Core Competencies for Inclusive Early Childhood Educators: A Systematic Review
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| Title: | Core Competencies for Inclusive Early Childhood Educators: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Jamil Suprihatiningrum, Nur Listiawati, Yendri Wirda, Simon Sili Sabon, Siswantari, Betti Nuraini |
| Source: | IAFOR Journal of Education. 2025 13(3):525-553. |
| Availability: | International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education |
| Descriptors: | Literature Reviews, Meta Analysis, Early Childhood Education, Early Childhood Teachers, Core Competencies, Teacher Competencies, Inclusion, Knowledge Base for Teaching, Teacher Education, Educational Practices |
| ISSN: | 2187-0594 |
| Abstract: | This Systematic Literature Review (SLR) synthesizes findings from 41 peer-reviewed empirical studies published between 2015 and 2025 to identify the core competencies required for inclusive early childhood educators. Following PRISMA 2020 guidelines, the review employed a structured search across four academic databases and applied thematic synthesis to analyze competency frameworks across diverse educational contexts. Seven competency domains were identified, that is, differentiation and curriculum adaptation, collaborative practice, inclusive knowledge and disability awareness, positive attitudes and inclusive values, assistive and educational technology use, reflective practice, and psychological readiness. The findings demonstrate the interconnectedness of competencies with reflective practice as the fundamental core of teacher competency. Psychological readiness, encompassing emotional resilience and self-identity development, is an under-discussed domain in the existing literature. Competency development in this study is depicted as a recursive and continuous spiral model. This study recommends unifying the previously fragmented literature on inclusive education and emphasizing the emotional and responsive preparation of teachers to various contexts and changes. The review offers implications for curriculum designers, policymakers, and researchers, advocating a shift from short-term technical interventions to long-term, holistic frameworks grounded in justice-oriented pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494043 |
| Database: | ERIC |
| Abstract: | This Systematic Literature Review (SLR) synthesizes findings from 41 peer-reviewed empirical studies published between 2015 and 2025 to identify the core competencies required for inclusive early childhood educators. Following PRISMA 2020 guidelines, the review employed a structured search across four academic databases and applied thematic synthesis to analyze competency frameworks across diverse educational contexts. Seven competency domains were identified, that is, differentiation and curriculum adaptation, collaborative practice, inclusive knowledge and disability awareness, positive attitudes and inclusive values, assistive and educational technology use, reflective practice, and psychological readiness. The findings demonstrate the interconnectedness of competencies with reflective practice as the fundamental core of teacher competency. Psychological readiness, encompassing emotional resilience and self-identity development, is an under-discussed domain in the existing literature. Competency development in this study is depicted as a recursive and continuous spiral model. This study recommends unifying the previously fragmented literature on inclusive education and emphasizing the emotional and responsive preparation of teachers to various contexts and changes. The review offers implications for curriculum designers, policymakers, and researchers, advocating a shift from short-term technical interventions to long-term, holistic frameworks grounded in justice-oriented pedagogy. |
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| ISSN: | 2187-0594 |
