Components of an inclusive, democratic culture in pedagogical practice of early childhood education and care teachers in Croatia

Educational policy and pedagogical practice that meet the needs of young children and their families are those that are inclusive, diverse and democratic. The early childhood education and care system serves as an essential tool for preventing inequality and educational poverty, while enabling every child to develop to their full potential. The aim of this article, therefore, is to identify elements of democratic culture and inclusive pedagogical practice within the early childhood education and care system in Croatia. Following a qualitative interpretative approach, data collected from 35 interviews with teachers from 13 early childhood education and care institutions were analysed using the NVivo software. The coding framework was based on the selected International Step-by-Step Association standards of quality pedagogical practice within the standard of Inclusion, Diversity and Values of Democracy. Inter-rater reliability was assured. The results indicate a diverse understanding of democratic values among early childhood education and care teachers, as well as differences in incorporating elements of inclusive and democratic culture in their practice. Furthermore, there is a lack of specific knowledge about diversity, democracy and inclusion. However, an analysis of specific elements of early childhood education and care teachers’ everyday pedagogical practice indicates warm, supportive and responsive democratic relationships. These relationships focus on the child’s abilities, potential and needs, along with the teacher’s ability to create an inclusive and stimulating learning environment within the early childhood education and care setting. Implications for improving pedagogical practice are discussed.