Exploring the Self-Efficacy Beliefs and Inclusive Practices of Staff Supporting Children with Autism, Speech, Language and Communication Needs in Private Day Nurseries

Self-efficacy beliefs (Bandura, 1997) have the potential to positively influence pupil performance and teacher engagement – but are rarely researched in early years inclusive contexts. Under this premise, a mixed methods design was used to explore the self-efficacy beliefs of 15 early years practitioner (EYP) staff working in England – specifically in relation to practices concerning autistic children and children with speech, language and communication needs (ASLCN). Participants were sampled conveniently and purposively, and data were drawn from an online questionnaire (n = 15) and semi-structured interviews (n = 5). Staff practices were solicited through open-ended questions, whilst self-efficacy beliefs were captured with open-ended questions and an original 16-item Likert scale. The data suggested that inclusive practices were predicated on a goal of participation and engagement and underlined by a philosophy of differentiation and equality. This interpretation was manifest in accounts of staff planning, teaching and assessment – and in the adoption of specific or general methods, tailored to the child and the class. Self-efficacy beliefs were universally high (ranging from 67% to 96% of the maximum possible scale score) and most certain in tasks relating to the environment. EYP judgements were typically based on experiences of mastery and on their interactions with colleagues and children – and these findings validated the addition of a new efficacy source, Visual Feedback on Performance, to the theoretical framework. Whilst the extent to which beliefs influenced practice could not be gauged robustly, there was evidence to suggest that characteristics associated with high levels of conviction had aided EYPs’ work. Considered overall, the findings implied that staff practice and their views of this were affected by their interpretations of success and their relationships with children and, therefore, that an understanding of EYP self-efficacy beliefs should be a necessary part of understanding and developing inclusive nursery practices.