Summary The advances in research in psychology and neurosciences have shown that the first two years of life are a critical period for brain development, and the lack of stimulating experiences leads to deficits in the physical, cognitive and especially emotional health of babies. For this reason, it is essential to create intentional pedagogical bodies that take care of boys and girls aged 0-2 through quality parvulary education. However, it requires competent and well-trained professionals and paraprofessionals (assistants or technicians), whose preparation and learning opportunities are aligned with the roles and responsibilities they have to fulfil in their professional performance. The aim of this study was to explore, through interviews with its protagonists and literature reviews, the roles and responsibilities that technicians at cradle room level in Chile fulfil and to compare these results with an analysis of curricula and curriculum bases for technical training in parenthood education. There were both conversions and discrepancies between the declared responsibilities and the documents analysed, which made it possible to generate some recommendations for initial and political training at the level.