Resumen

ROBLEDO-CASTRO, Carolina; AMADOR-PINEDA, Luis Hernando  y  NANEZ-RODRIGUEZ, José Julián. Public policies and educational policies for early childhood: Challenges of early childhood educator training. Rev.latinoam.cienc.soc.niñez juv [online]. 2019, vol.17, n.1, pp.169-191. ISSN 1692-715X.  https://doi.org/10.11600/1692715x.17110.

The article presents the results of a completed investigation that was implemented using a qualitative descriptive-interpretative approach. This involved the authors conducting a document analysis, which had the purpose of identifying the challenges that emerge in the training of early childhood educators that are the result of national and international educational policies. A content analysis explored the axial categories of public policies: early childhood and teacher training. As a result of the analysis categories and subcategories emerged in the knowledge expected from early childhood teachers: general knowledge, pedagogical knowledge, didactic knowledge and crosscutting knowledge.

Palabras clave : Government policy; educational policy; early childhood; vocational training; preschool teachers; early childhood education.

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