SPACES THAT EDUCATE: THE ROLE OF THE SCHOOL ENVIRONMENT IN THE HOLISTIC DEVELOPMENT OF THE CHILD AT EDITH KRIEGER ZABEL SCHOOL

Abstract

This article aims to analyze the contribution of the external physical spaces of the Edith Krieger Zabel Elementary School to the holistic development of children, with a focus on Early Childhood Education and the early years of elementary education. The research employed a qualitative approach, based on the observation of school environments and the analysis of pedagogical practices developed by the institution. The results indicate that the spaces are organized with educational intentionality, integrating nature, playfulness, and sustainable practices into the curriculum. Structures such as the hammock area, the playful house, and the sensory path function as devices for active learning, supporting students' physical, emotional, social, and cognitive development. Play is recognized as a central axis, intentionally mediated by educators in accordance with the children's rhythms and interests. It is concluded that the school transforms its spaces into living educational territories, promoting a pedagogy focused on autonomy, citizenship, and the integral formation of the individual, serving as an inspiring reference for other educational institutions.