Políticas públicas referidas a la primera infancia: una mirada desde la pedagogía

Abstract

In regards to childhood policies, discourses are different to practices. In the first ones, childhood usually appears as a fundamental social priority; in the second ones, it is not uncommon that there are significant contradictions between their preached relevance and the assumed investments and commitments. This article tries to put on the table a set of reflections about the required characteristics and conditions to an appropriate action of childhood policy. The author begins mentioning 11 pedagogical principles that ground the idea of childhood, to be used as a basis for responding to 10 unpostponable challenges of a comprehensive childhood policy.