Review article
INCLUSION ACTIVITIES IN THE PEDAGOGICAL PROGRAMMES AS AN INDICATOR OF THE EARLY CHILDHOOD EDUCATION QUALITY
Tijana Borovac
; Sveučilište Josipa Jurja Strossmayera u Osijeku, Učiteljski fakultet u Osijeku, Hrvatska
Abstract
The current international documents describe the inclusion as disabled children´s civil right to access social resources with the aim of improving their quality of life. At the same time, different interpretations of the inclusion (at the individual and social level) cause the vagueness of this term and the creation of different indicators of inclusive practice. Therefore, the existence of inclusive practice in t the EU documents are quantitatively estimated, i.e. the number of children with disability in the mainstream is quoted as the main indicator. On the other hand, the number of included children does not yield an insight into the quality of inclusive practice in early education. This paper examined the inclusive activities in pedagogical programs of preschool teachers, as the indicator of quality of early childhood education. The results represent three basic categories of inclusive activities planned by preschool teachers: the construction of inclusive values within the educational group, organizing activities supportive of diversity and managing both internal preschool resources and external resources.
Keywords
inclusive activities; programs; indicators; quality; early childhood education
Hrčak ID:
131843
URI
Publication date:
12.12.2013.
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