Un entorno natural promueve el aprendizaje

“La evidencia disponible sugiere que las experiencias de vida en la naturaleza ayudan a los niños a adquirir algunas de las habilidades, actitudes y comportamientos más necesarios en el siglo XXI. “Factores no cognitivos” como la perseverancia, la autoeficacia, la resiliencia, las habilidades sociales, el liderazgo y las habilidades de comunicación, tan importantes en la vida más allá de la escuela” (US National Research Council, 2012)

Cada vez es más evidente el hecho que promover un mayor contacto con la naturaleza es beneficioso para el crecimiento y desarrollo óptimo de la persona. Si bien esto no es una novedad, es sorprendente ver como todavía, la mayor parte de nuestras instituciones educativas son ambientes cerrados donde en muchos casos ni siquiera cuentan con una ventana que permita el acceso para simplemente poder observar el verde natural.

Poco a poco va saliendo a la luz como este enclaustramiento, en vez de promover un aprendizaje significativo, llena de estrés al niño lo que dificulta el proceso de aprendizaje. De manera más concreta, en un estudio que se llevó a cabo en una escuela al aire libre en Múnich, Alemania, demostró que los niveles de cortisol disminuían durante el curso de la jornada escolar cuando las clases se impartían en el bosque en vez de en el aula. 

Otros estudios nos muestran que el promover el contacto diario con la naturaleza y utilizar ese entorno para el aprendizaje ayuda a que el alumno esté más atento, más auto disciplinado, más comprometido e interesado y más físicamente activo y en forma. La evidencia, por lo tanto, sugiere que el contacto con la naturaleza contribuye a que el estudiante se sienta más motivado a aprender que dentro de un contexto de aula tradicional.

Además, otras investigaciones han resaltado que lo que conduce a un comportamiento de cuidado y conservación del medio ambiente no es el conocimiento de cómo y por qué conservar, el cual posiblemente este siendo enseñado en las aulas, sino más bien, lo que desarrolla esta actitud de preservación y cuidado por la naturaleza es la conexión emocional que nace indiscutiblemente con el contacto directo, viviendo experiencias significativas en el entorno natural es lo que impulsa el deseo de conservación (Otto y Pensini, 2017).

¿Es necesario mencionar más razones por las cuales es importante que nuestros niños crezcan en un entorno natural que les permita desarrollar esa conexión emocional con la tierra y los demás seres vivientes? En Humano sabemos lo importante y significativo que es por eso queremos brindarles la oportunidad de pasar la mayor parte de su día al aire libre, explorando y descubriendo la belleza y magia de la naturaleza.

“Hay un libro abierto siempre para todos los ojos: la naturaleza”. Jean Jacques Rousseau

Photo by Frans Hulet on Unsplash

Infecting children with the “I can” belief

The story of this woman inspired me to write this article. 

Kiran Bir Sethi, designer, mother, revolutionary and brave woman, is the founder of the educational movement Design for change which began in 2009 and is already present in more than 66 countries, infecting child to child the powerful belief of “I can”.


Kiran, like many of us, simply wanted to give her son the best possible education. She tells how one day she went to school to talk with the teacher to find out more about the interests and abilities she had detected in his son. To her surprise at school, her son was another number, so when she mentioned his name to the teacher, she immediately asked for the student’s code so she could download his report.


This so much attracted her attention, that she immediately decided to take her son out of that school and, moved by that feeling of frustration and indignation, opened the doors of her house to give her son and other children the possibility of a different education. It started with 25 children and her intention from then until now has not changed; since its inception Kiran sought to give each one the importance they deserve by giving them full attention and actively listening to their needs, desires and interests. She did not agree with the school culture which, by the context in which it develops, reinforces (unconsciously) the “I can´t”. She was determined, therefore, to demonstrate, to the children, to the parents and to herself, that, if we only allow ourselves to believe in the children and act intentionally to show that confidence and nurture it, the possibilities of what they are capable to do are endless.

The acronym FIDS represents the philosophy of this movement; which comes from the words Feel, Imagine, Do, Share. These acronyms represent the approach that the Design for change program seeks to implement in each school to achieve empowering children so they become agents of change, not of the future, as she mentions, but of the now.


“To infect each child with the powerful belief of I can” is a goal that both, Design for change and Humano, have in common. We are convinced that success in life depends on the knowledge and trust that one has in one’s own abilities and interests, because these are our most valuable tools and those we use to keep going day by day. The vision we have is clear, everything is possible for those who believe, and this belief connotes trust in the environment as well as in oneself, and for that, self-knowledge, self-regulation and self-responsibility are fundamental. 

We know that what education gives to children, they will return to society. So, what are we giving them?

Photo by Ben White on Unsplash

The importance of the environment in the child’s growth

“Many are the children who are raised in an environment that atrophies and incapacitates them, and then it is presumed that they are so by default of birth; even they themselves come to believe it “Shinichi Suzuki, violinist, educator and philosopher


Shinichi Suzuki is the creator of the Suzuki pedagogy, which is a method of both education and philosophy based on respect for the child as a person and on the concept that ability is not inherited but learned. His method is known as Talent Education, since for Shinichi, talent is not something that is present or not in a child, but something that is educated and developed.


Like Suzuki, we are convinced that children are born with unlimited potential which, in most cases unfortunately, does not come to be explored and even less developed. This is undoubtedly due to the false belief that we have that talent is something innate and not something that can be cultivated, as he mentions. However, Suzuki develops his philosophy based on the universal fact that all children are able to easily learn their mother tongue, since the teaching-learning method is based on repetition and constant imitation and positive comments about the work and the child’s progress.


In HUMANO we share similar values ​since like Shinichi we believe that:

• All children can learn. 

• The environment nurtures growth and that it is essential for optimal development. 

• Parental involvement is essential. 

• Each child learns at their own pace. 

• Repetition and constant imitation are key. 

• We promote cooperation instead of competition.


And this is precisely why our goal is to provide children with a fertile environment, full of love and trust where the infant can acquire inspiration and interest from everything he sees and hears, since we know that it is the superior environment that gives the greatest effect on the creation of superior abilities in children.