Inclusion and the Montessori Classroom: A Proposal for Improvement in Early Childhood Education Centres
Abstract
Although the enrolment rate in the first cycle of infant education has reached its highest level, there is still a lack of studies related to educational inclusion. This is the starting point for the present research, whose main objective is to design an inclusive proposal for an improvement plan in three early childhood education centres in the city of Valencia, Spain. These centres are distinguished by their commitment to Montessori pedagogy due to the importance it places on the child as the centre of education, offering an environment that encourages children to develop, satisfy their needs and learn at their own pace. The present research is an exploratory study framed within the interpretative paradigm, whose design is non-experimental, transactional and correlational-causal. The methodology used is mixed, as both quantitative and qualitative data collection instruments are used jointly with the aim of gathering the opinions of different members of the school community and understanding the underlying motives and internal reasons behind their responses. The results highlight key areas for improvement: opening the school to the community, the relationship between families and the school, teacher training in inclusive education, carrying out activities that promote diversity, communication in Montessori classrooms, and the successful integration of new teachers into the school. Moreover, Montessori classrooms are identified as a facilitator of inclusive practices. The conclusions derived from the research can help the development of actions in education centres to improve their levels of inclusion.
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References
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