Supporting the inclusion of young children in childcare settings through professional development: Perceptions of educators and managers

Dionne, C., Paquet, A., Lemire, C., Dugas, C., Londono, M. et Dubé, A.-C. (2025). Supporting the inclusion of young children in childcare settings through professional development: Perceptions of educators and managers. Frontiers in Education, 10 . Article 1535104. ISSN 2504-284X DOI 10.3389/feduc.2025.1535104

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Résumé

Abstract

Background:
Inclusion in early childhood contributes to building equitable and diverse educational settings, fostering societal acceptance to differences. Nevertheless, obstacles remain to implementing inclusive practices from an early age. Professional development, particularly through coaching, is seen as a factor facilitating quality early childhood education practices. As part of an action-research project, therefore, this study aims to document the perceptions of educators and managers after 1 year of professional development based on the use of a curriculum-based assessment and embedded intervention/instruction in inclusive childcare settings.

Method:
This article describes a qualitative study aimed at documenting the perceptions of educators and managers as regards changes perceived following the professional development received. The perceptions of 14 educators and 6 managers are analyzed using semi-structured interviews.

Results:
Results suggest that professional development helps support quality inclusive educational practices. Participants address certain aspects of their educational practices, such as observation and intervention planning, to fine-tune the learning opportunities offered consistent with children’s development. They report that coaching is an opportunity to examine their practice, which fosters their sense of competence. Results also underline the importance of the leadership role of childcare managers in supporting educational staff.

Discussion:
The perceptions of educators and managers highlight the value of coaching in supporting educational practices in inclusive childcare settings. Improved individualization of educational practices based on the developmental needs of each and every child enhances environments’ capacity for quality intervention for all children.

Type de document:	Article
Mots-clés libres:	Inclusion Professional development Educational practices Coaching Childcare center
Date de dépôt:	12 mars 2026 17:54
Dernière modification:	12 mars 2026 17:54
Version du document déposé:	Version officielle de l'éditeur
URI:	https://depot-e.uqtr.ca/id/eprint/12652

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