What implications does the new paradigm of Early Attention have in the professional practice of the Early Childhood Education Teacher in Spain?

Abstract

Studies on Early Attention (EA), in terms of significant changes linked to the concept, methodology and population served, in the two decades that it has undergone study are reviewed. The implications/repercussions that the new paradigm generates, with respect to the objectives and content proposed in the curricula of the subject Fundamentals of Early Care (area evolutionary psychology and education) in the Spanish Universities, specifically at the University of Valladolid, are presented. and, to the conceptual and methodological changes that will directly influence the way teaching professionals work in Early Childhood Education.