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This article states a reflection, with a prospective view, about the elements that mark the relationship between early childhood educator training and current professional demands. Thus, in the light of literature review in different databases such as: Redalyc, ProQuest, Google Scholar, in addition to research, magazine articles, book chapters and government documents, it was consulted information about the 21st century, Early Childhood Education Policies, Inclusive Education, Educational Management, Training Ethics, Prospective and Education. After the process of consulting and analyzing the literature, it is concluded that there is a need to generate training spaces in which public policies in childhood, inclusion and education management converge, in order to respond assertively, from the pedagogical field, to the training demands of educators who build new worlds anticipating future needs. That is why, the formative process of early childhood teachers must promote the thinking, feeling and work of the professional to impact his/her contexts, becoming a project leader and a transformer agent. [ABSTRACT FROM AUTHOR]