A Place for Miguel: Discovering the Power of Belonging within an Inclusive Toddler Community

Autor/inn/en	Recchia, Susan L.; McDevitt, Seung Eun
Titel	A Place for Miguel: Discovering the Power of Belonging within an Inclusive Toddler Community
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 1, S.51-63 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McDevitt, Seung Eun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2159055
Schlagwörter	Toddlers; Autism Spectrum Disorders; Inclusion; Interpersonal Relationship; Student Interests; Student Behavior; Resources; Student Participation; Child Care Centers; Early Childhood Education; Early Childhood Teachers; Student Adjustment + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Autism; Autismus; Inklusion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studieninteresse; Student behaviour; Schülerverhalten; Betriebsmittel; Hilfsmittel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	In this phenomenological case study, we explore how a toddler with autism (Miguel) becomes a member of an early childhood learning community. Drawing on the right to belong and a social-relational model of disability framework, we asked research questions that are fundamental to the rights and agency of the child and how children experience inclusion and belonging in their learning community. By following Miguel during his first year in early care and education, we share depictions of his expressions of interest, initiations, and agency; his ways of relating to children and adults in the classroom; his use of environmental supports and scaffolds to engage with the physical and interpersonal space; and his growing sense of membership in the toddler classroom. In conclusion, we discuss what inclusion means to individual children and the ways in which inclusive practices can unfold in a setting that promotes authentic belonging. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01