Chile’s early childhood education, known as “Educación Parvularia,” caters to children from birth until their entry into primary education. This non-compulsory educational stage is structured into several levels:​es.wikipedia.org+3en.wikipedia.org+3es.wikipedia.org+3

• Sala Cuna Menor: For infants aged 85 days to 1 year.​
• Sala Cuna Mayor: For toddlers aged 1 to 2 years.​
• Nivel Medio Menor: For children aged 2 to 3 years.​
• Nivel Medio Mayor: For children aged 3 to 4 years.​en.wikipedia.org+1en.wikipedia.org+1
• Primer Nivel de Transición (Pre-Kinder): For children aged 4 to 5 years.​
• Segundo Nivel de Transición (Kinder): For children aged 5 to 6 years.​

In 2013, a constitutional reform made the “Kinder” level mandatory, serving as a prerequisite for primary education. ​es.wikipedia.org+3en.wikipedia.org+3es.wikipedia.org+3

The Ministry of Education oversees early childhood education, with services provided by various institutions:​

• Junta Nacional de Jardines Infantiles (JUNJI): Established in 1970, JUNJI manages public daycare centers and kindergartens, emphasizing inclusive education that respects individual differences. ​en.wikipedia.org+2es.wikipedia.org+2es.wikipedia.org+2

• Fundación Integra: A private foundation offering early childhood education services, focusing on comprehensive child development.​

• Municipal and Private Institutions: Both subsidized and non-subsidized establishments provide early education, adhering to national educational standards.​

Despite significant public investment—81% of pre-primary education funding comes from public sources, slightly below the OECD average of 83%—enrollment rates have room for improvement. As of 2016, only 20% of children under 3 and 79% of those aged 3 to 5 were enrolled in early childhood education, compared to OECD averages of 33% and 86%, respectively. ​es.wikipedia.org

The student-to-teacher ratio in Chile is relatively high, with 24 children per educator, nearly double the OECD average. However, when considering all adult staff in classrooms (educators and assistants), the ratio aligns with the OECD average of 10 children per staff member. ​es.wikipedia.org

In summary, Chile’s early childhood education system is characterized by a structured approach catering to various developmental stages, significant public investment, and a commitment to inclusivity. However, challenges remain in increasing enrollment rates and improving student-to-teacher ratios to meet international standards.

チリの幼児教育（Educación Parvularia）は、出生から初等教育入学までの子どもを対象とした非義務教育の段階であり、以下のようにいくつかのレベルに分かれています。

• Sala Cuna Menor（サラ・クナ・メノール）：生後85日から1歳までの乳児向け
• Sala Cuna Mayor（サラ・クナ・マヨール）：1歳から2歳までの幼児向け
• Nivel Medio Menor（ニベル・メディオ・メノール）：2歳から3歳までの幼児向け
• Nivel Medio Mayor（ニベル・メディオ・マヨール）：3歳から4歳までの幼児向け
• Primer Nivel de Transición（プレ・キンダー）：4歳から5歳までの幼児向け
• Segundo Nivel de Transición（キンダー）：5歳から6歳までの幼児向け

2013年の憲法改正により、**キンダー（Kinder）**が義務教育となり、初等教育への進学に必要な学年となりました。

チリの幼児教育は**教育省（Ministerio de Educación）**の管轄下にあり、以下の主要な機関によって提供されています：

• Junta Nacional de Jardines Infantiles（JUNJI）（国立幼稚園協会）：1970年に設立され、公立の保育園や幼稚園を運営。個々の違いを尊重したインクルーシブ教育を重視。
• Fundación Integra（インテグラ財団）：包括的な子どもの成長を促す幼児教育サービスを提供する民間財団。
• 自治体および私立機関：補助金付き・非補助の両方の教育機関が、国の教育基準に準拠して幼児教育を提供。

チリ政府は幼児教育への公的投資を積極的に行っており、**幼児教育への財政支出の81%が公的資金によるものです（OECD平均83%に近い）。しかし、就学率には改善の余地があり、2016年時点で3歳未満の就学率はわずか20%、3～5歳の就学率は79%**でした（OECD平均はそれぞれ33%、86%）。

また、チリの教師1人あたりの児童数は24人と比較的多く、OECD平均のほぼ2倍となっています。ただし、補助教員を含めた場合、児童10人に対し職員1人となり、OECD平均とほぼ同じ割合になります。

総じて、チリの幼児教育は発達段階ごとに明確な枠組みを持ち、公的投資やインクルーシブ教育の推進が特徴です。しかし、就学率の向上や教員の負担軽減といった課題が、国際基準に適合するための今後の課題として残っています。

Early childhood education (Educación Inicial) in Argentina is a crucial stage in the national education system, covering children from 45 days old to five years. It is divided into two main levels: Maternal (45 days to 2 years) and Preschool (3 to 5 years). The government prioritizes universal access to preschool education, making it mandatory for children aged 4 and 5.

The Argentine Ministry of Education (Ministerio de Educación) oversees early education policies, emphasizing holistic child development, social inclusion, and equal learning opportunities. The curriculum focuses on play-based learning, emotional and cognitive development, and early literacy and numeracy skills. Schools also integrate cultural, artistic, and physical activities to enhance children’s creativity and social skills.

A key feature of Argentina’s early education system is its public-private structure, where both government-funded and private institutions operate. The state provides financial aid and teacher training to ensure quality standards. Additionally, there is growing support for digital literacy and inclusive education for children with disabilities.