Pursuing Early Childhood Inclusion through Reinforcing Partnerships with Parents of Disabled Children: Beliefs of Greek Pre-Service Early Childhood Educators

Autor/inn/en	Fyssa, Aristea; Tsakiri, Maria; Mouroutsou, Stella
Titel	Pursuing Early Childhood Inclusion through Reinforcing Partnerships with Parents of Disabled Children: Beliefs of Greek Pre-Service Early Childhood Educators
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 1, S.34-50 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fyssa, Aristea) ORCID (Tsakiri, Maria) ORCID (Mouroutsou, Stella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2153258
Schlagwörter	Foreign Countries; Preservice Teachers; Early Childhood Education; Inclusion; Disabilities; Parents; Parent Teacher Cooperation; Self Efficacy; Empowerment; Criticism; Preservice Teacher Education; Kindergarten; Young Children; Infants; Toddlers; Greece + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Handicap; Behinderung; Eltern; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Self-efficacy; Selbstwirksamkeit; Kritik; Lehramtsstudiengang; Lehrerausbildung; Frühe Kindheit; Infant; Toddler; Toddlers; Kleinkind; Infants; Griechenland
Abstract	Early childhood inclusion for disabled children is a priority area as jointly stated by United Nations' and European Commission's policies. Educators have a crucial role in supporting all children's learning by working cooperatively with parents. However, their internalized ableist/disablist beliefs and misconceptions can inhibit the process of inclusion and effective parental partnership. Initial Teacher Education (ITE) is the pivotal factor in preparing early childhood educators (ECEs) for inclusive learning environments. Therefore, this survey investigated 332 Greek pre-service ECEs' preparation and their beliefs of self-efficacy of inclusion and parental empowerment. Results show that pre-service ECEs' knowledge has an impact on their beliefs about inclusion. Additionally, our results highlight the need to approach ITE through inclusive and critical disability studies pedagogies. Such an orientation could provide prospective ECEs with the mental models and confidence that augment their willingness for supporting inclusion, and collaborating with parents, leading to a transformative praxis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01