A participatory and inclusive 2-year-old infant classroom

Abstract

The objective is to analyse the progress of a 2-year-olds classroom in a school in Cantabria (Spain) towards an inclusive participation project. The research, carried out over three school years, has been based on the qualitative paradigm and ethnographic approach. A variety of research strategies have been employed: participant observation; discussion groups; informal conversations; ambulation and child conferencing using image elicitation. We have analysed the transformation of the educational approach in a classroom for 2-year-olds into a pedagogy of inclusive participation. These transformation process have deployed through three practitioner enquiry cycles with different focuses: materials and proposals; curriculum as progetazzione; decision-making opportunities and child participation. These transformation processes have also allowed educators to move towards a critical ecology of the profession perspective. Finally, the teachers who enquired into their educational reality by listening to children, embarded on a process of transformation towards more participatory education.