Practical Problems and Exploration of Paths for Inclusive Early Childhood Education

Ning Yi; Xueyuan Du

doi:10.6918/IJOSSER.202605_9(5).0025

Authors

Ning Yi
Xueyuan Du

DOI:

https://doi.org/10.6918/IJOSSER.202605_9(5).0025

Keywords:

Inclusive early childhood education; children with special needs; inclusive early childhood education system; curriculum system; teacher training.

Abstract

With the increasing attention paid to educational equity and quality in society, inclusive early childhood education, as the starting point for young children with special needs to integrate into society, has become increasingly important. Based on the current reality, this paper systematically analyzes the lags in the system, cultural cognition and resources of inclusive early childhood education, as well as the core problems arising therefrom, such as uneven quality of teachers and a single curriculum system. The study points out that the deep-seated causes of the above problems are the lack of top-level design, the imperfect teacher training system, and the misalignment of curriculum evaluation orientation. Therefore, starting from systematic construction, this paper puts forward breakthrough paths including establishing a long-term mechanism, promoting curriculum ecologization, improving teacher quality, creating an inclusive atmosphere and promoting multi-stakeholder cooperation, so as to provide references for promoting the high-quality development of inclusive early childhood education.

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