This research explores how undergraduate programmes in early childhood education in Chile have contributed to the construction of a knowledge base relevant to the profession. As a descriptive multiple case study; it analyses the evolution of the plans of study in five programmes; between 1981 and 2015. Relying on major theoretical perspectives on professionalism; the analysis emphasizes the attributes of the knowledge base of professionalism; and the role of universities in constructing and transmitting the professions’ knowledge base. Findings show that undergraduate preparation has gone through three phases involving different conceptualizations on early childhood teachers: technical (1944-1967); teaching specialty (1968-1998); and profession (1999-2015). Furthermore; the five cases have not been able to construct a theoretically solid knowledge base. Nor have they been able to decisively incorporate three largely agreed-upon elements of their identity knowledge; or to satisfactorily resolve tensions regarding their own knowledge base. Remarkably; different theoretical perspectives on professionalism point in the same direction. This research concludes that the five cases have had little influence on constructing their own knowledge base. Thus; the evolution of their plans of study has been similar to a process of professionalization driven “from above” being the Ministry of Education the leading actor.
