The first six years of life are crucial for a person's development, as the foundations are laid physically, socio-emotionally, cognitively and spiritually. At Terra we have a stimulating environment that encourages the exploration and spontaneity of each child, allowing them to be faithful to their interests, rhythms and, in short, to their unique and singular nature. And all this through a very respectful and loving accompaniment.
From September 2024
We assist and facilitate countless situations in which children interact in a safe environment, allowing them to develop and discover the world in which they are growing up. We are inspired by the psychomotor practice of Bernard Aucouturier, which allows the development of their autonomy, always respecting the learning rhythms of each child.
We offer transversal learning, adopting the best of each methodology and taking into account comparable pedagogical objectives. We are inspired by Loris Malaguzzi and Arno Stern in the development of artistic expression; by Maria Montessori for prepared environments and by Howard Gardner's theory of Multiple Intelligences, among others.
Our main objective is to establish secure bonds, healthy relationships and respectful connections with the children we accompany. Terra is a friendly environment where there is consistency between what we preach and what we do. All of us accompanying children act together as socialising agents, providing models of integrity that allow children to develop with values.
We measure children's progress, helping them to be aware of their achievements. In turn, we team up with families, who participate in the educational process. And all this using the scientific method, documenting learning and evolution at each school stage to obtain conclusions that allow us to continue improving our methodology.
We assist and facilitate countless situations in which children interact in a safe environment, allowing them to develop and discover the world in which they are growing up. We are inspired by the psychomotor practice of Bernard Aucouturier, which allows the development of their autonomy, always respecting the learning rhythms of each child.
We offer transversal learning, adopting the best of each methodology and taking into account comparable pedagogical objectives. We are inspired by Loris Malaguzzi and Arno Stern in the development of artistic expression; by Maria Montessori for prepared environments and by Howard Gardner's theory of Multiple Intelligences, among others.
Our main objective is to establish secure bonds, healthy relationships and respectful connections with the children we accompany. Terra is a friendly environment where there is consistency between what we preach and what we do. All of us accompanying children act together as socialising agents, providing models of integrity that allow children to develop with values.
We measure children's progress, helping them to be aware of their achievements. In turn, we team up with families, who participate in the educational process. And all this using the scientific method, documenting learning and evolution at each school stage to obtain conclusions that allow us to continue improving our methodology.
In Terra we started accompanying children from 3 to 5 years old, what until now was called P3, P4 and P5. They share times of the day with mixed-age groups and other times when they are only with children of the same age. Throughout the entire trajectory in Terra, children will experience different roles in each of the cycles. In this way, a system of sponsorship by the older children with respect to the younger ones is naturally produced. Sharing existing resources, collaborating with others, making decisions, resolving conflicts and contributing on a personal and global level to generate a state of individual and, therefore, cooperative abundance.
We learn about ourselves and our bodies, learning to express ourselves before we even begin to speak. We always start the day with an "agora" where we gather and talk, sing and explain what is going on and what we are going to do.
Our companions prepare proposals that leave us with our mouths open. We like to be able to change spaces in different environments, to be able to go outdoors, when it is sunny and also when it rains.
We have several spaces with many different materials to play and learn with the senses, which we are gradually discovering that we have and develop. Before lunch we always arrange the spaces together with our companions.
We eat every day in our space with our companions and we like it very much that they eat with us. After lunch they help us brush our teeth and wash up and we watch stories until we go to rest. The older children can decide whether they want to rest or play.
The afternoons are very relaxed: we play, read, sing, paint and they come to pick us up. In addition, from the age of 3 we go on outings around the neighborhood and mini excursions. We also do yoga and ATB (Awareness through the body) and we learn to focus our attention, to listen to instructions, to move freely in different ways and rhythms with games and we have a great time.
We take care of our garden of fruits, vegetables and herbs that smell very good and we also cook with what comes out of the garden and it's a lot of fun. We do a lot of experiments, we think and talk a lot about what we are doing and what we discover, sometimes we play with robots and we learn to program what we want them to do with little arrows and they do it! We do this without screens, of course, it's super interesting! Every day we learn more and we are able to do more things on our own and we love it.
We feel well accompanied, there is always someone there for us who actively listens to us, is present and makes us participants in everything that is going to happen, what we are going to do and who prepares the spaces in which we develop.
We love it when they put themselves at our level, look us in the eye to talk and ask us what we need and how they can help us. They speak to us with affection and we learn a lot every day from what they tell us and, above all, how they tell us.
Our groups are intimate because we have enough companions to allow us to develop in safe spaces. In addition, this ratio allows us to feel more actively the pleasure of being respected, without haste, with limits and with love to learn without fear of making mistakes.
Our companions always anticipate everything they are going to do, they warn us before what is going to happen so that we are prepared because they know that we only live in the present and we don't understand much about time. We like this very much because it gives us security.
Every morning we gather in the circle we call "agora" and we can explain how we are doing, talk about what we are going to do during the day, listen to each other and sing. It is our favorite way to start the day, all together.
The companions understand us, giving a lot of importance to everything we want to express. They even help us to put words to what we still find difficult to name, such as our emotions and feelings.
In addition, we love spending our days at Terra because we play in many different spaces and they understand that when we play we are learning to be ourselves, relating to each other and expressing ourselves in the most natural way.
From the first cycle we move autonomously through the different facilities where the companions prepare the spaces with manipulative materials from different learning areas, which invite us to try, experiment and investigate. From the age of three we can decide each day where we can go to play according to our interests. It is amazing that we freely decide what to learn each day. This helps us to always be motivated and eager to learn. We can enjoy outdoor learning spaces such as the garden, the orchard or the sandbox where we connect with nature and learn to love and care for it. It is true that if we repeat the same activity too much, our companion motivates us to explore a different one, insisting on the importance of having a minimum base of everything.
During the day we speak different languages. Some of the chaperones speak only Spanish and Catalan and others speak only English. It is fun to have so many options to communicate and learn without realizing it in a natural way.
They apply the Content Language Integrated Learning (CLIL) methodology. We play games, read stories and sing so that we can learn the different languages at the same time.
We also learn to communicate through sign language, which allows us to be part of a more inclusive society.
Based on the Reggio Emilia perspective, we consider space as the third pedagogue. We enable free play to foster their social and emotional development. We have the “construction space” where creative and logical skills are developed; the “experimentation space” where children can explore, investigate, discover, formulate and develop hypotheses; and the “home space” where, through the recreation of play, they can reproduce and interpret attitudes and behaviours that they perceive in the environment in which they are developing. We also have a “temple space” where we offer proposals for physical and spiritual awareness and an “outdoor space”, where various outdoor activities such as observation, care and respect for the environment, as well as motor skills, will be developed.
We have a joint mission to accompany the healthy and natural development of your children. The key is to have the same educational line with the families, combining respect for children and fully covering all their needs, ensuring that they feel loved.
Our pedagogical approach is based on play, which is the primary means by which children express themselves and experience their environment. There is ample scientific evidence to corroborate this and, in addition, it is considered a child's right, since this stage cannot be conceived without it.
We have designed versatile, ample and luminous spaces that allow the development of movement and that stimulate and speak for themselves, promoting natural learning, both autonomous and cooperative. Our spaces inspire and we are synonymous with conscious innovation.
We watch over children's rights with an attentive eye and active listening. There is no one being equal to another, each one must be respected, considered and valued according to its nature and authenticity. Therefore, we are committed to the value of diversity, personalising education.
In this free online course Terra's founder, Borja Vilaseca, shares 7 keys for families to become the change they want to see in their sons and daughters.
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