Bridging diversity in early childhood education: preschool teachers’ instructional adaptations for migrant children
EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, cilt.0, sa.0, ss.1-21, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 0 Sayı: 0
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/1350293x.2026.2705505
- Dergi Adı: EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL
- Derginin Tarandığı İndeksler: Academic Search Ultimate (EBSCO), Scopus, Social Sciences Citation Index (SSCI), Educational research abstracts (ERA), ERIC (Education Resources Information Center), British Education Index
- Sayfa Sayıları: ss.1-21
- Ankara Üniversitesi Adresli: Evet
Özet
Inclusive early childhood education is an approach that considers children's developmental and learning needs and provides support accordingly. The growing cultural and linguistic diversity of early childhood classrooms means that teachers need to adapt their teaching methods to support migrant children effectively. This mixed-methods study aims to determine the instructional adaptations preschool teachers make to foster inclusion in inclusive early childhood classrooms. Data were collected from 296 preschool teachers using the Inclusive Preschool Teachers’ Instructional Adaptations Scale, and from 12 preschool teachers through semi-structured interviews conducted in different regions of Türkiye. The findings reveal that teachers make various, non-systematic adaptations to meet the environmental and learning needs of migrant children. While they tend to make more adaptations in the social environment, they have also been observed to adapt in the physical environment, particularly by simplifying learning activities related to the content using visuals and picture cards. Additionally, they adapted the learning process for migrant children by implementing adult and peer support.