This work offers a comprehensive perspective on inclusive education in early childhood, highlighting teacher attitudes as a determining factor in the construction of inclusive classrooms. Educational inclusion is not limited to regulations or the implementation of policies; rather, it constitutes a philosophy that recognizes and values human diversity in its cultural, social, emotional, and cognitive dimensions. From the earliest years of schooling, the way teachers perceive and respond to individual differences shapes each child’s socioemotional development, self-esteem, and disposition toward learning, laying the foundations for educational equity and the construction of more just societies. The book explores how teachers’ lived experiences, their initial and ongoing training, institutional support, and family and community contexts influence their attitudes toward inclusion. It also analyzes the everyday challenges of pedagogical practice, such as workload overload, stress, and resource limitations, showing how teachers’ sensitivity, commitment, and creativity can transform obstacles into learning opportunities. Concrete pedagogical strategies are highlighted, including active methodologies, collaborative projects, and curricular flexibility, which make it possible to address diversity effectively and promote essential socioemotional competencies. The work also emphasizes the ethical and social dimension of inclusive education, positioning teachers as agents of change who contribute to more cohesive, empathetic, and equitable societies. Overall, this text provides evidence, reflection, and practical tools to strengthen inclusive education from early childhood, inspiring action and transforming the educational experience into a pathway toward equity and the genuine appreciation of diversity.

This book is included in DOAB.