This article is based on the study reflection from teachers' continuing education who work in an Early Childhood Education Municipal Center. It presents the construction of meaning units supported by theoretical reference integration and interpretation of data at hand. The idea behind meaning units that were constructed is that children are inherently good; children are human beings who live in a fantasy world; children are human beings who learn; and children are human beings capable of development. It was observed that the prevailing mindset among teachers is an idealized, mythical, naturalized and homogeneous perception for both children and childhood, which is conducive to a tense relationship with children as they are. The child as a human being who plays is still the most natural rather than social perception, dissociating from the children concept as the generators of their own unique cultures that need to be taken into account, amplified and given new meaning.
Early Childhood Education; Meaning Units; Continuing Education