Early Childhood Section

In the Early Childhood Section of our School we design our student’s learning experience based on their interests. We commit to exploring concepts that are meaningful and true to them, which is why our time management with them is flexible, organic, and in sync with their own rhythm and pace.

Learning Experiences

Our students participate in activities that involve teachers working with them, in a collaborative process of building meaning out of their surroundings. These interactions between teacher and students allows us to achieve strong bonds and meaningful learning experiences.


Our staff’s assessment of our students is an opportunity to reflect with them about their learning and progress. This process is enriched by our teacher’s constant observation and the detailed pedagogical documentation they keep of each one of our children’s journey through knowledge.


Games are an essential element for the cognitive, social, emotional, physical and cerebral development of young children. It is also a way of constructing meaning in a social context.

At CCB we like for our students to have fun playing games as downtime as well as using the game experience as a tool for learning and teaching. Through game-based activities our students acquire lasting knowledge, develop various skills, and stimulate their thinking. We document our student’s playtime because we see it as feedback or proof of their ever expanding knowledge, skills and attitudes.


We understand the important role the environment plays in children’s learning as well as the importance of the sense of stewardship that they develop naturally with respect to their environment.

  • We carefully plan out and modify the learning environment frequently, making the most of all the materials as well as the spaces we have at hand in School.
  • We design, manage and transform the child’s learning environment as a way to fix and strengthen children’s learning.
  • We document children’s interactions with their environment as part of the learning environment.


We believe that children learn through shared relationships, and that is why we encourage the participation of the entire learning community in this process.

  • We favor children’s relationships and connections with home and family, favoring children’s inquiries.
  • We explore the environment collaboratively with children and the grown ups that have made an impact in their lives.
  • We value the complexity of children’s relationships, and how they contribute to their learning.