Considering the increase in the number of children with developmental difficulties included in early childhood education programs there is a need for targeted design of the curriculum and learning spaces that facilitate the participation of all children, regardless of their abilities and needs. This study aims to investigate the Universal design for learning framework in early childhood education and analyze the possibilities of its application to promote inclusion. Key factors that enable or hinder the application of Universal design for learning are also considered. Three research questions were proposed. To answer this questions systematic review was conducted in seven different databases (foreign and domestic) allowing the extraction and the analysis of 24 studies, review and research papers regarding the application of Universal design for learning in early childhood education.The search was conducted between June 2023 and May 2024. The general conclusion of this study is that Universal design for learning is a valuable tool for proactive planning and creating accessible tools and lessons, but there is a need for further education and professional practice development programs for early childhood teachers in order to obtain more knowledge of the principles of Universal design for learning. Another significant limitation for the application of Universal design for learning is the lack of empirical research in early childhood education regarding educational and developmental outcomes of children as well as professional collaboration and reflective practice of early childhood teachers. In relation to other countries included in the analysis (especially USA), in Croatia implementation of Universal design for learning has recently begun at the initial level of early childhood teacher education, while its inherent presence is seen in the contemporary inclusive practice of kindergartens through the design of learning spaces and educational environments, but without conscious application. Therefore, the introduction of innovative pedagogies such as Universal design for learning are considered crucial in further development and improvement of inclusive practice in Croatia.