Education in the first years of life is essential for the integral development of the human being, where school and family play a fundamental role, a scenario that has been affected as a result of the Covid-19 pandemic, challenging the implementation of new inclusive pedagogical practices. The objective of this research is to know the perceptions of the families of a childhood educational establishment about the inclusive pedagogical strategies implemented by the establishment in remote mode. It was framed in a qualitative approach of a phenomenological type, using the semi-structured interview as a data collection technique, applied to 12 families from an educational establishment in the district of Copiapó, Chile. The results obtained show families' different perceptions about remote education, full child development, inclusive pedagogical strategies, the participation of families, and the mediating role of the family. It is necessary to continue deepening the understanding of the barriers to inclusive education and the possible consequences that new pedagogical practices will bring in contexts of remote education, in order to reduce the adverse effects that they may generate in the full development of boys and girls.

Remote education; Pandemic; Childhood education; Inclusive education; Family