Every day the importance of evaluating child development is more evident and having preschool teachers trained in this subject could represent a great benefit for the teaching-learning process. Hence, it is extremely important to determine if the subject growth and development, which is taught in the Bachelor of Preschool Education, presents content aimed at student training in this area. The main objective of the research was to analyze the programs of the subject of growth and development I and II, through six (6) indicators aimed at identifying the presence or absence of training content in child development assessment. The methodology used three (3) survey-type questionnaires, applied to twelve (12) university professors from the Faculty of Education Sciences who teach the subjects of curriculum and growth and development I and II; thirty-two (32) students of the bachelor’s degree in Preschool Education; and forty-two (42) practicing preschool teachers, in the Ministry of Education, Province of Veraguas. The collection, tabulation and analysis of the data obtained allowed a triangulation between the results and in turn, through the application of the Likert-type scaling the affirmation of the research hypothesis HI that stated that: The Programs of the Subject of Growth and Development I and II do not present content aimed at training the participant in Child Development Assessment. Thus, 75% of the respondents considered that the growth and development programs I and II do not present consonant contents for the training of the participant in terms of the subject matter analyzed, thus affirming the HI hypothesis. The central recommendation was to add a new learning module to the Growth and Development II subject program, which incorporates contents related to the evaluation of child development, so that the Graduate does not lack this important training.
