Research on the Development of Integrated Educational Literacy among Students Majoring in Early Childhood Education

In recent years, China has implemented various policies to strengthen the development of inclusive education in early childhood education, particularly focusing on improving the pre-service training quality of teachers in this field. Therefore, this study aims to explore the current state of inclusive education literacy among early childhood education majors. The research subjects are 13 soon-to-graduate students majoring in early childhood education from higher education institutions in Guangdong Province. The study uses a case interview method and employs Nvivo14 software for coding analysis of the textual data. The results indicate that while early childhood education majors generally recognize the concept of inclusive education, they lack a deep understanding of it. They acknowledge the importance of inclusive education courses but have a relatively limited experience with its forms. Additionally, internship experiences with special needs children influence their self-efficacy in inclusive education to a certain extent.