Prácticas inclusivas para atender necesidades educativas de niños 2-5 años en UDS Manitas Creativas ICBF, Quípama-Boyacá.

Abstract

This working paper addresses the identification and inclusion of the educational and developmental needs of children aged 2 to 5 from Group 1 of the UDS Manitas Creativas of the ICBF, located in the municipality of Quípama, Boyacá. The study analyzes how the pedagogical practices implemented within the family–community modality promote or hinder the creation of safe, equitable, and inclusive educational environments.The research is framed within a qualitative hermeneutic approach and an interpretive paradigm, aiming to understand inclusion experiences from the perspectives of educational agents, families, and young children. Through documentary analysis, participant observation, field notes, instruments applied to teachers and families, and the review of theoretical references, cultural, training, and attitudinal barriers that affect diversity were identified, as well as pedagogical strategies that contribute to strengthening inclusive practices. Findings reveal that teacher training, family participation, socio-emotional support, and pedagogical adaptations are key factors in guaranteeing inclusion in early childhood education. It is concluded that strengthening inclusive competencies among educators, alongside collaborative work between institutions, families, and the community, is essential to advancing toward quality education that recognizes individual differences as opportunities for learning and social transformation.