooms were examined using direct observation and semi-structured interviews. Lastly, a subset of three teachers who shared a strong commitment to inclusion in play were examined more closely through a case study lens. Teachers in the broader survey conceptualized inclusion primarily from an academic lens and addressed it mainly outside of play, underscoring a need for clearly defined strategies in play. Both indirect (i.e., environmental) and direct (i.e., teacher support) strategies for supporting inclusion in play were highlighted in studies two and three, as well as perceived challenges and some notable patterns between perspectives and practices. This exploration also uncovered some ongoing concerns related to meaningfully supporting children with DD in play, including emphasizing child-led play with a more passive teacher role and a narrow focus on social development in play. These findings can help to inform teacher training programs related to play and lay the groundwork for future research on cultivating play-based learning spaces that can support the participation and holistic learning of all children, including children with DD.