Inclusive Education as Accessing and Expanding Opportunities: A Drama-Enhanced Early Childhood Professional Development Program

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-5 - Broadening Perspectives and Fostering Responsive Approaches to Early Childhood Teacher Education and Professional Learning

Abstract

This paper examines how the Early Years Educators at Play (EYEPlay) professional development (PD) program constitutes inclusive education for all children regardless of their differences, such as linguistic and ability. The EYEPlay PD model aims to integrate drama strategies into literacy practices within real-classroom contexts. Cultural-historical activity theory was used in order to understand how EYEPlay PD practices mediate teachers’ conceptualization of children’s learning identities and abilities. The data was collected through semi-structured focus group interviews and analyzed via content analysis and interpretive methods. The study findings show that the EYEPlay PD activities constitute inclusive learning environments for diverse groups of children.

Authors

• Sultan Kilinc, Arizona State University

• Kathryn P. Chapman, Arizona State University - Tempe

• Kathleen Farrand, Arizona State University - Tempe

• Michael F. Kelley, Arizona State University - West

• Jenny Millinger, Childsplay Theatre Company

• Korbi Adams, Childsplay Theatre Company