A scoping review investigating the definition of inclusion in early years education

This paper examines the changing definitions of inclusion in early years education from 2000–2022. A scoping review utilising thematic analysis was conducted to clarify the concept of inclusion from a global perspective. In June 2023, 61 relevant pieces of research were found in the review identifying diverse types of inclusion, including academic, social, needs-based, and rights-based inclusion, surface, and deep level. This review has led to a proposal that in the twenty-first century, the concept has evolved into Transformative Inclusion, which prioritises equity and social justice for all individuals, regardless of their age, language, gender, disability, race, culture, origin, ethnicity, diversity, abilities, background, faith system or socio-economic status considering a universal definition of inclusion in early years education, that considers all types of inclusion and diversity. This simplified unique concept encourages educators, policymakers and practitioners to consider inclusion for all regardless of their differences, encompassing all aspects of their developments.