Public policies and educational policies for early childhood: Challenges of early childhood educator training Challenges of infant educator training
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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.
Key words: Government policy, educational policy, early childhood, vocational training, preschool teachers, early childhood education (Unesco Social Science Thesaurus).
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