Abstract

The following article is a qualitative study that identifies the types of sources accessed by early childhood educators in their search for information to guide their pedagogical decisions regarding classroom problems. Previous study was centered on the understanding that teaching is a demanding and complex exercise, exposed to multiple problems, where the sources of information used by the educators can be a way to understand the ways in which they inform themselves when facing unexpected problems. The research is based on the interpretative-comprehensive paradigm, with a qualitative methodology, which included 22 semi-structured interviews with practicing kindergarten educators, with a minimum of one year of experience in the Maule Region, Chile. The findings of the study indicate that non-written sources such as other professionals, colleagues and family were the most reported by the participants as sources of information to help them understand their classroom problems, emphasizing that the relationship with others is fundamental, highlighting the importance of interdisciplinary work and recognizing their professional limits. © Journal of Curriculum and Teaching..All rights reserved