This research thesis exposes the development of the research that I carried out with 3 early childhood teachers within the framework of the Master in Education of the National University, in the line of Communication, language and early childhood. The objective was to investigate, characterize and reflect on the beliefs that 3 teachers have about their role in the moral development of their students. This project was developed within the framework of the teaching thinking paradigm, and also made special emphasis on the use of qualitative methodology, particularly the biographical-narrative method. Throughout the work, it is supported why this research method makes it possible to understand the structuring of beliefs from meaningful experiences in contexts lived by the teachers that, in addition, can be shared through the story. The observation of the practice and the exploratory and in-depth interviews allowed to visualize and understand why the teachers lead certain experiences related to the moral development of their students. Question that invited them to reflect on their practices in the classroom.