Promoting Inclusion in Emergent Early Childhood Learning Environments

Abstract

The goal of this book chapter is to further push the boundaries of how we define inclusive early learning environments. In a field challenged by an ongoing lack of resources, teacher shortages, and issues surrounding the importance of early education, the authors of this chapter want to provide ideas that promote hope. In environments where emerging curriculum is used, the focus is on the process of learning and the understanding that each child has unique strengths. Given its focus on the strengths and interests of each individual child, this approach offers opportunities to create inclusive learning environments for all children, including those with exceptional learning needs. The use of emergent curriculum in early childhood environments promotes the use of access, participation, and supports that are needed for children with exceptionalities to be successful in an inclusive classroom. The authors utilize a case study to illustrate how emergent learning environments can be designed to include all learners exploring and learning through play.