Agree or disagree? A comparison of the staff’s and parents’ perceptions of important factors and goal fulfilment for an inclusive preschool in Sweden

The study investigates how employees and parents assess important factors that create a sense of belonging for all children in kindergarten. In addition, the researcher focuses on how well kindergarten fulfils the goal of inclusion. By comparing results from surveys with both staff and parents in Sweden, the study aims to uncover similarities and differences in their perspectives. The goal is to understand what factors contribute to successful inclusion and belonging, and to provide insight into how kindergartens can improve the work of creating an inclusive environment for all children.

The results showed that both employees and parents experienced a good discussion climate regarding inclusion. Parents rated the quality of the inclusion work higher than the staff did. Employees felt greater uncertainty about expertise and resources to support different children, while parents focused more on staff engagement. Both groups believed that the groups of children were too large and pointed out the need for more skills development. The study concludes that both internal attitudes and external resources influence inclusion, but that positive staff attitudes are most crucial.

The study is based on data from two surveys previously conducted with kindergarten employees and parents in Sweden. Online questionnaires were sent out to staff and parents in six different municipalities, which included both urban and rural areas. The staff survey had 180 respondents, while the parents accounted for 454 respondents. The questions were designed so that they could be compared between the groups, covering topics such as communication, resources, child participation and sense of belonging.

Karlsudd, P. (2023). Agree or disagree? A comparison of the staff’s and parents’ perceptions of important factors and goal fulfilment for an inclusive preschool in Sweden. Early Child Development and Care, 193(4), 559–573.

Online year: 2022

Issue year: 2023

Review year: 2022