RT Journal Article
SR Electronic
A1 Tóthová, Tímea
T1 Indicators of inclusion within pro-inclusive kindergartens in Slovakia and abroad
JF Journal of Exceptional People
YR 2020
VO 9
IS 1
SP 65
OP 78
UL https://jep.actavia.cz/artkey/jep-202001-0006.php
AB A characteristic of inclusive kindergarten teachers is that they have different expectations from different children. They also work with the context - classroom and kindergarten environment so that every child can engage and participate in activities of interest without being disturbed. Teachers and other professionals in pro-inclusive kindergarten attempt to know children's microsystems and proactively co-create their mesosystem, meaning the supportive cooperative relationships between the kindergarten - family - peers - or out-of-school facilities that children regularly visit. Bronfenbrenner (1979), within the theory of ecological systems, defined the individual structures of environmental systems: micro-, meso-, exo- and macro-systems, in which child development takes place. Through this ecosystem framework, he drew attention to the importance of mapping important environments which children are part of, in which they develop and mature. Although this illustrative ecosystem framework has not been conceived by Bronfenbrenner in favour of an inclusive approach in the school environment, its application studies oriented on inclusion and inclusion indicators in school environment is now undisputed. In this study we describe research focused on the environment of five pro-inclusive kindergartens - the structure of children's mesosystem in specific kindergartens. The aim of the research was to explore "good inclusive practice" at pre-primary level of education, to map ways of internal functioning of visited kindergartens, their philosophy, the way of thinking about children, their needs and forms in which they cooperate with families.