Exploring media practices in inclusive early childhood settings

With respect to the inclusive approach in early childhood settings, materials for play and learning should address multiple sensory channels, have a high call character, and be accessible to all children. Arguing that digital media meet these requirements and that the use of digital media, the fostering of early literacy skills, and children’s chances of participation are intertwined, we conducted an exploratory study in two kindergartens in Germany, observing 50 children and ten educators during a tablet activity that should foster not only early literacy skills but also participatory practices among differently abled peers. Referring to Margret Carr’s approach of learning dispositions, which stresses the relevance of communication skills for educational processes as well as for participation in social contexts, the results suggest that that the use of tablet games in kindergarten can promote the participation of differently abled children and the interaction between various children in such activities. Depending on the pedagogical framing of the activity by professionals, however, there remain risks of unintended practices of separation and exclusion. These findings highlight the need for further research on the potential of digital media and discussions over the existing concepts of learning, inclusion, and media-pedagogical competence in early childhood settings.