Peer-reviewed article
Estrategias docentes para promover prácticas inclusivas en Educación Inicial
Ana María Mendoza Chávez ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This literature review looked at peer-reviewed studies from 2021 to 2026 on how teachers can make early childhood education more inclusive. It followed the PRISMA 2020 method and searched ERIC, SciELO, Dialnet, DOAJ and publisher websites. From 96 records, 30 studies were included. The authors conclude that inclusive practice becomes real when it is built into daily activities and backed by collaborative support and institutional resources.
Key points
- 96 records were found and 30 studies were included in the synthesis.
- Findings were grouped into themes including adapted learning experiences and accessibility, inclusive routines, play and peer interaction, culturally responsive and anti-bias practices, and assistive technology.
- The most important findings concerned integrated routines and supportive accompaniment.
- Universal Design for Learning, peer mediation and culturally responsive practices gave context and relevance, but depended on teacher education.
- Inclusive practice in early education needs daily activities, collaborative support and institutional resources.
Limitations
Only the abstract is available, so it gives no details on the individual studies, their quality, the countries covered or any measured effects on children. The abstract says six themes but names only five, and it does not show that any single strategy improves child outcomes.
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.