Inclusion practices in early childhood education in the United States – a case study

Abstract

The article examines inclusion practices in early childhood education in the United States through a qualitative instrumental case study conducted in an inclusive preschool in Colorado. The study explores how inclusion is implemented and experienced by teachers, parents, and administrators, emphasizing its relational, spatial, and ethical dimensions. Data were collected through participant observation, semi-structured interviews, and document review, and analyzed thematically within the interpretive framework of Maria Mendel’s pedagogy of the common place. Findings indicate that inclusion is supported by interdisciplinary teamwork, family involvement, and evidence-based programs such as Anti-Bias Education, the Pyramid Model, and RULER. The preschool promotes belonging and collaboration among children, yet remains an “island of inclusion” accessible mainly to families with financial and cultural resources. This raises concerns about systemic inequalities and the fragility of private inclusion models. Drawing on Mendel’s perspective, the analysis highlights that true commonality and social justice require systemic continuity, public support, and sustained cooperation between preschools, universities, and local communities. Inclusion, while effectively realized in the studied setting, still depends on broader educational and social structures that determine who can truly belong.