Inclusive Language, Pedagogy, and Motivation in Early Childhood Education

In this chapter we explore language use in early childhood education settings, identify impacts of non-inclusive language, and make proposals to enhance the use of inclusive language in teaching and learning. We used a classic extract from an observation study as basis for a creative content and textual analysis to obtain rich meanings of non-inclusive language. In order to develop inclusivity, belonging, and value children, inclusive language is critical. In early childhood education settings, inclusive language is utilised to explain instruction as well as to set realistic expectations for all children. Non-inclusive language used by instructors, on the other hand, can be a deterrent, limiting how children openly learn and collaborate with peers and teachers in schools. This study examines the language used by teachers and finds that non-inclusive language can have a detrimental influence on children's learning, socialisation, emotional well-being, and motivation to learn. We discovered that good inclusivity training and professional development programmes can help teachers get the knowledge and skills they need to utilise inclusive language in the classroom, especially as a pedagogical and motivational tool in early childhood education. The study recommends that teachers should be made aware of the essence of inclusive language and its associated benefits for educating children instead of using non-inclusive language. Some practical implications for using inclusive language are also provided.