Shifting the Paradigm: From ‘Best Practice’ to ‘Best Beliefs’ for Autism Within Inclusive Early Childhood Education

Abstract

Abstract This study explores the role of early childhood teachers’ beliefs in shaping inclusive practices for autistic children within Australian early childhood education and care (ECEC) settings. While national frameworks such as the Early Years Learning Framework (AGDE, 2022) and the National Guidelines: Best Practice in Early Childhood Intervention (Reimagine Australia, 2024) emphasise specific practices or ‘best practice’ as the foundation for inclusion, the lived experiences of many autistic children suggest a persistent and concerning gap between policy and practice. Drawing on a qualitative case study of five degree-qualified early childhood teachers identified for their strong commitment to inclusion, this research investigated the underlying beliefs guiding their pedagogies. Semi-structured interviews revealed several interrelated themes concerning inclusive pedagogy in ECEC. The findings suggest that authentic inclusion may be more effectively facilitated through a shift in discourse, from “best practice” to “best beliefs”, where educators’ core philosophies, rather than prescriptive techniques, drive inclusive pedagogy. This paradigm shift invites a re-evaluation of how inclusion for autistic children is conceptualised, enacted, and supported across ECEC contexts.