Early Years School CPV Agustinas
Tiny, Playgroup, Prekínder y Kínder
En Santiago, Centro
Our early years school provides positive early experiences to begin schooling with autonomy, self-regulation and moral development.
Why is it important for children to begin their school experience in early childhood?
- They have their first favourable introductions to schooling.
- Cognitive development and academic skills through the Curricular Bases (MINEDUC).
- Development of social and emotional skills in interaction with other students.
- Development language and communication.
- Early identification of special needs.
- Promotion of routine and discipline.
Objectives of this stage
- Autonomy
- Self-Regulation and Moral Development
- Formal Start of Schooling
- Social development
- Learning
Kindergarten education with total immersion in English
Our preschool education with total immersion in English language teaching promotes communicative skills in a second language. A skill that will allow our students to successfully face a globalized world.
After School
Extra-programmatic activities in an extended day After School provides our students with an enriching and safe space outside of regular class hours, where they can continue learning and exploring new interests. The activities promote their motor, linguistic, social skills, problem solving and enhance their creativity.
For students from Playgroup to 2nd Grade, with extended hours until 6:30 p.m.
Each afternoon the development of some skill is stimulated.
- Dance & Games
- Role Playing & Story Telling
- Science & Nature
- Sports & Movement
- Arts & Crafts
See details of activities
Tiny:
Requirements
2 years completed by 31 March 2026
Unique day
Flexible Mode
Playgroup:
Requirements
3 years completed as of March 31, 2026
AM Session
Pre-Kindergarten:
Requirements
4 years completed as of March 31, 2026
AM Session
Kinder:
Requirements
5 years completed as of March 31, 2026
AM Session
Early Years Safe Spaces
- Formation of the Training and Coexistence team
- Adaptation process
- Referrals to psychology/psycho-pedagogy
- School-family work
- Coordination of external specialists
- Schools for parents
- Teacher training
- School Coexistence