New Teaching Framework Aims to Give All Preschoolers Equal Support and Challenge
Researchers have formalized a teaching approach that tailors instruction to help struggling preschoolers catch up without isolating them from peers. The framework could reshape how preschools balance inclusion with targeted support—a persistent challenge for educators and a cost driver for school budgets.
Originaltitel: Special educational didaktik: a didaktik voice for equitable, just, and tactful teaching in preschool
<p>Special educational didaktik* is a relatively recent and still underexplored concept – a didaktik voice situated at the intersection of special education and general didaktik theory. First introduced in 2020, the concept has since been further developed. Special educational didaktik is defined as the didaktik approach that is applied in a qualified and ethically responsive manner when general didaktik is considered insufficient to ensure children’s right to both support and challenges within preschool teaching. In this regard, special educational didaktik should be understood not as separate from, or fundamentally different to, the general education and didaktik of preschool, but rather as complementing and working in close relation to them. The present article seeks to conceptualise special educational didaktik by delineating it from related concepts, exploring boundary crossings, clarifying its core dimensions, and discussing implications for future research and theory development. *We use the German word ‘didaktik’ (with use of the letter k), which is common in the didaktik tradition in continental Europe and the Nordic countries, and not the English word ‘didactics’.</p>