We create a balance between activities and time of   ‘ play ’ and relaxation.

Our activities are structured , in the week , so that they do not overload children but create a balance between activity and game time and relaxation.

Indicative Daily schedule

Each day we have a program in which:

  • We welcome all children with joy and make them feel cheerful and comfortable for the day which starts at “oti agapo”.
  • We look after our personal hygiene as well as we learn to care for and to maintain the school’s cleanliness.
  • We ensure that our children enjoy a balanced, nutritious and delicious breakfast, brunch and lunch, learning ways of socializing and respecting each other.
  • We learn about concepts and numeracy, writing or proscription and ways to communicate effectively.
  • We deal with visual creations and crafts.
  • We have the necessary time and space to relax and play with our friends and our teachers and have fun!  We communicate with movement, music, dance, theater, music and activities.
  • We have integrated courses in traditional Greek dances and games in our activities
  • We believe in the value of physical activity and sports and we’re physically active having fun in our fully equipped gym “filia “
  • We read fairytales and enjoy various activities in our class. 
  • Theatrical Play, Sports and Musical Cinema have special positions in the Program, since we are ardent supporters of the view that Theater, Sports and Music are the main pillars of the psycho-pedagogical and educational process.
  • Educational, cultural and recreational visits and excursions take place frequently, bringing children into contact with science, art and culture.


  • As far as the kindergarten section is concerned, the program and the foreseen material of the Ministry of Education of the P.E are being followed so that the children are adequately prepared for the First Primary School. Indicatively, some of the activities related to the Kindergarten are: Recognition and writing of alphabet letters with crosswords and acrobats, word recognition and writing, number recognition and writing, simple mathematical acts in experiential way, natural sciences and experiments through which children they are concerned, they make conclusions and give solutions, etc.

Introduction to concepts of natural sciences and technology

The child, coming in contact with nature with all his senses, acquires his first experiences related to the science of physics and questions are born that will lead him further. At first he understands with his senses the basic elements of earth, water, fire and air, and the characteristics of things he can catch and observe. Thus, it explores the properties of the surface of things, is concerned about differences and similarities, and wonders or asks others in its surroundings about the thousands of wonders of the world to which it belongs.
Many of the children’s “why” are directly related to natural phenomena. He learns to recognize, for example, the phenomenon of gravity when something falls down, and the chemical reactions, when he mixes sand with water, works with the clay, mixes the dough and observes how much they change when they dry or bake them.
The child understands that technical equipment, e.g. an electric mixer or a washing machine, can make work easier or substitute for human work, and that these things sometimes do not work. Can a person also be repaired when it does not work anymore? Cars need gasoline to operate. What people do they need? Where do they find their energy? Is the comparison between filling a vehicle’s tank and food eaten by people a satisfactory explanation, or is it that people, animals and plants need something extra? What are the similarities between artificial and natural systems and what are the differences?
Contact with the surrounding world – mainly with the care of plants – is part of the pedagogical work traditionally done in “Oti Agapo”, but the contact of children with chemistry or physics is not very common. But children, when they meet adults who support their joy for discoveries, unfurl all their interest and abilities. The kids are really trying to get to the bottom of things. They are not interested in detailed or exhaustive explanations, but they want to understand phenomena in the immediate environment of their lives.
The questions posed by the natural sciences are useful to the children, to give their image to the world a structure in order and that. The same questions try to do our children’s “Oti Agapo” and help them give the answers themselves.

Social life

Social relationships are the prerequisite and the foundation of all the processes that lead to the cultivation of our personality. From the time she is born, the child receives stimuli from the persons with whom she develops relationships, which are usually the parents first. The security offered by this bond with mother and father allows the child to establish more relationships with other children, but also with adults, explore his environment and accept the rules of coexistence.
Parents and educators of “Oti Agapo”, who carefully accompany the child to his explorations and meet all his needs for food, affection, encouragement, and comfort, enable the child to develop his / her self-esteem and acquire a an optimistic view of life. Children are proud of their progress in their effort to conquer the world. By participating in the pleasure and pride of the child, the teachers of our school encourage them to try things and thus promote their self-esteem.
Each parent allows his / her child a different field and scope of action for the discovery of the world. By raising their child, the anxiety that parents feel or the trust they surround it depends on where the family lives, whether the child is a boy or a girl, the religious and, in general, the cultural values that apply to the family and from the way the parents themselves grew up. Teachers “Oti Agapo” perceive this reality and greatly balance the experiences that the child carries from the family. The range of experiences offered by “Oti Agapo” relates to the culture of the child’s family and complements it so that the child feels that the kindergarten is not in conflict with the values and ideas of his parents, nor the rejects. “Oti Agapo” welcomes and accepts parents, discussing them on all issues so that they are in harmony with the family environment.
In the nursery, children first come into contact with a larger community of children. This meeting offers them learning opportunities on democratic forms of cohabitation. Children discover similarities and differences, express their desires and ideas, settle disagreements. They are given the opportunity to take responsibility and realize that they can actively participate in creating more equitable cohabitation and co-operation conditions. Its “Oti agapo” educators understand when it is necessary to intervene to protect each child’s rights individually.