Review of the development of the official national curriculums for Early Childhood in Latin America and its relationships with public policies

Abstract

This article aims to highlight the importance of official national curricula in relation to their contribution to the quality of early childhood programs. This is because they guide not only in terms of objectives and forms of planning, which is usual, but also shed light on the educational approaches that they entail and the foundations or theoretical frameworks that they consider. At the same time, as every curriculum is a cultural selection in its essence, they also allow visualizing what are the decisions of content in this regard. In this way, a review of the development that these instruments have had over time, their approaches, foundations and main contents is made, which in their vast majority correspond to an orientation of modern pedagogy, being still few those that address more current constructions of postmodern type. For this reason, it is suggested to open up more to these more integrating criteria, and in terms of content, assume those that derive from the requirements of the complex current post-pandemic times, which aim at socio-emotional development, value formation, holistic well-being, to the objectives of the 2030 Agenda on sustainable development, to gender and intercultural issues, among others, without losing sight of the child as a subject of rights and their learning.