Identification of supporting phenomena and barriers of inclusion in the pedagogical practice of teachers in a kindergarten in Bratislava, Slovak Republic
Identification of supporting phenomena and barriers of inclusion in the pedagogical practice of teachers in a kindergarten in Bratislava, Slovak Republic

Summary/Abstract: The paper deals with the issue of identification of supporting phenomena and barriers of inclusion in the pedagogical practice of teachers in a kindergarten in Bratislava from the perspective of an internal professional. We focused on the perfor- mance of direct educational practice of teachers with children. We observed how teach- ers in their work approached all the children in class who found themselves as a part of their mainstream group in this particular kindergarten. We were interested in how teachers can respond to differences among children, how they can react flexibly to what is happening in the classroom and expand their educational offer by what is commonly available in the daily life of the classroom. The data were obtained, processed and ana- lysed by qualitative methodology. As part of the content analysis of the text, we extracted important categories, which we identify as supportive and, conversely, as barriers in the application of inclusive practice.

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