Kindergartens: inclusive spaces for all children?

The study explores how children, both those with and without disabilities, create inclusive spaces in different physical places in kindergarten. The research questions are: 1) Which indoor and outdoor spaces in kindergarten are defined by children with and without disabilities as comfortable and inclusive spaces? 2) What characterises these places?

The results show that small areas with varied materials and building blocks were inclusive places for all children. The study points out that inclusion is about more than universal design and adaptations for children with special needs. It is also about the values that form the basis for raising children in kindergartens. The results show that children's own preferences, and the way they use and interpret spaces, are important for creating inclusive spaces.

24 children aged four to five years from six kindergartens in different areas of Norway participated in the study. The group included children with and without disabilities. Data was collected through individual and group activities, such as drawings, trips, interviews and dialogues with the children. Structured conversations were also conducted with kindergarten staff to obtain background information on pedagogical and organisational aspects.

Ytterhus, B., & Åmot, I. (2021). "Kindergartens: inclusive spaces for all children?". International journal of inclusive education, DOI: 10.1080/13603116.2021.1950976