This article presents the results of an investigation carried out in Chile within the framework of a national project, whose purpose was to identify and characterize the epistemological notions of early childhood educators in initial training about the resolution of scientific school problems. With an intentional sample of 70 subjects, the application of a specially designed questionnaire and the professional mediation of teacher reflection workshops, it was possible to show that dogmatic and moderate rationalist representations about scientific problem solving coexist in the participants, which is evidenced in two clearly characterized epistemological profiles. Such epistemological representations refer to aspects of inestimable value for the professional development and scientific thinking of early childhood teachers.