El ingreso de los bebés a espacios educativos formales los instala en un contexto distinto a su hogar, debido a la presencia de otras personas, elementos y dinámicas. El artículo presenta parte de los hallazgos de una investigación que explora los intercambios en torno a la crianza de bebés de cinco a catorce meses entre las familias y un centro educativo. Se describen las prácticas de crianza de los diferentes contextos, los intercambios que se generan en torno a estas y su introducción en el currículum. Se observa que las prácticas en la sala cuna se orientan desde un enfoque de derechos, enfatizan actividades con fines pedagógicos y fomentan un buen trato hacia el bebé. En el contexto familiar, se da preferencia al contacto afectivo con los bebés. La inclusión de saberes sobre la crianza en la propuesta curricular es aún incipiente.

Infant entrance to formal education spaces installs them in a different context, with new people, things and dynamic. The article reports part of a study who explores the exchange about child rearing practices between families and a day care center. Child rearing practices of different contexts, the exchanges that take place about this and how is gathered in the curriculum are described. It is noted that infant - toddler classroom practices are based on rights approach, activities are emphasized by pedagogic purposes and a good treatment to the child is improved. In the familiar context, affective contact with infants is prioritized. The incorporation of knowledge concerning rearing practices in the proposal curriculum is still incipient.

Infant entrance to formal education spaces installs them in a different context, with new people, things and dynamic. The article reports part of a study who explores the exchange about child rearing practices between families and a day care center. Child rearing practices of different contexts, the exchanges that take place about this and how is gathered in the curriculum are described. It is noted that infant - toddler classroom practices are based on rights approach, activities are emphasized by pedagogic purposes and a good treatment to the child is improved. In the familiar context, affective contact with infants is prioritized. The incorporation of knowledge concerning rearing practices in the proposal curriculum is still incipient.