Özet:

Abstract The article stands out for the relevance of the Pikler’s approach contributions to Inclusive Education in early childhood. In this period, significant changes occur for child development that are primordial, such as the  cognitive and motor skills development, which is no different for children with disabilities. In this context, the study aims to contribute to inclusive pedagogical practice in Early Childhood Education, drawing on the pedagogy of details for educators to recognize infants and very young children. An analysis of the literature survey on the Pikler approach was carried out, mapping this knowledge through a qualitative review. For this study, the research was devoted to the analysis of the chapter "Slow or different development" from the book "Pikler approach: early childhood education" (2016). Through this critical reflection, it can be concluded that Pikler's assumptions are of an educator's view that considers the differences, individualities and potentialities of children with slow or different development, respecting the importance of temporality.

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