From Vygotsky to Modern Inclusive Frameworks: Theoretical Foundations of Early Childhood Care and Education (ECCE) for Children with Disabilities

Abstract

Inclusive Early Childhood Care and Education (ECCE) for children with disabilities has emerged as a critical focus in both global policy and academic research. This paper traces the theoretical evolution from Lev Vygotsky’s sociocultural perspective to contemporary inclusive frameworks such as Universal Design for Learning (UDL), inclusive pedagogy, and rights-based approaches. These frameworks collectively inform how learning environments, teaching strategies, and institutional policies are restructured to promote equity, participation, and developmental opportunity for all children. Drawing from interdisciplinary literature, the study examines the shift from medical to social models of disability, the global policy milestones that have embedded inclusion into early education systems, and the persistent theory-practice gaps that hinder effective implementation. While inclusive education is now widely endorsed in international conventions and national reforms, challenges remain in translating theoretical ideals into context-sensitive, actionable practices, particularly in low-resource settings. The conclusion calls for sustained investment in teacher development, family engagement, and localized pedagogical innovations to ensure inclusive ECCE is not only a legal mandate but a lived reality for every child.