Collaborative research and practice development exploring inclusive practices for children in vulnerable positions

Abstract

The aim of this research is to explore how collaborative research and practice development can support inclusive practices in ECEC for children in vulnerable positions. This study investigates how researcher practitioner collaboration has affected practices from the practitioners’ point of view. Despite a long history of universal childcare in Denmark inequality and marginalization is nevertheless challenging equality in Early Childhood Education and Care (ECEC) (Ministry of Education, 2016; Landersø & Skaksen, 2017). The project is based on a sociocultural understanding (Vygotsky, 2004, Ringsmose, Kragh-Müller, 2014) where children's' emotional wellbeing and learning is developed as an integral part of everyday life in the ECEC settings. The study is action based research. In a two year research project pedagogues from one of the most challenged Danish municipality together with 181 researchers have explored and developed the conditions for children in challenged positions. Researchers and practitioners met on workshops where development of inclusive practices were explored. The professionals volunteered to join the partnership. The professionals were encouraged to influence. The parents of the children in the groups were informed, and gave written consent. The results show that there are strengths and weakness regarding this collaborative approach. Some of the practices have changed dramatically, others find it difficult to involve colleagues. The pedagogues points to closer and more specific encounters. The results show us that the success is connected to the organisational conditions the practitioners come from, and the ability of organisational learning. Some centres integrate new knowledge, others continue practices as usual