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dc.contributor.authorTan, Run
dc.contributor.authorDevarakonda, Chandrika
dc.contributor.authorRothe, Antje
dc.date.accessioned2024-08-19T07:35:19Z
dc.date.available2024-08-19T07:35:19Z
dc.date.issued2024-08-08
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/628956/How%20is%20inclusion%20defined%20on%20the%20early%20childhood%20level%20in%20China%20%20Germany%20and%20the%20UK%20%20a%20systematic%20literature%20review.pdf?sequence=2
dc.identifier.citationTan, R., Devarakonda, C., & Rothe, A. (2024). How is inclusion defined on the early childhood level in China, Germany and the UK: a systematic literature review. International Journal of Early Years Education, vol(issue), pages. https://doi.org/10.1080/09669760.2024.2368041en_US
dc.identifier.issn0966-9760en_US
dc.identifier.doi10.1080/09669760.2024.2368041en_US
dc.identifier.urihttp://hdl.handle.net/10034/628956
dc.description© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Groupen_US
dc.description.abstractIn the international context, including children with diverse needs and backgrounds in early childhood settings is at the heart of education policy and planning. Nevertheless, a lack of a consistent and clear definition of inclusive education will leave the concept wide open for different interpretations and sometimes misinterpretations, which potentially leads to exclusionary practices in the name of inclusion. Our study examined how early childhood inclusion is defined in China, Germany and the UK. Peer-reviewed studies between 2000 and 2020 were systematically examined under the framework of the four dimensions of inclusion of ‘access, acceptance, participation and achievement’. 15 studies were selected that showed various aspects of the definition. Discussions on the inconsistent and tokenism definition of inclusion from various stakeholders are presented. Implications for future research and practice are discussed.en_US
dc.description.sponsorshipUnfundeden_US
dc.publisherTaylor & Francisen_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/09669760.2024.2368041en_US
dc.rightsLicence for VoR version of this article starting on 2024-08-08: http://creativecommons.org/licenses/by/4.0/
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.sourcepissn: 0966-9760
dc.sourceeissn: 1469-8463
dc.subjectInclusive educationen_US
dc.subjectEarly childhooden_US
dc.titleHow is inclusion defined on the early childhood level in China, Germany and the UK: a systematic literature reviewen_US
dc.typeArticleen_US
dc.identifier.eissn1469-8463en_US
dc.contributor.departmentUniversity of Konstanz; University of Chester; Leibniz University Hanoveren_US
dc.identifier.journalInternational Journal of Early Years Educationen_US
dc.date.updated2024-08-17T01:26:40Z
dc.date.accepted2024-06-10
rioxxterms.identifier.projectUnfundeden_US
rioxxterms.versionVoRen_US
dc.date.deposited2024-08-19en_US


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