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PRIMARY LEVEL

What I see, I remember. What I say, I forget. What I experience, I understand.

The conception of the learning process defines our educational actions. In our case, we support the ideas of genetic psychology, which characterizes learning as a continuous construction process arising from the interaction between the learner and the object of knowledge.

Learning is always an active process of elaboration, restructuring, and construction, in which children direct and structure their actions to solve the problems they encounter, thereby broadening their understanding of physical and social reality.

The learner is never passive when learning. Each "stimulus" presented to them is interpreted based on their organizing view of reality.

Our challenge as an educational institution is to continue strengthening our approach within new educational paradigms, emphasizing:

  • Learning to learn: paying attention, being open, considering new ideas, and accessing new information.

  • What is "known" today may change.

  • Theoretical and abstract knowledge is strongly complemented by hands-on experiments and experiences.

  • Open system: learning interacts with the surrounding environment, taking information from it, integrating it, and subsequently applying it. In other words, it transforms, organizes, and rearranges data until it becomes consistent.

  • Prior knowledge: each individual builds their cognition from prior knowledge, which is enriched and strengthened by group interactions.

  • The group: this is not a given entity but it is rather constructed through the interaction of its members in a shared time and space. They come together to complete tasks that provide opportunities for learning.

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