Trayectorias históricas y transformaciones pedagógicas de la atención a la primera infancia, reconociendo sus principales desafíos, ¿a partir de una revisión documental entre el año 2016 y 2025 en el departamento de Boyacá?.

Abstract

This research analyzes the historical trajectory and pedagogical transformations of early childhood care in the Department of Boyacá during the 2016–2025 period. Its central purpose is to identify the progress, challenges, and pedagogical practices that have emerged from the implementation of Law 1804 of 2016, which established the State Policy “From Zero to Forever.” The methodology applied corresponds to a documentary study, based on the review and critical analysis of regulatory frameworks, institutional reports, and academic sources. The results reveal a significant evolution in the conception of early childhood education, moving from an assistentialist approach to an integral and participatory model focused on children’s

development. Pedagogical influences such as María Montessori and Loris Malaguzzi’s Reggio Emilia approach stand out, as well as teacher training and the articulation between school, family, and community. However, territorial and social gaps persist, affecting equity and quality, particularly in rural areas. The study concludes that early childhood care in Boyacá is advancing toward a situated, playful, and rights-based pedagogy, but still requires stronger interinstitutional coordination to ensure sustainability and contextual relevance.