In spite of the successful implementation of the «Corporeality and Movement» program in infants in Chile, there is no evidence of research examining the impact of this program from the perspective of its protagonists: boys and girls.The objective of the present study is to know the effects and the students’ perspective on the «Corporeality and Movement» program, identifying the presence of the components of this program and its main strengths and weaknesses.The purpose is to make adjustments to improve the pedagogical proposal.The study was conducted from a qualitative perspective through the analysis of childrens’ drawings.The participants were a total of 164 boys and girls of the Prekínder and Kínder educational levels belonging to three centers, two in an urban context and one in a rural one.The analysis was structured in 4 sections related to the analysis of the contents taught, the methodology used, the materials used and the relationship with the other fields of experience and the main learning areas of the «Corporality and Movement» program. Strengths were found regarding the development of the body schema, basic motor skills and gross motor skills; a wide and varied use of psychomotor and didactic material; and the role of the teacher as a mediator of learning. As weak points, it can be noted that there are no awareness-raising activities about the experience and the absence of a suitable and appropriate physical space for carrying out the program.