By Larissa Dias Menis*: There is no rule that states that early childhood education must necessarily take place in small schools. Its effectiveness depends on a number of factors, including the quality of the teachers, the curriculum, the facilities, and the learning environment.

However, some theories and pedagogical approaches highlight the importance of welcoming and personalized environments in early childhood education. The constructivist approach, for example, highlights the importance of providing children with meaningful learning experiences and practices. The organization of the environments, based on the teacher’s view of the pedagogical intentions of the proposals, facilitates the creation of closer connections between teachers and students, contributing to a safe and conducive environment for learning.

---

To be read

Early childhood and the role of school in full development

Learning happens in the relationship

---

Care That Extends

 

The environment, understood as a third educator, presupposes dynamism, the possibility of various arrangements, depending on the teacher’s reading of his group of students.

An example is the Reggio Emilia approach, which advocates a humanized school, able to teach students to master their physical, psychological and emotional capacities, in addition to developing and valuing the potential of each child. It is a pedagogy focused on developing the child’s skills, creating an independent, autonomous subject who is confident in his or her ability to be a great leader, regardless of the paths he chooses.

Architecture plays a significant role in education, influencing the learning environment, student experience, and even pedagogical success. For example, the physical layout of classrooms, living spaces, outdoor areas, the overall organization of the school environment, directly affect the quality of the learning environment.

Big or small school?

A well-designed environment can foster student concentration, collaboration, and engagement. Architectural spaces that encourage creativity and exploration can be beneficial for the development of children’s cognitive skills. This includes play areas, science labs, libraries, and outdoor spaces.

However, it is important to note that the size of the school is not a determining factor for the success of early childhood education. The qualification and involvement of teachers, the pedagogical approach adopted, infrastructure, safety and adaptation to the individual needs of children all play extremely important roles.

The welcoming is remarkable at all times and the presence of families in the school environment is highly valued, whether through meetings with the pedagogical team, participation in daily exhibitions or in moments of sharing the routine and finalizing projects.

Compromise

 

It is possible to conclude that the quality of early childhood education is more related to the pedagogical approach adopted, the support offered to the children and the learning environment provided than to the specific size of the school.

A well-thought-out setting of pedagogical spaces contributes to the success of education, providing experiences that support pedagogical practices and the integral development of students. Small or large schools can be effective as long as they provide an environment conducive to children’s development and learning.

---

---

Revista Educação: referência há 28 anos em reportagens jornalísticas e artigos exclusivos para profissionais da educação básica

---

---

Escute nosso episódio de podcast:

https://open.spotify.com/episode/544Kn3XzSpijBvgy1qb1nt