Abstract
This paper explores the development of an inclusive society in Kazakhstan, emphasizing therole of preschool education as a key mechanism for implementing inclusive policy in practice. Drawingon national policy reforms and humanistic psychological theories, particularly the works of L.S.Vygotsky, K. Rogers, and A. Maslow, the study proposes a model for creating an inclusive preschoolenvironment based on a person-centered approach (TBT). The model prioritizes emotional safety, respectfor individual differences, flexibility in learning pathways, and active participation of each child in grouplife. The research highlights the importance of teacher competence, structured environmental design, andfamily partnership as mediating factors that strengthen inclusive practice. Diagnostic indicators andassessment tools are suggested to measure inclusivity, psychological well-being, andsocial competenceamong preschool children. Overall, the study offers a systematic framework for enhancing inclusivepractices in early childhood education within the Kazakhstani context.