inclusion
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When you walk into any place with more than one child, you may notice that some children appear to be participating at different levels than the other children, for any number of reasons ranging from ability to temperament, to the social and emotional state of the child and the context at that moment. In the dimension of Inclusion, all children, especially those who are the least likely to engage due to disability, temperament, or other factors, are being invited and welcomed into a community of peers.
Inclusion modes of interaction may be easiest to capture and discuss when an adult is interacting with a group of children. There may be a situation where children are neglected or excluded (passively or actively) from the group, where the adult makes no attempt to invite and include them (Inclusion X). Sometimes, an adult may tend to a child separately, but does not invite them to be a part of the larger group (Inclusion Y). In other interactions, an adult is intentional about offering an invitation and sense of belonging to each child, regardless of a child’s ability, temperament, or other factors, to be a part of the larger group of peers (Inclusion Z).
Inclusion modes of interaction may be easiest to capture and discuss when an adult is interacting with a group of children. There may be a situation where children are neglected or excluded (passively or actively) from the group, where the adult makes no attempt to invite and include them (Inclusion X). Sometimes, an adult may tend to a child separately, but does not invite them to be a part of the larger group (Inclusion Y). In other interactions, an adult is intentional about offering an invitation and sense of belonging to each child, regardless of a child’s ability, temperament, or other factors, to be a part of the larger group of peers (Inclusion Z).
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