Fourth generation of inclusive practices in preschool education: A case study
DOI:
https://doi.org/10.5281/zenodo.20721926Keywords:
Early Childhood Education, Self-determination, Social skills, Personalized instruction, Inclusive educationAbstract
Fourth-generation inclusive educational practices propose teaching a single standard curriculum in a personalized manner in a heterogeneous classroom while supporting the development of self-regulation. The aim of this study was to analyze the impact of implementing a didactic unit that shared the characteristics of these inclusive practices on the motivation, satisfaction, engagement in learning activities, social skills, and self-regulation of students in a preschool classroom. A mixed-methods research methodology was employed. Information gathering procedures included participant observation accompanied by a teacher's diary, informal interviews with teachers and students, document analysis, and selected items from the self-regulation and social skills subscales of the Child Behavior Rating Scale. Analysis of the collected data revealed a strong increase in motivation, satisfaction, and engagement in learning, as well as a statistically significant improvement in self-regulation and social competence when the multilevel didactic unit was implemented. The study thus demonstrates the advantages of implementing didactic units that embody the characteristics of fourth-generation inclusive practices.
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