This article is part of the research: The Knowledge of the Experience in Early Childhood Education in Bogota: A Reconstruction from The Teachers’ Pedagogical Stories, whose objective is to identify the knowledge of the experience built by a group of women teachers from two official institutions during the last decades. In this perspective, the article presents an overview of the 1980s and 1990s in relation to the governmental guidelines for early childhood education and their connection with the pedagogical practices of the women teachers. For this purpose, a review and thematization of documents was carried out which included guidelines of the Colombian Institute of Family Welfare and the Ministry of National Education, education policies, as well as government plans of the aforementioned period. Based on this, a path was built that draws the transitions of early childhood education towards its positioning in the public debate. This enables to identify the tensions, challenges and pending commitments with early childhood and their women teachers in Colombia, specifically, regarding their professional status, the identity of their practices, as well as the sense and meanings of early childhood education.