Principles of free schools

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Freedom.

As its own name indicates, freedom is a basic principle in these schools. It seems important to me to clarify that they refer to freedom, since on many occasions freedom equals debauchery. The concept of freedom in these schools refers to a responsible freedom, the freedom to make decisions about their own person based on their needs but in interdependence with the needs of the other and commitment to the group.

In the day to day of a school how does this translate?

It means that boys and girls have freedom of movement in all corners of the school space, access to all materials and freedom to choose their activities or experiences that they want to live today according to their own interests and their present moment.

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Limits.

One of the classic comments that I usually make when explaining that my children go to a free school is "but then do they always do what they want? ... They will be savages". Sometimes I wonder why we adults do not have that as a primary objective in our lives to be able to do what we want at all times as we feel ...

Does this mean that there are no limits? Of course not. Achieving a safe and comprehensive space is of vital importance for the child's development in freedom. Therefore, we talk about limits of safety and respect for space, materials and other people.

In these schools, it is usually the boys and girls themselves who establish their own rules for a good coexistence.

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Coexistence.

It is understood that education is articulated through coexistence, through interactions with other people. One of the basic needs of the human being is to love and feel loved by others. Learning to build full personal relationships is at the same time a channel for education as an end in itself.

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Respect for being: your needs and your rhythms

A basic aspect in these learning spaces is unconditional love for the person as he is. Accompaniment to your emotions from openness and non-repression. Listening consciously of the needs of boys and girls and the will of adults accompanying them in their processes to help meet them. And finally, respect for their learning rhythms, their biological and emotional rhythms.

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Experiential and active learning.

Free schools are physically structured by spaces. In general, almost all the schools I have visited tend to create similar spaces trying to respond to the needs and interests of children. In ours, for example, we have outdoor space with mats, sandpit, wheel and log structures, swings, hammocks and trees and tables and chairs, we have a symbolic play area, a storytelling area, a literacy area and the beginning of the mathematical learning, focused more on the smallest and smallest of the collective, a psychomotricity room, an art room, a music room, a sewing room, a toy library and a concentration room for the older ones with materials on more advanced areas of knowledge in biology , geometry, languages, geography, etc.

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The assembly.

The assembly is the management body for all the people in the group.

The boys and girls make their decisions about the space, activities or excursions that they want to do, express their needs to the companions or the group and resolve their conflicts through their assembly.

The adults of the group, both the companions and the fathers and mothers also function through the assembly model. These schools are based on collective and equal work between all members of the collective. And, although the assemblies may be a slow working method, it allows listening to all the voices of the group.

Especially, the voices of boys and girls are listened to and valued and we adults, within our possibilities, try to ensure that their needs are met in the best way to ensure a childhood lived out of respect and love.