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

Abstract

Abstract: This study analyzed the relationship between the professional competencies of early childhood educators, their teaching vocation, and ethical training within the framework of Ecuador s Prioritized Curriculum, with the aim of supporting and guiding the design of an innovative pedagogical approach relevant to the classroom. It was conducted using a mixed-methods approach, integrating quantitative and qualitative procedures that allowed for an understanding of both teaching competencies and the motivations that shape the vocation of early childhood education professionals. Furthermore, the methodological design combined descriptive and inferential statistical analysis with the qualitative interpretation of data obtained from a sample of early childhood education teachers. As an instrument for data collection, the ad hoc survey Teachers 360: competencies, vocation, and ethics was administered, structured around dimensions related to communication, logical-mathematical, digital, and socio-emotional skills, personal and professional development, and pedagogical innovation. The results highlighted the importance of strengthening communication and logical-mathematical skills as essential competencies to foster educational interaction, reasoning, and the construction of meaningful learning in early childhood.