Inclusive ideals and special educational tools in and out of tact: didactical voices on teaching in language and communication in Swedish early childhood education

The aim of the study is to find out which inclusive ideals and special needs education tools are available to kindergarten teachers in Swedish municipalities. The research questions are: 1) How do kindergarten teachers describe their inclusive ideals in written reflections on language and communication teaching in kindergarten? 2) What special needs education tools emerge from the written reflections on language and
communication teaching in kindergarten? 3) How is the use of these tools described by the kindergarten teachers?

The results show that the didactic voices on inclusion are present in the analysed material. The core of the teaching appears to be based on inclusive ideals where all children are involved, included and part of the group. Expressions of a more individual nature are less present. According to the researchers’ interpretation, the (special) needs education tools that are brought forth are described and used in an inclusive manner and are didactically modelled to more general rather than specialised tools.

A survey was sent out and answered by 178 kindergarten teachers in ten Swedish municipalities, where kindergarten teachers accounted for what they considered to be their inclusive, educational ideals and special needs education tools in written reflections. The material was then analysed qualitatively, using multi-voiced didactic modelling and didactic tact as the theoretical foundation.

Palla, L., & Vallberg Roth, A. C. (2022). Inclusive ideals and special educational tools in and out of tact: didactical voices on teaching in language and communication in Swedish early childhood education. International journal of early years education, 30(2), 387–402.

Online year: 2020

Issue year: 2022

Review year: 2022