In order to make sure that children accept other children with a “difference”, it is essential to start supporting co-education of these children from an early age.
The younger the child, the more easily they accept differences in other children. Partly because a simple explanation is usually sufficient for these children, and also because they have not yet formed any prejudices. The process of mutual acceptation and respect is easier to guide in the kindergarten than with children of elementary school age. If children grow up together from an early age, they acquire the skills which are directly necessary in life – getting to know each other, forming and maintaining friendships, correct communication, willingness to cooperate, express one’s needs and emotions, and constructively deal with possible conflicts.
The environment of the kindergarten creates ideal conditions for:
- Acceptance of variability in society as its fundamental characteristic (we all have something in common, and differ from others in some ways),
- Acceptance of the fact that each child has their own individual needs in education, which may differ from the needs of the remaining children in the classroom.
Acceptance, and the resulting cohesion of all children is one of the fundamental prerequisites for successful inclusion. We cannot speak of inclusion in cases that involve a physical incorporation of the child into the group without integration, merely with an expectation of what the situation will be like. Signs of stigmatization may occur within the peer group with observable isolation of the “different” child. The rejection of children with a “difference” by the group must be dealt with through discussion, common activities providing experiences of difference, including directed common activities based on mutual cooperation and further changes in teaching strategies.
A lot of attention must be given to preventing the development of negative relationships among children through systematic personality and social education. Inclusive strategies at an early age emphasize specific elements of social learning that begin to develop fully starting at the child’s pre-school age.
Targeting of the inclusive process can be beneficial for all children, in particular, it involves the following:
• Supporting the development of all children within the education process with regards to their individual differences,
• Supporting families and family members,
• Support and spreading awareness of the fact that diversity is a natural part of society,
• Supporting social learning.
In terms of exercising inclusion in the kindergarten, the above areas may be implemented either specifically or non-specifically.