PEDAGOGICAL VISION

The pedagogical vision of Tierra Active School in Nature is nourished by active, respectful and in contact with nature educational models and ideas proposed by pedagogues such as John Dewey, Maria Montessori, A. S. Neill, Freinet or Rebeca Wild in the USA and Europe, or Giner de los Rios and Rosa Sensat in Spain, together with educators, neuroscientists or publishers such as Ken Robinson, Katia Hueso, Richard Louv or Howard Gardner among others.

 

In addition, our educational practice is carried out based on various models of Active Pedagogies, Respectful and in contact with Nature, building our own methodological practice, established from the principles proposed by the official curriculum of the LOMCE, and which we adapt according to our educational philosophy.

The pedagogical vision of Tierra Active School in Nature is nourished by active, respectful and in contact with nature educational models and ideas proposed by pedagogues such as John Dewey, Maria Montessori, A. S. Neill, Freinet or Rebeca Wild in the USA and Europe, or Giner de los Rios and Rosa Sensat in Spain, together with educators, neuroscientists or publishers such as Ken Robinson, Katia Hueso, Richard Louv or Howard Gardner among others.

 

In addition, our educational practice is carried out based on various models of Active Pedagogies, Respectful and in contact with Nature, building our own methodological practice, established from the principles proposed by the official curriculum of the LOMCE, and which we adapt according to our educational philosophy.

The Educational Tools that Tierra offers you are based on:

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    Trust in the human being
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    Prepared and adapted environments and materials
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    Free, spontaneous, symbolic and configurational play time
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    Freedom of movement, expression and creation
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    Respectful accompaniment of emotions and learning rhythms
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    Reduced ratios and heterogeneous groups
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    Autonomous learning based on needs and interests
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    Globalized, transversal and integral learning
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    Contact with nature and outdoor learning in infant and primary school.
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    The natural integration of English as a second language in a bilingual context.