This hermeneutic phenomenological investigation focuses on the experiences of students on the Leadership for INClusion (LINC) in the Early Years programme, a blended learning continuing professional development (CPD) programme designed to support the inclusion and participation of children in early learning and care (ELC) settings in Ireland. On completion of the programme, the early childhood teacher (ECT) is qualified to carry out the role of Inclusion Coordinator (INCO) in the service. The aim of this research study was to explore experiences of engagement with the LINC programme on ECTs’ perceptions and practices of inclusion within the ELC setting. The objectives of the research study are identified as follows:

(a)    To explore ECTs’ attitudes and experiences of the inclusion of children with additional needs in their settings.

(b)   To understand the experience of professional learning from the LINC programme on ECTs’ perceptions and practices of inclusion on completion of the programme.

(c)    To ascertain the factors that affect teachers in their role in supporting children to participate in a meaningful way in the early years’ programme and to examine how participants’ experiences can inform further policy and practice development.

(d)   To reflect on how the learning from the LINC programme can influence other professional learning programmes to ensure that those working with children are sufficiently equipped with skills and knowledge to promote inclusion in early years settings.

A study from the perspective of the ECT as learner, within the contextual reality of working in the ELC sector, provides a depth of understanding that serves to bridge the perceived gap between policy and practice. The complexity of the sector is reflected in the quest for quality, qualifications and change in the early years, both nationally and internationally. From the outset, I present myself as part of this ‘complex system’, having worked as a managing director and a preschool teacher in my own full-day care service for over fifteen years and continuing to do so. My positionality within the research framework is a key consideration in interpretative hermeneutic phenomenology (IHP), as is the reality of the ‘lived experiences’ of participants on LINC programme.

The conceptual framework of the study is based on how the lifeworld of the participants forms the ontological and epistemological foundations for understanding the influence of the LINC programme on their practice. Heidegger (1929) asserts that a phenomenon can only be unveiled ontologically through ‘Dasein’, a philosophical term meaning ‘being’ or ‘to exist’. Dasein is related to individual humans and the distinct situations they find themselves in. There is a pronounced emphasis on the social dimensions of Dasein and how one perceives oneself within society, and how in turn, this perception of the self has an impact on the phenomenon. The role of the researcher is to use one's pre-understanding to interpret participants' stories and then to use literature to expand and develop the themes as prioritised by participants in the research study.

 This study presents the centrality of practitioner’ perspective when considering development of CPD and policy recommendations for the early childhood care and education (ECCE) sector. It seeks to identify the factors that both supported and impeded the implementation of quality and inclusive experiences for children in ECCE settings.

The IHP approach underpinned every aspect of the research design from the outset, with the required emphasis on the methodological principles which necessitated an open attitude, an awareness of my horizon of significance and a reflexive attitude (Heidegger 1929; Gadamer 2004). McManus-Holroyd (2007) reminds the researcher to be continually aware of one’s personal nature of enquiry and relationship to the phenomenon in a philosophically based research study, such as this one. Similarly, Koch and Harrington (1998) explain that it is one’s values, interests and histories as the researcher in IHP that drives the process of the research study. I wanted to carry out interviews with participants on the LINC programme, prior to engagement with the programme content, and again on completion. The aim of this approach was to explore how learning from the programme influenced their perceptions of inclusion and work with children. Data collection in IHP involves “authentic modes of communication” that create space and scope for dialogue and experience around the phenomenon (Frechette et al. 2019, p. 6). The data collection process on completion of the LINC programme involved a follow-up interview during a visit to the ECCE setting which supported my understanding of their societal role and working experiences. Thomson’s (2008) IHP study on enhancing pedagogical insights in teacher education serves as one example where the relationship between the teachers’ perceptions of the phenomenon and the researcher interpretation of those experiences has produced new insights from both a human and educational perspective. Similarly, a more recent phenomenological study by Bredmar (2020) on teachers’ emotional experiences in their professional role illustrates the value of the shared understandings and interpretations of the teachers and the researcher in this co-constructed research project. As researcher, I am incorporating my horizon of significance and my pre-understanding of the phenomenon as well as the societal context of this study, in identifying means of data collection that creates a meaningful and holistic understanding of the participants’ experiences. Braun and Clarke's (2021) reflexive thematic analysis supported development of the themes for discussion.

Centrality of creating communicative spaces in ECCE settings for mentoring, reflecting and planning for quality and inclusive experiences. Consideration of teachers' contextual realities and addressing these in practice in individual settings thereby emphasizing the importance of effective leadership and support in ECCE settings. Potential of meaningful and relevant CPD experiences to make a real difference in the lives of young children. Influence of professional role and perception of that role on ECTs' engagement and motivation as well as implementation of learning to support children. Development of relevant CPD to support teacher education and professionalization.

Braun, V. and Clarke V. (2021a) ‘Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches’, Counselling Psychotherapy Research 21, 37–47. https://doi.org/10.1002/capr.12360 Braun, V. and Clarke, V. (2021b) Thematic analysis: A practical guide, London: Sage. Brookfield, S. (2017) Becoming a critically reflective teacher, San Francisco: Jossey-Bass. Department of Children and Youth Affairs, Department of Education, Department of Health (2016b). Access and inclusion model (AIM), Available: http://aim.gov.ie/ European Agency for Special Needs and Inclusive Education (2017a) Inclusive early childhood education: New insights and tools – Final summary report. (M. Kyriazopoulou, P. Bartolo, E. Björck-Åkesson, C. Giné and F. Bellour, (eds.). Odense, Denmark. Frechette, J., Bitzas, V., Aubry, M., Kilpatrick, K. and Lavoie-Tremblay, M. (2020) ‘Capturing lived experience: Methodological considerations for interpretive phenomenological inquiry’, International Journal of Qualitative Methods 19: 1–12, available: DOI: 10.1177/1609406920907254 Gadamer, H.G. (2004) Truth and method. New York: Continuum Publishing Group. Guskey, T.R.(2002) ‘Does it make a difference? Evaluating professional development’, Educational, School, and Counselling Psychology Faculty Publications (7), available: https://uknowledge.uky.edu/edp_facpub/7 Heidegger, M. (1929 / 1962) Being and time, New York: Harper and Row. Moloney, M. and McCarthy, E. (2018) Intentional leadership for effective inclusion in early childhood education and care: Exploring core themes and strategies, London: Routledge. National Council for Curriculum and Assessment (NCCA) (2009) Aistear: The early childhood curriculum framework, Dublin: NCCA, available: http://www.ncca.biz/Aistear/pdfs/PrinciplesThemes_ENG/PrinciplesThemes_ENG.pdf Ring, E., O’Sullivan, L., Ryan, M. and Daly, P., eds. (2021), Leading inclusion from the inside out: A handbook for parents and early childhood teachers in early learning and care, primary and special school settings, Oxford: Peter Lang.