Teachers’ Competencies of Inclusive Early Childhood Education on Social Justice Perspective
- DOI
- 10.2991/assehr.k.210322.025How to use a DOI?
- Keywords
- Teacher competencies, inclusive early childhood education, children diversity
- Abstract
Inclusive early childhood education is an educational institution which is an early childhood part in getting equal education in the same learning environment regardless of race, religion, culture, economy, or even the physical condition of the child. In addition, development and learning include all the potential of the child. Therefore, in facing the diversity of children’s characteristics, teachers are required to have more understanding and ability to deal with the inclusive children. The study aims to explore how the teacher competencies of inclusive early childhood education use an anti-biased approach towards multicultural children. Based on the finding of previous study about inclusive early childhood education teachers, the study can explore the development of early childhood education teacher competencies towards multicultural awareness and differences in children’s physical condition. Furthermore, it can be used as a basis and study of the teacher competencies of inclusive early childhood education in the social justice perspective anti-biased towards the children with multicultural and different physical conditions. The study suggests that it can improve the teacher competencies of early childhood education in dealing with the inclusive children.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Dina Novitasari Nasution AU - Rudiyanto PY - 2021 DA - 2021/03/24 TI - Teachers’ Competencies of Inclusive Early Childhood Education on Social Justice Perspective BT - Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020) PB - Atlantis Press SP - 114 EP - 118 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210322.025 DO - 10.2991/assehr.k.210322.025 ID - Nasution2021 ER -