Paths to Inclusive Early Childhood Education: Bridging the Reported Curriculum–Teacher Practice Gap in Türkiye and China

Abstract

This study examines inclusive early childhood education in China and Türkiye through a comparative qualitative analysis of policy, curriculum, and teacher perspectives. A two-stage research design was employed, combining document analysis of national early childhood education curricula with structured individual interviews involving 60 (30 from each country) early childhood teachers. Content analysis of data explored conceptualizations of inclusion, implementation practices, perceived barriers, and contextual influences. Findings reveal contrasting patterns in the relationship between policy and teacher-reported practices. Türkiye demonstrates more explicit curricular commitment to inclusion, with extensive references to diversity, participation, and individualized support. However, teachers frequently reported challenges in implementing these principles due to limitations in professional preparation, institutional support, and available resources. In contrast, Chinese curriculum documents contain fewer explicit references to inclusion; teachers described more pragmatic and contextually responsive implementation practices that facilitate the participation of children with diverse needs. Across both countries, cultural values, teacher agency, and school-level conditions emerged as significant factors influencing inclusive practice. The findings indicate that the policy–teacher-reported practice gap remains a central challenge in both contexts. The study argues that effective inclusion depends not only on policy commitments but also on the capacity of educators and institutions to translate policy into practice.