Posada Giraldo, Diana María2018-08-162018-08-162017Revista EN–Clave Social Vol. 6 N. 12256-3911http://hdl.handle.net/10567/2031In Colombia, according to information offered by SNIES (National Information System on Higher Education), there are currently around 64 Bachelor Programs (including the programs offered by extension) dedicated to the training of teachers for children, under a plurality of denominations that correspond to the degrees that they award. Child Pedagogy is one of them. It has been 18 years since this way of naming was offered as an alternative along with that of Preschool Education, by Decree 272 of 1998; today, when by another Decree, 2450 of 2015 and Resolution 02041, 2016, Child Pedagogy as a degree is about to disappear, and instead the degree in Early Childhood Education as a unified denomination has been proposed. There are not systematic reflections in the country about what Child Pedagogy covers. This article is developed from three sections: the first presents the panorama of teacher training programs for children in relation to the denominations, the types of institutions and the scenarios of the national geography where they are offered. The second presents a brief tour of the ministerial dispositions referring to the changes in the denomination, and the last one tries to show what under the name of Child Pedagogy is understood in the Colombian context, from the analysis of four texts produced by professors assigned to the Teacher Training Program, as it is called, offered by Universidad de Antioquia, in the line of reflection that has been installed on itself since its creation in 2000, supplemented by two more texts produced by Francisco José de Caldas District University.esCorporación Universitaria LasallistaFacultad de Ciencias Sociales y EducaciónPedagogía infantilFormación de docentesEducación infantilEducación preescolarArticle