Madrid, Spain’s capital, reflects the country’s structured and increasingly accessible approach to early childhood education. Spain divides early education (“Educación Infantil”) into two stages: 0–3 years (first cycle) and 3–6 years (second cycle) ([Reference 1]). While the first cycle is optional and often fee-based, the second cycle is free and universally available ([Reference 2]).
In Madrid, public preschools (“escuelas infantiles”) and pre-primary classrooms attached to primary schools offer structured programs focusing on emotional development, language acquisition, and early mathematical reasoning, following the national curriculum under the “Ley Orgánica de Educación” (LOE/LOMLOE) ([Reference 3]).
Bilingual education (Spanish-English) is strongly promoted through the “Bilingual Education Program” implemented across many public schools. Additionally, special support is available for children with developmental needs, ensuring inclusive education.
As a kindergarten director, I find Madrid’s combination of structured early learning, linguistic immersion, and support for diverse learners to be a thoughtful and forward-looking model for early childhood education.

References:

• [1] Spanish Ministry of Education and Vocational Training: Overview of Early Childhood Education (Educación Infantil)

• [2] Comunidad de Madrid: Free Access to 2nd Cycle of Educación Infantil

• [3] Organic Law of Education (LOE/LOMLOE), Spanish Education Legal Framework

スペインの首都マドリードは、同国の整った、そして年々アクセスが広がる幼児教育制度を象徴しています。スペインでは、幼児教育（Educación Infantil）が0～3歳（第1サイクル）と3～6歳（第2サイクル）に区分されています。
第1サイクルは任意であり有料の場合が多いですが、第2サイクルは全国で無償提供され、すべての子どもが利用可能です。
マドリードでは、公立幼稚園（Escuelas Infantiles）や小学校附属の保育クラスで、情緒発達、言語習得、初期的な数学的思考に焦点を当てたカリキュラムが展開されており、すべて「教育基本法（LOE/LOMLOE）」に準拠しています。
また、多くの公立校では「バイリンガル教育プログラム」によりスペイン語と英語の二言語教育が推進されており、発達支援が必要な子ども向けの包括的支援体制も整備されています。
マドリードの、体系だった早期教育、言語イマージョン、そして多様性への配慮を兼ね備えた教育モデルは、これからの幼児教育における大きな示唆を与えてくれます。

Toulouse, a vibrant city in southwestern France, combines France’s structured national early childhood education framework with a strong regional identity. As in all of France, children generally begin “école maternelle” at age three under the national curriculum ([Reference 1]), focusing on language, social skills, creativity, and early cognitive development.
Given Toulouse’s cultural richness and Occitan heritage, there is significant local promotion of bilingual education, notably French-Occitan programs ([Reference 2]). This reinforces linguistic diversity from an early age and nurtures a strong sense of regional identity alongside national cohesion.
Toulouse also participates actively in national educational priority initiatives, such as the “REP+” networks ([Reference 3]), to address educational inequalities, particularly in socioeconomically disadvantaged districts.
Moreover, Toulouse’s municipal government invests heavily in modernizing preschool infrastructure, creating child-centered, environmentally sustainable learning spaces.
As a kindergarten director, I find Toulouse’s blending of academic rigor, cultural preservation, and innovative educational environments a compelling example of how early education can honor tradition while embracing the future.

References:

• [1] French Ministry of Education: National Curriculum for École Maternelle

• [2] Occitan Language Promotion Initiatives, Toulouse City Council

• [3] REP+ Priority Education Networks, French Ministry of Education