ABSTRACT

The early childhood sector supports the realisation of inclusive education through a range of recommendations, policy statements and resources. With such a clearly mandated movement for inclusive practice it is imperative that educators are equipped with the attitudes, knowledge, and skills necessary to ensure the full participation of all children. Despite this understanding, a discrepancy exists between the recommendations and the confidence or capacity of early childhood professionals to realise inclusion with authenticity. This paper highlights findings from my PhD research that showed how early childhood professionals and drama educators working with young children can apply the creative arts for inclusive practice. Drawing upon the methodology of portraiture, a series of vignettes illustrate how drama, puppetry, and movement can be applied to address barriers to authentic inclusion in early childhood contexts and create a culture that embraces all children.

摘要

幼儿部门通过一系列建议，政策声明和资源，支持实现全纳教育。在包容性实践的明确授权运动下，教育工作者必须具备必要的态度，知识和技能，以确保所有儿童的充分参与。尽管有这种理解，但建议与幼儿专业人士实现包容性和真实性的信心或能力之间仍然存在差异。本文重点介绍了我博士研究的发现，这些发现表明，幼儿专业人士和与幼儿一起工作的戏剧教育者如何将创意艺术应用于包容性实践。利用肖像画的方法，一系列的小插曲阐释了戏剧，木偶，