Educational inclusion for migrant early childhood in emerging scenarios

Abstract

The aim of this study is to interpret educational inclusion for migrant early childhood in emerging scenarios through the design of learning situations, acknowledging that this population must be cared for with a comprehensive approach that considers the social or cultural characteristics of the child, as such characteristics may generate important differences in the way children assimilate learning. Thus, inclusive education opens up the possibility of carrying out a complex and contextualized analysis in supportive environments that allow these children to continuously develop and improve their learning processes.