Abstract
The purpose of this study was to analyze the official Brazilian norms referring to early childhood education, with regard to the conception of adopted child development and the assumptions for the provision of inclusive practices for this educational level, as well as to discuss the conception of adopted child development in the public policies of early childhood education and its possible reverberations in the implementation of inclusive practices. For that, a literature review was carried out based on the survey of the official norms that have been guiding inclusive child education in Brazil. The results point to the existence of an expressive legal framework with regard to early childhood education, but still very incipient from the point of view of inclusion, secondarily in the documents and, therefore, in the current practices.
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