Embedding equity in early childhood education through a barrier-free toy and book library: a school-based approach from Türkiye

This study examines how material access can be reconceptualized as a structural dimension of educational equity in early childhood education through the Barrier-Free Toy and Book Library, a school-based material infrastructure approach. Implemented in a public special education preschool in a socio-culturally disadvantaged area of Türkiye, the approach integrates developmentally appropriate learning materials into daily pedagogical practices and extends access to homes through a structured lending system. Using a qualitative design, data were collected through semi-structured interviews with eight teachers and twenty parents and analysed using reflexive thematic analysis. Findings show that material diversity and functional accessibility shape children’s participation, engagement, and learning opportunities. Participants reported substantial inadequacies in home and school material environments, suggesting that early childhood education institutions may reproduce existing inequalities when material infrastructures are insufficient. Embedding material infrastructures within everyday educational practices reduced material-based inequalities and strengthened continuity between home and school learning environments. The study reconceptualizes educational equity as access not only to education but also to the material conditions enabling meaningful participation. Findings further suggest that school-based material infrastructures can strengthen inclusive practices for children with special needs in socio-culturally disadvantaged contexts and inform early childhood education policy.