Colombia currently has binding international commitments in the field of comprehensive care for early childhood. The research proposal that prompted this qualitative analysis aims to reorient the educational perspective in the framework of the Comprehensive Care Policy for Early Childhood that meets the need to coordinate and unify criteria around a comprehensive teacher training route that is consistent with the characteristics and psycho-affective needs of children. This work is based on a preliminary approach to educational agents from three different regions of Colombia, seeking to obtain their personal opinions in response to the question: How has the Pisotón psycho-affective program for education and human development strengthened your pedagogical proposal? The results show the consolidation of the category Intrapersonal Intelligence, which relates to an individual’s ability to identify themselves internally, and thereby gain a broad perspective of their emotional life, feelings and emotions, categorizing and ordering them to interpret and guide their actions.