QUALITY IMPROVEMENT THROUGH INNOVATION IN SHENZHEN INCLUSIVE KINDERGARTENS
DOI:
https://doi.org/10.18623/rvd.v23.4602Palabras clave:
Early Childhood Education, Inclusive Education, Quality Improvement, Teacher DevelopmentResumen
Improving the quality of inclusive kindergartens has become a key challenge in contemporary early childhood education systems, particularly in rapidly urbanising contexts. Although inclusive policies have expanded access to kindergarten education, institutional constraints continue to affect the effectiveness of quality improvement efforts. This study examines how structural constraints and innovation steps jointly influence the improvement of educational quality in inclusive kindergartens. Using an empirical research design, data were collected from inclusive kindergartens through questionnaires, interviews, and document analysis. The study analyses how organisational conditions, professional practices, and innovation initiatives interact in shaping quality outcomes within inclusive settings. The findings indicate that innovation efforts can contribute to quality improvement when they are aligned with existing institutional capacities and supported by sustained professional development. Conversely, persistent constraints may limit the effectiveness of innovation initiatives when systemic support is insufficient. By clarifying the relationship between constraints, innovation steps, and quality improvement, this study contributes to a more grounded understanding of inclusive kindergarten development. The results provide practical insights for policymakers and educational administrators seeking to promote sustainable quality enhancement in inclusive early childhood education.
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