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The aeioTU Educational Experience is a pedagogical curriculum developed to promote children to be creative and competent citizens of society

aeioTU Educational Experience

location_on Colombia
The aeioTU Educational Experience is an innovative pedagogical curriculum aiming to develop the full potential of children under five, so that they can develop the skills necessary to change the course of their lives. Inspired by the Reggio Emilia Approach, its center is the child and the learning process through art and play. It has measurable results and promotes community transformation.
Ellen Frede, Senior Co-director, National Institute for Early Education Research
The aeioTU Curriculum is an enormous contribution to early learning that, to my knowledge, does not exist anywhere else in the region. It is truly a resource for the world

Ellen Frede, Senior Co-director, National Institute for Early Education Research


HundrED has selected this innovation to

21st Century Skills in Latin America and the Caribbean

Key figures

Innovation Overview

Target Group
228 667
1 408
Updated on July 15th, 2022
about the innovation

A Better Early Childhood, a Better Colombia

The problem

In Colombia 50% of children under five do not receive comprehensive quality care. Therefore, they do not develop the necessary skills to change the course of their lives. 

What we do?

aeioTU provides high quality Early Childhood Development (ECD) services at aeioTU centers and accompanies other ECD centers and educators to improve their knowledge and experience. Furthermore, we mobilize multisectoral groups to diagnose and prioritize strategies for ECD.

Why we do it?

We want to increase quality in ECD services in Colombia, promoting new generations with better development and social commitment, and thus transforming our communities through the empowerment of its children.

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We do it ourselves 

  • We operate 22 early childhood educational centers in 12 cities and municipalities from Colombia.
  • Our Educational Experience promotes children development
  • Our children are competent, creative, constructive citizens of society.
  • Our educational centers adapt to their context in rural and urban areas, with diverse infrastructures and in different operations, such as aeioTU at home or the center-based program

We have two types of aeioTU centers:

1. Social impact centers

2. Private Centers

Our inspiration 

The aeioTU Educational Experience is characterized by the accompanying of the children in order to find the meaning of life in a natural and joyful manner. aeioTU is inspired on Reggio Emilia, an education philosophy that considers the child as the active main character of his/her own learning. The Reggio Emilia philosophy is recommended by the European Union and the University of Harvard and is recognized by UNESCO as the best pedagogy in the world for early childhood.

Our commitment is to develop the full potential of every child. We believe in our children. We take care and educate them in spaces especially designed by us to maximize their learning. Based on our experience and knowledge, we developed a curriculum cartography that empowers the teacher with pedagogical instruments designed to potentiate the learning of each child. This curriculum has been nominated to the WISE award that recognizes innovative projects that can generate a great impact in global education.

We see the educational philosophy of Reggio Emilia as an inspiration and not as a model to copy. We recognize the particularities of our context, our communities and their diversity of ideologies, cultures, religions and idiosyncrasies; updating the concepts and translating them in accordance with our country´s peculiarities.

Children as protagonists of their growth processes: they are seen as unique, strong beings, with their own identity, full of rights and potential; valuable members of the community, builders of knowledge, wanting to explore the world through their senses and perceptions, using creativity and curiosity as tools and vehicles of possibilities and experiences.

Environment, spaces and relationships: the organization and design of the environment within the centers have a very important role as they are arranged in a way that enables and invites exploration, play, amazement and research. They are modified to take shape as the projects or learning processes are configured, providing new meaning and value to them.

The hundred languages ​​of children: the diversity of languages ​​and codes used by children to express what they feel, perceive and think is valued. It is in this way, in the constant comings and goings in which verbal and non-verbal languages ​​intersect, they make infinite connections demonstrating their extraordinary potential.

The educational documentation: it is the means by which the learning and the construction of the knowledge that are developed in the classrooms and in each one of the spaces are made visible; it is the systematization of the advances, anecdotes and achievements of children.

Educational research: is seen as an active factor of learning and an essential element in the daily experiences of children and adults, allowing them to better understand processes and make knowledge more complex by becoming visible through documentation.

Listening: enables permanent dialogues between children, adults and the environment. Listening favors reflection and sensitivity.

Participation: means in which all members of the educational project interact, allowing them to recognize and value the particularities of everyone in the midst of diversity and multiculturalism; essential elements for the construction of a sense of community and democracy.

The organization: refers to the shared responsibilities -from the pedagogical to the administrative- guaranteing the stability of the children, the service offered and the evidence of the educational project of Reggio Emilia.

Vocational training: aimed at educators as facilitators of learning and sociocultural mediators. Moving forward in vocational training allows us to construct new meanings for education. In addition, it promotes reflection and the generation of deep processes of analysis on its praxis.

Progettazione (design): this principle has to do with the design or strategy of union and interrelation of children's interests, the stimuli provided by the environment and materials, concepts, theories and hypotheses, ideas and questions that arise from said cross-linking. These become the means that enables thought, accepting error as learning, uncertainty and doubt that allows constant evolution.

Evaluation: relates to the continuous reflection of processes, children´s learning, professional development, organization, educational research and service quality . It helps to analyze each element, reconfigure it, transform it, return to it and create new ways and ways of doing.

Learning as a process of subjective and group construction: from the relationships with the environment, peers and adults, children build meanings, concepts and realities that allow them to understand the world around them.

Recent update:

On May 4th we have launch our digital strategy Aprendiendo, which is a free digital platform created by aeioTU with the objective of sharing its pedagogical model know how on experience through an array of digital content. Link:


HundrED Academy Review

It is not that common to find this kind of innovation here in Latin America. They are making a long-life investment by working with early learning.

- HundrED Academy Member

The scalability over the last 12 years has been remarkable and the children will have a much greater chance of development due to the programme.

- HundrED Academy Member
Growth in country is impressive. It has reached scale through developing a strong network, investment in training & cataloging pedagogical approaches & sharing of knowledge & skills. Supporting local leaders appears an effective approach to improving quality & is critical to embedding/sustaining practice. Operating model could be effectively implemented in other countries incrementally.
Academy review results
High Impact
Low Scalability
High Impact
High Scalability
Low Impact
Low Scalability
Low Impact
High Scalability
Read more about our selection process

Achievements & Awards

June 2021
21st Century Skills in Latin America and the Caribbean
January 2018
We developed the aeioTU Network and the first member Corpoayapel start operation in Ayapel, Córdoba
December 2017
Our educational centers grew to 30, completing an installed capacity to serve 14.350 children
December 2017
Design of the Pedagogical tools Catalog
December 2016
We start to deliver our knowledge to others through accompaniment and training services
December 2016
Our operation reached 29 early childhood centers for 13.651 children
December 2015
Our operation reached 13.007 children in 27 centers.
December 2015
We obtained the ISO 9001 certification and launched the ConecTU monitoring software
December 2014
We develop ConecTU software toensure adequate observation to children´s development and competencies
December 2013
Design of an aeioTU prototype to define guidelines for children spaces of the Educational Experience
December 2013
The first results of the Logitudinal Study demostrate that aeioTU close the development gap
January 2013
We start to implement our family modality "aeioTU at home" reaching 3050 more children
December 2012
Develop of an operational model of comprehensive care from pregnancy to 5 years - "aeioTU at Home"
December 2012
We developed our Educational Experience through aeioTU´s Curricular Cartography
December 2010
To promote learning through other languages, we develop classrooms and sensory areas
December 2010
Our operation grow up to 7 centers and 1598 children
July 2010
Start of the Longitudinal Study of our Educational Experience by NIEER Ins. and Los Andes University
December 2009
We started to operate our first four centers for 855 children
December 2008
Beggining of direct operation in Bogotá, Nogal aeioTU subsidizing Center

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