Attention and diversity in early education: bases, strategies and normative framework

Abstract

Introduction: The text placed attention to diversity as a pillar of early education and interpreted attentional capacity as an enabling condition for learning and self-regulation. It argued that this capacity depended on internal and external factors, and that its early stimulation favored performance, coexistence and social adaptation, especially in children with specific educational needs (SEN). He also stated that inclusion transcended mere presence and required an ethical and professional commitment materialized in flexible and collaborative pedagogical practices.
Development: He explained that didactic strategies functioned as an operational bridge between the principles of inclusion and practice. It was described that, when they were multisensory, structured and culturally situated, they allowed adjusting how to teach without giving up what to learn. She detailed attention progressions between 3 and 5 years of age (stability, volume and concentration) and linked their strengthening with predictable environments, visual supports, play and explicit teaching. He reinterpreted the role of the teacher as a mediator who observed, evaluated formatively, identified barriers and coordinated with families and teams. Finally, he pointed out that the Ecuadorian legal and curricular framework obliged to guarantee access, participation and achievement, enabling access, non-significant and significant adaptations.
Conclusions: He concluded that consolidating an inclusive early education required planning based on the real profile of each child, affective and structured environments, continuous evaluation focused on progress and school-family-community work. She recommended strengthening teacher training in neuroeducation applied to care, creating banks of accessible strategies and materials, and monitoring with equity and learning indicators, in order to turn the normative promise into daily experience for all.