La maestra de primera infancia como sujeto de cuidado: estrategia de apoyo y bienestar docente en la educación preescolar en el jardín infantil Little Kids Kindergarten de Zipaquirá, Cundinamarca.

Abstract

This research analyzes the role of early childhood teachers as subjects of care within the educational context, recognizing that their emotional, professional, and relational well-being directly influences the quality of the pedagogical and affective environments developed in early childhood education. The study emerged from the need to reflect on the conditions of care, support, and recognition received by teachers within the Little Kids Kindergarten preschool, located in Zipaquirá, Cundinamarca. The research was developed through a qualitative approach under a descriptive– interpretative case study design. Data collection techniques included non-participant observation, semi-structured interviews, and focus groups, allowing an in-depth understanding of the experiences, perceptions, and relational dynamics among teachers, families, and school administrators. The findings revealed that teacher well-being is closely related to emotional, institutional, and labor factors, as well as to the practices of recognition and support present within the educational community. Likewise, it was identified that care toward teachers still depends largely on individual efforts rather than on structured institutional strategies. As a result, a pedagogical proposal was designed to strengthen the well-being and integral care of early childhood teachers, recognizing that caring for those who care is an essential condition for the construction of more humane, ethical, and affective educational environments.