Abstract: This article presents findings from a participatory research project analysing how initial training for early childhood education professionals is carried out in Cantabria (Spain) in order to address eco-inclusive challenges. It examines the two key dimensions of eco-inclusive justice: interdependence and care, and eco-dependence. It also presents proposals for designing training more appropriate to these challenges. The study, qualitative in nature, is based on the analysis of educational curricula, interviews and focus groups with various professionals of early childhood education. The main results show that eco-dependence has a very limited presence in the curricula of future professionals. In the case of technicians, it is not addressed at all, while in teacher training, it is included from a disciplinary perspective focused on knowledge about the functioning of natural cycles. With regard to interdependence, an imbalance is observed in the teaching of the concept of care. While the future teachers receive little training on how to respond to the concept of care as a right and focus more on didactic content, the educational technicians acquire training oriented towards children's physiological well-being (an 'assistentialist' orientation).
