Fostering Inclusion and Belonging in the Early Years: A Practical Guide for Early Learning Professionals

Abstract

Inclusion and belonging are vital to the holistic development of young children within the early years, as it allows for positive social relationships, active engagement, healthy social and emotional behaviours, the development of self-confidence and so much more (National Association for the Education of Young Children, 2009). However, early learning professionals struggle to implement these concepts within their programs, as the definitions and method of implementation shifts across pedagogical and curriculum documents, from infancy to elementary school. It raises the important question: How do early years professionals overcome these barriers? Educators may wonder: What is inclusion? What is belonging? To explore this, the following study analyzed empirical literature, educational documents, and social media content through an inductive, general qualitative research design, to define the barriers, determine the factors to overcome them, to understand the role of identity and intersectionality within inclusion and belonging, and to gain practical strategies for their daily practice. By using Middleton and Kay’s Inclusive Approach (2019) and Crenshaw’s Intersectionality (1989) theoretical frameworks as a lens for this study, a guide was created with background information and practical strategies to support early learning professionals in fostering inclusion and belonging in the early years, including strategies for supporting the learning environment, identity affirmation, relationships, advocacy and developmentally appropriate practice. The results suggested that fostering inclusion and belonging varies across different early learning environments and the unique needs, backgrounds, experiences, and abilities of the children, families, educators and community partners within the program must be truly inclusive for all. The variety of practical strategies and information within this study and guide will inform future implications for theory and practice. Future avenues for research related to inclusion and belonging were suggested.