Play as a pathway to inclusion: preschool children's understandings of difference and social acceptance in Turkey

This study examined preschool children's social acceptance and attitudes towards peers with special needs, with attention to the influence of gender, inclusive classroom experiences, and having a family member with special needs. An explanatory sequential mixed-methods design was used. In the quantitative phase, data were collected from 79 typically developing children in inclusive preschool settings using the Turkish adaptation of the Acceptance Scale for Kindergarten–Revised (ASK-R), and descriptive and inferential statistics (independent samples t-tests, effect sizes, and 95% confidence intervals) were calculated. In the qualitative phase, semi-structured individual interviews were conducted and analysed through inductive thematic analysis. Quantitative results showed high levels of social acceptance overall, with significantly higher scores among children who had a peer or family member with special needs, and no significant gender differences. Qualitative findings yielded three interconnected themes – Being Friends, Playing Games, and Helping – illustrating children's empathy, cooperative play, and prosocial support. Integrated results demonstrate that early exposure to peers with special needs fosters positive attitudes through everyday social interactions, underscoring the developmental importance of inclusive learning environments. Implications for practice include strengthening teacher preparation for inclusive education, engaging families in awareness-building efforts, and providing structured opportunities for interaction that support children's social acceptance.