Estrategias docentes para promover prácticas inclusivas en Educación Inicial

Abstract

Pedagogies in early education should enable children with different characteristics, abilities, and backgrounds to access, participate, and learn. The objective of this study was to analyze the peer-reviewed literature on Teaching Strategies published from 2021 to 2026 to include practices that help promote Inclusive Education in Early Childhood. A descriptive-analytical literature review was conducted. Evidence was identified and selected following the PRISMA 2020 statement. The search was conducted in ERIC, SciELO, Dialnet, DOAJ, and academic publisher websites, while additional references were obtained by following bibliographic references. There were 96 records; after removing duplicates, checking for duplicates, and assessing them for inclusion, 30 studies were included in the synthesis. The results of the studies were organized into six themes: adaptations of learning experiences and accessibility, inclusive routines, play and peer interaction, integrated culturally responsive and anti-bias practices, and Assistive Technology. The most important findings focused on integrated routines and a form of supportive accompaniment, while Universal Design for Learning, peer mediation, and culturally responsive practices provided context and relevance dependent on teacher education. It was concluded that, in Early Education, inclusive practices become a reality by incorporating daily activities and providing collaborative support and institutional resources.