Inclusive Early Childhood Teacher Education: A Paradigm for Envisioning and Enacting
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Academic Unit
College of Education and Human Learning
Publication Date
11-2024
Document Type
Article
Abstract
This article describes the processes and timeline of developing our Inclusive Early Childhood Teacher Education Program (IECTE). In doing so, we describe collaborations that have a dynamic unfolding that took place over 10 years and united early childhood education (ECE), early intervention/early childhood special education (EI/ECSE), and bilingual/English as a second language (ESL) programming. Foundational to our collaborative work is the transformation that occurred within these individual areas of teacher education that eventually led us to the evolving paradigm of inclusivity in early childhood education. In our IECTE work we detail our paradigm of critical inclusivity that includes three tenets: (1) a dialogic approach, (2) curriculum revision, (3) student guidance, and (4) mentoring support. We conclude by offering implications for continuous growth through descriptions of radical collaboration and advocacy in inclusive early childhood settings, such as intervention agencies, Head Start programs, childcare centers, community programs, and public schools.
Journal Title
Head Start Dialog
Volume
27
Issue
1
DOI
https://doi.org/10.55370/hsdialog.v27i1.1806
Recommended Citation
Evans, Leanne; Joseph, Tatiana; Bartlett, Maggie; and Jozwik, Sara, "Inclusive Early Childhood Teacher Education: A Paradigm for Envisioning and Enacting" (2024). Faculty Authors and Creators Reception. 71.
https://opus.govst.edu/fac/71