Exploring Kindergarten Programs for Supporting Early Learning Outcome in Inclusive Education

The study explored the implementation of kindergarten programs within inclusive education settings in Bahrain and their impact on early learning outcome. It surveyed 81 pre-school teachers from eight selected schools, collecting data on their age, educational attainment, and years of experience. The research examined critical learning drivers, including curriculum and instruction, time block structuring, classroom utilization, teaching methods, and administrative support, while also assessing early learning outcomes in Language and Literacy and Mathematical Thinking. Utilizing a descriptive-correlational design, data was gathered through an adapted questionnaire from purposively sampled schools. Findings indicated that kindergarten inclusive education programs were implemented to a "Very High Extent" in curriculum and instruction, scheduling, and teaching methods, with administrative support at a "High Extent." Learners, however, showed "Intermediate" outcomes in Language and Literacy and Mathematical Thinking. Teacher demographics like age and experience did not significantly impact implementation, though higher educational attainment did. A significant relationship was found between "Curriculum & Instruction" and "Methods of Teaching" with improved learning outcomes, but not for "Blocks of Time" or "Administrative Support." Based on these results, a comprehensive Educational Framework was proposed. This framework aims to enhance kindergarten programs in inclusive education through five key components: Inclusive Curriculum Design and Implementation, Effective Instructional Strategies, Comprehensive Professional Development, Inclusive Assessment Strategies, and Supportive School and Program Environments.