Multivariate study of sociodemographic factors influencing the qualification of early childhood educational agents in Colombia

Abstract

This study focuses on analyzing the profiles of those responsible for early childhood education and their influence on qualification processes, aiming to enhance the understanding of the working and formative conditions of educational agents (EAs) in early childhood education. The research adopts an inclusive educational approach, targeting the initial training of future generations of EAs. A quantitative methodology was employed, involving 1,592 EAs, to identify the profiles that interact directly and indirectly with early childhood (EC) and their relationship with qualification processes, using a multivariate Logit model. The findings reveal that EAs under the age of 27, with at least three years of experience in early childhood education and who work directly with EC children, are more likely to achieve qualifications in this field. However, there is limited participation in virtual training processes, highlighting a low utilization of technological tools associated with ICT by EAs. In the Colombian context, it isessential tounderstand the conceptions, practices, and roles these agents assume as regulators, guides, and promoters of appropriate child development, emphasizing the recognition of children as rights-bearing subjects. In this scenario, the importance of implementing strategies to encourage greater EA participation in virtual training is underscored, maximizing the potential of ICT in early childhood education.