In this work we study the longitudinal effects of acquaintance among children at inclusive daycare centers and kindergarten. We are interested in investigate the acceptance of differences. Therefore based on a qualitative research, six elementary school students were interviewed, after they have dropped from the same public inclusive daycare between 2003 and 2009. The analysis was based on the Critical Theory of Society, that presumes how the formative process in first childhood is relevant when considered by psychoanalytic investigations. The results point to the inclusive childhood education as taking a significant role to convey a formative attitude for openness before the different other throughout life. At the same time, the results also indicate that there is something in common in those children's education that shows how the school is strongly determinant for values and attitudes, independently of familiar values.
Inclusive education; early childhood education; prejudice