Un nuevo modelo de escuelahacia una educación sin muros

  1. Alaitz Sasiain Camarero-Núñez 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Arte y movimiento: revista interdisciplinar del Departamento de didáctica de la expresión musical, plástica y corporal

ISSN: 1989-9548

Any de publicació: 2018

Número: 18

Pàgines: 9-16

Tipus: Article

DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Arte y movimiento: revista interdisciplinar del Departamento de didáctica de la expresión musical, plástica y corporal

Resum

This article presents the experience of creating a Forest School, a pilot project promoted by the Kutxa Foundation, that takes place at Kutxa Ekogunea Park during the 2017-18 academic year. This project will be evaluated by the Faculty of Education, Philosophy and Anthropology of San Sebastian to which I belong. The children of fourth grade, one week a month, go with their respective teachers to live the experience of learning in a natural environment. Through free play they acquire knowledge of their curricular competences, but with the material provided in a natural environment. The students play, investigate and learn no matter the weather. The teachers observe and accompany, but without guiding the students, with this attitude they encourage children to play freely and to have greater autonomy. The students leave their usual environment, the roles acquired in the classrooms are broken and their way of communicating with their classmates and the environment around them changes. Moving school children to a healthier environment can be an alternative for the future of children who begin their school experience.

Referències bibliogràfiques

  • Berland, E. et. Al. (2016) Why dirt is good? RSPB. http://www.dirtisgood.com/uk/truth-about-dirt.html.
  • Bratman, G.N., Hamilton, J.P., Hahn, K.S., Daily G.C. & Gross, J.J. (2015). Nature experience reduces rumination and subgenual prefrontal cortex activation. Proc Natl Acad Sci U S A 112, 8567-8572.
  • Corraliza, J.A. y Collado, S. (2011) La naturaleza cercana como moderadora del estrés infantil, Psicothema 23, 221-226. www.psicothema.com/pdf/3874.pdf
  • Grau, M. (2003). Matilde Grau Lonely golden walk. [Catálogo de exposición]. Barcelona: Galería Esther Montoriol.
  • Kuo, F.E. & Taylor A.F. (2004). A potential natural treatment for attention-deficit/hyperactivity disorder: evidence from a national study. American Public Health, 94 (9), 1580-1586. https://www.ncbi.nlm.nih.gov/pubmed/15333318
  • Lailach, M. & Grosenick, U. (2007). Land art. Köln: Taschen.
  • Llorent Bedmar, V. y Sianes-Bautista, A. (2014). Del ‘waldkindergarten’ alemán a la innovadora ‘bosquescuela’ española. En IV Jornadas de Innovación Docente. Abriendo caminos para la mejora educativa. Universidad de Sevilla. Facultad de Ciencias de la Educación. Sevilla, España. https://idus.us.es/xmlui/handle/11441/59194
  • Lovasi, G.S., Quinn, J.W., Neckerman, K.M., Perzanowski, M.S., & Rundele, A. (2008). Children living in areas with more street trees have lower prevalence of asthma. Epidemiol Community Health 62, 647-649. http://dx.doi.org/10.1136/jech.2007.071894
  • Richard, L. (2013) [2005]. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. London: Atlantic Books.
  • Ruhrberg, K., Schneckenburger, M., Fricke, C. & Honnef, K., (1999) Arte del siglo XX, Vol. II, Taschen.
  • Soto Solier, P.M. y Ferriz Vivancos, R. (2015). Inclusión del arte contemporáneo en el aula de educación infantil. Arte y movimiento, 11 (julio), 25-40. http://revistaselectronicas.ujaen.es/index.php/artymov/article/view/1294
  • Tamburini, S., Shen, N., Wu, H.C. & Clemente J.C. (2016). The microbiome in early life: implications for health outcomes. Nature Medicine 22, 713-722. http://dx.doi.org/10.1038%2Fnm.4142
  • Taylor, A.F. & Kuo, F.E. (2009) Children with attention deficits concentrate better after walk in the park. Atten Disord 12, 402-409. https://doi.org/10.1177/1087054708323000
Fuente de los datos: Dialnet