Objective:

The article focuses on the description and analysis of the Early Childhood Education Curriculum in Chile, specifically, it examines its foundations, curricular organization and learning objectives for the zero-two-year period, and the main guidelines for curriculum development.

Methods:

The reviewing of the curricular document is approached through a qualitative content analysis and from the curricular theoretical perspectives guiding it.

Result:

The findings show the predominance of a practical curricular perspective that emphasizes the participation of different actors in the curriculum process.

Conclusion:

It is noted that the implementation of these guidelines requires the involvement of different actors, the development of deliberative processes and decentralized decision-making, aspects that can be obstructed in contexts where the actors have few opportunities to participate in the school community.

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