Children's education in the Chilean context has gradually become a part of public policies through decrees and curricular guidelines that safeguard the right to more egalitarian education, eliminating all types of discrimination that impact student access to learning and development. This study aims to describe inclusive learning practices developed by early education teachers for transitional levels (ages 4 to 6). A qualitative methodology was used based on a multiple case study and an interpretative approach. Three early childhood education teachers participated in a semi-structured interview involving 18 classroom scenarios. The data was then examined through content analysis and descriptive interpretations based on classroom observation. The results obtained reveal that teachers use inclusive practices that largely favor organizing play and learning as well as resource mobilization in the classroom. However, classroom diversification was lacking with few modalities among teachers to favor representation, expression and motivation towards learning, essential principles of learning development. The study also reveals the importance of learning for the timely acquisition of knowledge and feedback of concepts in early childhood students.