The "Space Paradox": Between Pedagogical Excellence and Environmental Transparency in Inclusive Kindergartens

Abstract

This study examines the space paradox in inclusive kindergartens, defined as the tension between strong pedagogical-professional support and under-adapted physical-acoustic environments. Using a quantitative correlational multistakeholder design supplemented by open-ended responses, the study analyzed data from 251 adult stakeholders in one large Israeli municipality, including inclusion teachers, kindergarten principals, inclusion assistants, and parents of children in inclusive placements. The findings showed consistently high ratings of professional-organizational support and pedagogical processes, alongside substantially lower evaluations of the physical-acoustic environment. Significant differences emerged between stakeholder groups, with kindergarten principals rating environmental adequacy more favorably than inclusion teachers and assistants. Hierarchical regression indicated that the physical-acoustic environment made a unique contribution to predicting satisfaction with inclusion beyond professional and pedagogical factors. Open-ended responses further clarified recurring concerns related to noise, lack of quiet microspaces, and differing perceptions of environmental adequacy between managerial and frontline participants. During the COVID-19 period, the home environment moderated the association between pedagogical processes and satisfaction with inclusion. The findings suggest that inclusion quality in early childhood should be assessed not only through pedagogy and staffing, but also through the environments in which inclusion is enacted.