Abstract:

Abstract This article presents reflections on the role of adults in educational contexts for early childhood education so that the participation of all children is guaranteed, considering the diversity of ways in which they express their interests through interactions and games. It brings as an outline the education of children with disabilities and presents a case study to illustrate the realization of proposals, mediations and relationships of children among peers. From the qualitative research approach and the organization of the institutional time of the educational context, the discussion was subdivided into two axes: the reception of children in situations of personal attention and mediation in learning situations in small groups. The text relates the construction of more inclusive contexts to the quality of service offered in childhood and permeates the conceptions of child, disability and early childhood education.

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