FAMILY GUIDANCE AS AN INCLUSIVE PRACTICE FROM THE INITIAL EDUCATION TEACHER TRAINING

Family guidance as an inclusive practice in early education, supported by adequate teacher training, creates an environment in which differences are valued and the equitable development of all children is promoted. In this area, professional training, from this approach, seeks to involve families in the educational development of their children from an early stage, recognizing the importance of collaboration between school and home. This article shows theoretical and practical results of a research project from the bachelor's degree in early childhood education at the Metropolitan University of Ecuador. A concept is presented to evaluate family dynamics, using guidance indicators as an inclusive practice in the field of initial education, to identify elements related to the socio-affective development of children from 1 to 3 years old, and improve their comprehensive care.