Narrative review of the literature on inclusive teaching practices in early childhood

Abstract

In the classrooms of educational institutions, different teaching and learning processes are articulated, mainly by the role of the teacher. Therefore, this article analyzes the narratives of teachers reported in the research conducted on inclusive pedagogical practices in early childhood classrooms, considering the importance of identifying, describing, and interpreting the teachers' perspective on the dynamics and strategies that are being implemented in the classrooms to address the needs of students in their learning process; the study is developed from a narrative review of the literature under the parameters of qualitative research to analyze the academic productions made in the last ten years on inclusive pedagogical practices in early childhood classrooms in Colombia. According to the multiple transformations that have occurred concerning inclusive education, it is significant to synthesize the factors that influence teaching and transmit knowledge through these practices that encourage diversity in the classroom. The review demonstrated a greater emphasis on research related to the dimensions that influence inclusive pedagogical practice and not on the strategies implemented directly in the classroom.