Teaching Approaches to Support the Social Relationships of Autistic Children in Early Childhood Education in New Zealand: A Critical Interpretive Synthesis

Abstract

Teachers working in inclusive Early Childhood Education (ECE) settings may need support to enhance the social relationships of autistic children and support their full participation with their peers. This study employs Critical Interpretive Synthesis to consider the extent to which approaches suggested in the research literature might fit with an inclusive, sociocultural understanding of children’s learning. Eight recent research articles focusing on autistic children’s social learning in early childhood education were analysed using a ten-question framework based on core ideas from Disability Studies in Education (DSE) and sociocultural theory. The analysis aimed to reveal researchers’ understandings about disability, pedagogy and practice, with a view to considering how the practices advocated might fit within an inclusive early childhood setting in New Zealand. While some approaches did take into consideration the sociocultural context of the early childhood setting, some retained a deficit orientation towards autism and did not always include the perspectives of children, teachers and whanāu. It is concluded that none of the teaching approaches would fit perfectly in a New Zealand ECE setting and that adjustments are needed to ensure that they support the work of ECE teachers in inclusive settings.