Between differences and learning

family, culture and religion in the context of Early Childhood Education

Abstract

The article aimed to map the studies produced on cultural and religious diversity in Early Childhood Education and to problematize how these dimensions are articulated with the role of the family and the construction of inclusive pedagogical practices. Methodologically, a qualitative approach was adopted, of a descriptive nature, through a literature review. The search was carried out on the OpenAlex, Consensus, and Google Scholar platforms, with descriptors related to cultural diversity, religious diversity, Early Childhood Education, and the role of the family. Inclusion and exclusion criteria were established that resulted in the selection of 37 studies (E1 to E37), published between 2015 and 2025, systematically analyzed in terms of objectives, approaches, and contributions to the field investigated. The results show that cultural and religious diversity contributes to the development of socio-emotional skills, to citizenship formation and to the construction of inclusive educational environments, although challenges related to teacher training, the absence of clear pedagogical guidelines and the tendency to silence differences persist. It was also observed that the partnership between family and school is a central element for inclusive practices, despite tensions arising from cultural and religious divergences. It is concluded that the promotion of diversity in Early Childhood Education requires articulation between public policies, teacher training, family participation and institutional commitment, being fundamental for the construction of democratic educational contexts.