Play as an Inclusive Pedagogical Tool: Early Childhood Educators’ Perspectives on Supporting Young Children with Special Educational Needs

Abstract

This research paper explores the perspectives of early childhood educators regarding the role of play in supporting the learning and inclusion of children with Special Educational Needs (SEN) within both formal and non-formal early education settings. Drawing upon qualitative data collected through open-ended questionnaires administered to seven early childhood educators in Greece, the study examines how play is employed as a pedagogical strategy, the adaptations made to include children with SEN, and the broader challenges and opportunities surrounding inclusive education. Results show that early educators view play as fundamental to babies’ and toddler’s cognitive, social, emotional, and physical development. However, early educators face significant barriers such as lack of specialized training and professional support in this regard. This paper emphasizes the need for systemic changes, including ECEC professional development and collaborative practices, to harness the full potential of play as an inclusive educational tool in early childhood typical and non-typical education settings. It also highlights the importance of adapting play activities for children with SEN to enhance their participation and social inclusion from early years onwards.