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

Abstract

Abstract: This research study aimed to analyze the relationship between the professional competencies of early childhood educators, their pedagogical vocation, and their ethical training, while considering the guidelines of Ecuador s Prioritized Curriculum and its contribution to the holistic development of young children. To achieve this, a mixed-methods approach descriptive and interpretive in scope was employed, utilizing descriptive, analytical, hermeneutic, synthetic, and statistical methods. Data were collected using the questionnaire Teachers 360°: Vocation, Competencies, and Ethics in Early Childhood Education, administered to ten educators from public and municipal institutions in the Shushufindi canton. The results indicated a favorable level of proficiency in communication, logical-mathematical, socio-emotional, ethical, and innovative skills. Furthermore, a consistent relationship was identified between the participants pedagogical vocation, ethical training, and professional performance. Based on these findings, it is concluded that the integrated development of these components fosters a reflective and inclusive teaching practice one committed to the needs of young children thereby contributing to the enhancement of educational quality and the development of more relevant formative processes.