Competencias profesionales en la Educación Inicial y su vínculo con la vocación y la formación ética

Abstract

Abstract: This research analyzed the relationship between professional competencies, teaching vocation, and ethical training among Early Childhood Education professionals within the context of Ecuador s prioritized curriculum, with the purpose of designing an innovative pedagogical proposal for the classroom. The study was conducted using a mixed approach, qualitative and quantitative, with a descriptive and analytical scope, employing observation and surveys as data collection techniques. The population consisted of 10 teachers from public and private educational institutions offering Early Childhood Education and Preparatory Education in Santo Domingo. The results showed high levels across the evaluated dimensions, highlighting socio-emotional skills (99.8%), teaching vocation and personal development (99.7%), ethical training (99.7%), communication skills (99.5%), pedagogical and didactic innovation (98.3%), and logical-mathematical skills (96.8%). Digital skills obtained the lowest percentage (90.4%), identifying the need to strengthen them through training and technological integration. Based on the diagnostic results, the proposal Physical-Digital Apron: Discovering Words and Numbers was designed, based on playful activities using manipulable materials and QR codes, aimed at promoting innovative teaching practices and dynamic learning environments.