One of the main problems regarding quantitative research on young populations is the difficulty to gain access to this particular age period. Moreover, the elaboration of reliable and valid instruments to collect information is also complex. There are some particularities at this age that should be taken into account when conducting research on children:

-  Immature Reading and writing processes

-  Reduced vocabulary, both receptive and productive, which entails: i) difficulty in understanding statements and research questions; ii) difficulty in expressing their knowledge, attitudes, feelings…

-  Inability to show value judgements

-  Easily influenced by their peers

-  Limited attention span.

On the other hand, the need to reach a type of inclusive education that promotes and guarantees learning opportunities for everyone originates in the solidarity values based on positive attitudes towards human diversity. A current objective worldwide is for the educational systems to offer a true inclusive education that abides the values of equity, quality and success for every person (UNESCO, 2017). In this way and from its beginning, education is considered key in the transformation towards having an inclusive society, even though inclusion on its own is a difficult aim to reach (Ainscow, Dyson & Weiner, 2016; Agencia Europea para las Necesidades Educativas Especiales y la Educación Inclusiva, 2014; Slee, 2018).

Without doubt, values education and the creation of positive attitudes towards diversity are considered essential in the forging of schools following the principles of inclusion. At the same time, childhood (in the 0-6 age bracket) is considered one of the most important life periods for education to help people become citizens able to own their rights and responsibilities regarding others and the society where they live (Graziella & Rivera, 2018).

We understand attitudes as the thoughts, feelings, opinions, expectations, ways of behaving and reacting that people manifest differently depending on the stimuli (Verdugo, Arias & Jenaro, 2016). Therefore, and due to the fact that attitudes are not innate but learnt through experience, these are open to being reshaped and also assessed because they can be exhibited. Getting to know the attitudes of students towards diverse peers and diversity in general is fundamental in order to guide appropriately the creation of positive beliefs which will help them understand and respect diversity later in life.

Participants Three different groups of participants contributed to the study. In the first place, six experts in methodology and the specific field of research. In the second phase, 28 infants aged 3 participated in the investigation. In the last stage, 97 children aged 4 and 5 (n=48; 49.5%) and (n=49; 50.5%) in preschool education partook in the study. Instrument and analysis of the data The instrument was a questionnaire designed to measure the Attitudes of students towards diversity (Valorar las Actitudes hacia la Diversidad del Alumnado, VADA, in Spanish). The questionnaire consists of 10 graphic ítems. Th estructure presents two items in a storytelling sequence. The child has to select the ending they believe best. The ending shows two pictures, one prompting inclusion and a second one prompting segregation. The data collected was analysed using SPSS version 22. Descriptive statistics (frequencies and percentages), reliability and interjudge reliability were obtained. Procedure According to the general procedure to design and administer quantitative instruments of data collection, 10 items were elaborated and later presented graphically in a storytelling sequence. The first version was assessed by experts, which valued the tool taking into account the criteria of appropriateness, clarity, coherence and adequacy. Acknowledging the suggestions offered, some of the items were modified and a pilot study was conducted. In the initial stage the questionnaire was revised with the participation of 28 children to determine bias in the interpretation of the sequence of images. In the second stage the questionnaire was administered to students aged 4 and 5.

Results are displayed following the stages of the study. Firstly, the interjudge reliability resulted in the modification of the text of the 10 items, along with the storytelling sequence, both the main story and the ending. Kendall rank correlation coefficient was used to measure interjudge agreement among the experts. Results indicate their opinions were similar (p<.001). For every item an average mark of 3.80 out of 5 was obtained. It was ratified that the instrument was understandable for children aged 3 and 4. Items described perfectly well the pictures. Participants were able to understand the questions and also the pictures with the final choices (inclusive and non-inclusive) The factorial structure of the instrument resulted in three components: i) academic competence; ii) interpersonal relationship; iii) classroom organization. Reliability was calculated by means of Cronbach’s Alpha, which scored 0.676. In conclusion, we can confirm that the questionnaire is a valid and reliable tool to measure children’s attitudes towards inclusion.

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