Inclusion and development initiatives

1. Inclusion and developmentinitiatives Torben Næsby NERA 2014

2. The Project • Empirical research consists of a survey of 130 pre-schools, followed by an analysis of 7 interviews. Pre-schools working with LP-model – and inclusion. • Mixed methods design (quan-Qual) • Selected themes, based on the data from the questionnaire, further analysed in interviews • Aim: Determine which barriers occur and if they use research knowledge in developing practice. • The transformation from the pedagogical analysis into development initiatives is observed in an inclusive perspective, that is, the distinction between inclusion and exclusion.

3. Form Analysis • The form analysis, developed by G. Spencer Brown (1969), is a tool which, in a pragmatic way, makes it possible: “To observe how central distinctions work or operate in Praxis” (Jönhill, 2012: 54). • Hereby I distinguish the observations into three forms of inclusion. Thus the theoretical distinction between inclusion types is: Physical inclusion, Social inclusion and Mental inclusion. • The left side (vertical) identifies the specific forms of community. These are empirical, but do not cover all of the forms that could be observed in pedagogical practice in pre-school.

4. The Inclusion Model Inclusion as process quality

5. Findings

6. Goals – InclusionIndicators

7. Barriers

8. Focus on the pedagogues • Structure and organization promotes or inhibits the inclusion work and the quality of it • Changes here affect both the social and mental inclusion • The pedagogues’ role, clarity in communication and increased awareness of the importance of social interaction • They themselves are a sustaining factor • Their approach to children matters

9. Creating new knowledge • Obtaining information is central and, in my view, crucial for the pedagogues’ competence development • 2/3 have launched an initiative • 1/3 have not

10. The Positive Answer • It is positive that 2/3 (69 %) of the survey participants have launched an initiative (n = 49). This is similar to the general idea of ​​such development projects (Andersen, 2002) and it corresponds to the result of the LP model's own study (73 % of the participants, Andresen, 2013) (n = 60). • We do not know how those who have not responded to either the present or the LP model study responded to the survey or analysis work, but it would be reasonable to assume that the studies taken, altogether, may point to a clear trend for the whole population (the 130 pre-schools). • Comparable to the survey in LP-pre-schools by Nordahl et al. (2012), which shows that the majority of children thrive, are included and feeling well, it can be assumed that not all such facilities actually need to implement specific development initiatives. Daily life and the practice work well and can be characterized as good or high quality, which means that the practice is continuously reflected, justified and evaluated, and thus remains in process.

11. The Negative Answer • It is negative that 1/3 of the participants did not initiate an action. Based on the mapping of LP-pre-schools, there are children who do not thrive, and there are children who do not experience themselves to be socially and mentally included. • There are children who, in the eyes of the pedagogues, exhibit problematic behaviour (Nordahl et al., 2012). It is problematic if this is so, and that despite the mapping results, some pre-schools do not implement an analysis which leads to an initiative to enhance children's well-being and sense of inclusion. • The results of the present study and the LP model study show that, respectively, 31 % and 27 % (Andresen, 2013: 10) do not develop practice even with the facts that the mapping generally identifies them as problematic. • But again, we do not know how those who have not responded to the questionnaire are acting on mapping and analysis.

12. Development initiative IThe linear process Problem Plan Action Goal

13. Development initiative IIThe circularprocess Didactic Problem Action Plan Goal Informa-tion

14. Development initiative IIThe circularprocess Didactic Problem Action Plan Goal Informa-tion

15. Further Research Current international and national educational research points out the problem in understanding skills development projects as the transfer of knowledge, and suggest, in different ways, new approaches to and understandings of the relationship between theory and practice (research and profession) (Hargreaves and Fullan, 2012; Hammersley, 2007; Ogden, 2013; Qvortrup, 2013; Glaze, 2013). Recent conceptual bids, such as Capacity Building, Knowledge Mobilization and Professional Capital, may be involved and provide a possible foundation for understanding how the profession could benefit from the research, and become an active and informed participant in practice and professional development.