This article sought to investigate the influence of the training of Brazilian teachers working in early childhood education classes, in the contours on which the processes of evaluation and pedagogical documentation are designed. It is considered that the way teachers carry out assessments of children's development and learning, reveal their conceptions about childhood and are influenced by subjective questions related to their life experiences and values. Points relating to difficulties in teacher training, initial and continuing, are also discussed, linked to the construction of a professional identity aimed at meeting the specificities and singularities inherent to work in early childhood. This is a bibliographical research, referenced in the systematic review of scientific productions that deal with the themes: teacher training, evaluation of learning and development in early childhood education, based on the analysis of titles, keywords and abstracts in the Scielo database, published from 2018 to 2022.