Public policies and educational policies for early childhood: Challenges of early childhood educator training

Abstract

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.