Skip to main content
Deca u kolini sa nastavnik na celu pored reke

Outside learning

We teach children to observe the world around them, ask questions, make assumptions, form ideas, test them and collect, analyze and discuss the results, and finally draw conclusions. Teaching this analytical style of thinking to children requires that we provide the greatest possible number of opportunities for them to explore, experiment, and practice science. Every trip into nature is a ideal time for this, but we can always do science at kindergarten, school, and home as well.

“Forest, theater, garden, pool, museum, gallery, meadow, yard - that's our school.”

Nature is a classroom

Natural spaces all have their own individuality. They are unrepeatable, unique, and connected as networks and systems. During lessons in nature, children see the causes and consequences of processes and connections between phenomena, which encourages thought processes and cognitive development.

Nature, the largest open classroom, where the child acts with all their sensory systems activated. Like a vast sensory classroom, the classroom without walls contributes to general psychophysical development, creation of neural connections in the brain, and children’s attentional and concrete thinking faculties, creating the ground for acquiring abstract concepts.

Classroom without walls
Space as an educator
Practical application of knowledge
Active relationship with teaching contents
Direct relationship of students with sources and objects of knowledge

Pravac classrooms

We are constantly on the move and it is rarely possible to find us between four walls. Wherever we go, we’re learning something.