Teachers as Policy Makers: the Case of Socio - Educative Centres in Andalusia

The teacher is an attachment figure and is the curriculum with children from birth to three years old. Literature is reviewed about the nature of desirable practices with infant and toddlers; based on interaction amongst early childhood school, families and community, mainly around the concept of integrated services. In the case of Andalusia model of early childhood education, some contradictions are arising out of the antagonisms both by institutional model as well as teacher profile. The contradictions shall be analysed from two points of view. Firstly, childhood development theory adopted by Andalusia government; and , secondly, data analysis, offer a soft integration of a diversity of education, social and health services aimed to prevent education inequalities, in a context of social and economic deprivation. These dichotomies are especially evident in the spread of responsibilities for early childhood across services of health family and community on the one hand and services of education on the other hand.The problem is that teachers cannot make decisions to accomplish their role as policy curriculum makers. In this context, teachers are "enclosed" in the classroom, so their actions outside of school are undermine by institutional barriers of no integration amongst social, educational, and health services towards compatible objectives.