This paper reflects on the education and activities of teachers for young children according to social and institutional requirements. The methodology that was employed favored the qualitative paradigm using techniques such as interview and focus group. The conclusions showed that the there was a lack of theoretical and practical principles in the professionals that work with very young children; as a result, companies that hire them, need to work on these difficulties through permanent in-service courses for the teaching agents, which shows the disarticulation between the academy and the requirements of the labor market. There is likewise, within the teaching agents the awareness of the importance of games and ludic as dynamic element in the learning processes which requires that family and community take part. © Revista Colombiana de Ciencias Sociales.