ABSTRACT In Latin America the development of early childhood education has been uneven and mixed. In some countries, the public education system includes kindergartens (for 4 to 6 year olds), early childhood schools (for children from birth to 5/6), nurseries (from birth to 3) schools and/or playschools. Working days vary in length, with daytime and late-afternoon shifts. This paper aims to analyze a range of factors, including: the role of the State in ensuring the right to education, as provider and/or as a regulatory body; the role of social and political actors; gender issues; how children and childhood are understood in each society; current laws and whether they are enforced. In Argentina, during periods of deep economic crises, such as that of the late 90s which is being traumatically repeated today, there is an infantilization of poverty. This means most of the poor are children, and most children are poor. Describing the limits and possibilities of early education in Argentina today, within a Latin American perspective, presents the political and pedagogical challenge of thinking about the present while also imagining possible changes in the relationships between childhood, equality and education; not just as a rhetorical exercise, but as an investment in the future.

中文翻译：

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从拉丁美洲的角度看阿根廷的第一次儿童教育

摘要 在拉丁美洲，幼儿教育的发展是不平衡和混合的。在一些国家，公共教育系统包括幼儿园（4 至 6 岁）、幼儿学校（出生至 5/6 岁的儿童）、托儿所（出生至 3 岁）学校和/或游戏学校。工作日长短不一，有白天班次和下午班次。本文件旨在分析一系列因素，包括： 国家作为提供者和/或监管机构在确保受教育权方面的作用；社会和政治行为者的作用；性别问题; 每个社会如何理解儿童和童年；现行法律以及它们是否得到执行。在阿根廷，在严重的经济危机期间，例如今天重演的 90 年代末的经济危机，贫困正在婴儿化。这意味着大多数穷人是儿童，而大多数儿童是穷人。从拉丁美洲的角度描述当今阿根廷早期教育的局限性和可能性，提出了思考当下的政治和教学挑战，同时也想象童年、平等和教育之间关系的可能变化；不仅仅是一种修辞手法，而是一种对未来的投资。