Ethnography of inclusive childcare

The process of different treatment for developmental disorders

Abstract

What type of attitude is desirable to establish inclusive childcare? It is challenging to provide different treatment for children with diverse needs in the same place in nursery schools, and it is necessary to analyze the process whereby nursery teachers experience this treatment approach. This paper used ethnographic methods to analyze nursery teachers’ inclusion of children with developmental disorders. Teachers’ viewpoints were associated with their instruction strategies. These change were supported by integration of tasks and responsibilities, liberation from implicit norms, and positive feedback from children and parents, which were thought to positively influence nursery teachers’ behavior.