Contribuições da educação inclusiva para o ensino e aprendizagem de crianças da educação infantil

Abstract

Early childhood education, often viewed as the cornerstone of basic education, not only initiates an individual's educational journey but also solidifies the foundation for holistic and integral development. In a broader context, it is perceived as the primary realm of child socialization, wherein children commence constructing their motor, cognitive, emotional, and psychological capacities. These capacities are paramount for a deepened understanding of intricate social dynamics and for appreciating the nuances of individual diversities. In this study, we endeavor to delve deeper into the understanding of the benefits and challenges associated with inclusion in early childhood education, with a special focus on children with disabilities. Inclusion, as defined and championed by esteemed theorists such as Gotti (1998), Figueiredo (2000), and Campos (1994), is not merely an educational practice but a philosophy aimed at reshaping the school environment to cater to the needs of all. These scholars underline that the early introduction of inclusive practices for children with disabilities can have multiplier effects, enhancing their development and fostering a more equitable and empathetic school culture.