To create an inclusion school, we must take into account the attitudes toward disability of the entire educational community, i.e., teachers, families and peers. Specifically, it is essential that this inclusion begins to take place from when the pupils are very young. Therefore, this research carried out a systematic review of the studies that have examined the attitudes toward disability of these three groups in the early childhood education stage, with special emphasis on the methodology used. The results show that teachers and families, in general, reflect positive attitudes, while the children showed less favorable attitudes. The methodology demonstrated a greater preference for quantitative methods in the case of children and teachers, while in families, there is greater heterogeneity. Finally, it can be concluded that the attitudes of families and children in early childhood education are scarcely studied, so more research is needed.