Innovation In Early Childhood Education Through Curriculum Adaptations For Inclusion And Integral Development

Abstract

Early childhood education faces the challenge of ensuring inclusive learning processes that respond to children's diversity and promote comprehensive development from the earliest years. However, traditional practices and rigid curriculum models continue to create barriers that limit children's participation, autonomy, and meaningful learning. Given this problem, there is a need to identify how pedagogical innovations and curriculum adaptations can serve as effective mechanisms for strengthening inclusion in early childhood. The objective of this study was to analyze, through a qualitative systematic review, recent evidence (2019–2024) on educational innovations applied in early childhood education and the types of curricular adaptations that promote inclusion and comprehensive development. To this end, the Scopus, Web of Science, ERIC, and SciELO databases were consulted, applying PRISMA criteria for document selection and screening. Initially, 146 studies were identified, of which 78 met the criteria of quality, thematic relevance, and methodological rigor. The results show five clear trends in innovation: adapted play, multisensory environments, the use of accessible ICT, inclusive assessment, and family participation as shared educational responsibility. Four types of predominant curricular adaptations were also identified: methodological, access, assessment, and meaningful. The evidence reviewed indicates positive effects on children's social-emotional, cognitive, linguistic, and motor development when these strategies are implemented in a systematic and contextualized manner. It is concluded that curricular adaptations are an essential pillar of inclusive innovation, as they allow for greater flexibility in the curriculum, diversify learning opportunities, and reduce barriers to participation in early childhood education. It is recommended to strengthen teacher training, integrate approaches such as Universal Design for Learning, and promote policies that institutionalize these practices at the curricular and pedagogical levels. This study was developed through a systematic qualitative review of 78 articles published between 2019 and 2024 in Scopus, WOS, ERIC, and SciELO.