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This book focuses on the constitution of teaching work in Early Childhood Education (ECE), taking as a reference the scenario of ECE articulated to the professional field, linked to the specificities of ECE, in the inseparability of educating and caring, in the context of transformations in the education system and the expansion of ECE provision. The author aims to understand the meanings that emerge from/circulate in the teaching work in early childhood education of nursery assistants and teachers who work with children aged zero to three, when mediated by a training process. It is underpinned by Bakhtinian theoretical-methodological assumptions linked to references for teaching work and training in the field of early childhood education, based on a dialogical configuration of understanding. This work articulates this anchoring with qualitative research using the methodological procedures of participant observation and interviews, with the field of study being the experience of an Early Childhood Education institution. The results showed tensions between continuing education and professional experience, extending to teaching professionals in different functional situations in relation to the pedagogical perspective. Happy reading!