Prácticas inclusivas y su incidencia en el aprendizaje sostenible observado en la praxis profesional de los docentes de Educación Infantil

Abstract

Abstract: In the present investigation, the relationship with inclusive practices and its impact on sustainable learning observed in the professional praxis of Early Childhood Education teachers is observed, with the exclusive participation of three teachers whose main objective is to include new and innovative inclusive practices. To Asus classes in the infant stage of the human being. For data collection, interviews with each of the teachers were used in addition to the bibliographic and documentary review, the same ones that allowed to know more in depth the importance of the teacher when teaching classes, it is concluded that after the respective interviews with the teachers it has been pointed out that there are several inclusive practices that have a positive influence on improving sustainable learning in children, for which it is recommended that all actors in education know first-hand the importance of them and how they should be applied inside and outside institutions in order to better help and corroborate the learning that human beings have from their childhood stage.