From Separation to Integration: A Theoretical Construction of the Paradigm Shift in Early Childhood Education Program Curricula

Abstract

The development of inclusive early childhood education poses fundamental challenges to the traditional “general-special separation” model of teacher preparation. Drawing on paradigm theory, this paper systematically analyzes the paradigm shift in early childhood education program curricula from “general-special separation” to “general-special integration.” The study reveals that the “general-special separation” paradigm exhibits structural deficiencies at the ontological, epistemological, methodological, and axiological levels, and its legitimacy is being undermined by three interrelated logics: theoretical, policy-based, and practical. On this basis, this paper constructs a theoretical framework for a new paradigm — the “dual competence in general and special education” paradigm — elucidating its ontological foundations, epistemological framework, methodological system, and axiological orientations. Finally, a five-dimensional pathway for achieving the paradigm shift is proposed. This study provides a systematic theoretical framework for curriculum reform in early childhood education programs and holds significant theoretical and practical implications for the preparation of inclusive early childhood educators.