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

Abstract

Abstract: This thesis aims to analyze the relationship between the professional competencies of early childhood educators, their teaching vocation, and their ethical training, within the framework of Ecuador s Prioritized Curriculum, to support and guide the design of an innovative pedagogical proposal relevant to the classroom. The research employs a quantitative approach and a non-experimental, cross-sectional design. The population consists of 10 early childhood educators. Data was collected using the Teachers 360°: Competencies, Vocation, and Ethics in Early Childhood Education questionnaire to assess competencies in the following dimensions: communication, logical-mathematical reasoning, digital literacy, socio-emotional development, personal development and ethical training, and pedagogical and didactic innovation. The results confirm that vocation and ethics are not isolated dimensions, but rather complementary ones. Furthermore, the findings in communication, logical-mathematical, socio-emotional and specially the digital dimension highlight the importance of structured proposals, such as the Interactive Learning Apron, which consolidate pedagogical innovation to strengthen teaching competencies and thus impact the holistic development of students.