Enhancing inclusive practices awareness in early childhood teachers using the process of contemplative practice and design thinking

Abstract

Early childhood (EC) teachers need support to deal with the challenges of children in an inclusive classroom due to their feeling of unpreparedness in knowledge, understanding and inclusive practices. While design thinking is a method of enhancing the ability to solve problems creatively, a contemplative approach that focuses on non-prejudice observation and reflection within a supportive learning community will increase their empathy and understanding of inclusive practices. This R&D research has two aims: (1) to establish an instructional process based on contemplative practice and design thinking; and (2) to investigate the impact of using this process with EC teachers, in the hope of enhancing their awareness of inclusive practices. The participants were thirteen ECE graduate students, studying in the second semester of the academic year 2019. The study used a self-assessment form and a semi-structured focus group interview as research tools. Data were analyzed by frequency, mean score, standard deviation, and content analysis. The findings found that: (1) over the course of thirteen weeks, the development process was divided into three phases. Phase 1, self-observation to cultivate mindfulness, attentiveness, and objective observation skills. Phase 2, child study to cultivate empathy with the child. Phase 3, collaborative design thinking to develop activities that accommodate the needs of the child; (2) After implementing the instructional process, participants had a higher mean score of inclusive practices awareness than before, at a significance level of .05. A perspective toward inclusion gained the highest mean score, followed by action and attitudes toward themselves, respectively.