@article{10902/36373,
year = {2024},
month = {1},
url = {https://hdl.handle.net/10902/36373},
abstract = {The objective is to analyse the progress of a 2-year-olds classroom in a school in Cantabria (Spain) towards
an inclusive participation project. The research, carried out over three school years, has been based on
the qualitative paradigm and ethnographic approach. A variety of research strategies have been employed:
participant observation; discussion groups; informal conversations; ambulation and child conferencing using
image elicitation. We have analysed the transformation of the educational approach in a classroom for
2-year-olds into a pedagogy of inclusive participation. These transformation process have deployed through
three practitioner enquiry cycles with different focuses: materials and proposals; curriculum as progetazzione;
decision-making opportunities and child participation. These transformation processes have also allowed
educators to move towards a critical ecology of the profession perspective. Finally, the teachers who
enquired into their educational reality by listening to children, embarded on a process of transformation
towards more participatory education.},
organization = {The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Innovation networks for educational and social inclusion. Inclusive participation co-laboratory (EDU2015-68617-C4-4-R) (MINECO/FEDER, EU). Dir. Teresa Susinos. InPar-ES Team. https:// inclusionlab.unican.es/ Research project: What are we missing in inclusive education: a participatory research in cantabria and the basque country? (PID2019-108775RB-C42/ AEI / 10.13039/501100011033). Teresa Susinos y Susana Rojas},
publisher = {Sage Journals},
publisher = {Journal of Early Childhood Research, 2024, 22(3), 359-380},
title = {A participatory and inclusive 2-year-old infant classroom},
author = {Ceballos López, Noelia and Saiz Linares, Ángela and Susinos Rada, Teresa},
}