13
In general, Our thinking and learning process 21st Century Education invites teachers and
students
was invisible.
classroom
t
o
make
through
thinking visible in the
a
powerful
tool:
documentation.
There
were never
any connections
made Today, the topics presented in the daily lessons
between real experiences and the topics covered are connected to real situations, real student
in the classroom.
interests and real experiences.
The Theoretical and Conceptual Framework on which we are founded on
Edu 1 st has done extensive research in the area of education, particularly, in the area of
preschool education. In our studies, we found a lack of direction and depth of curricula in the
common denominator of schools. Moreover, as was said earlier, we found an education that
had been suspended in ideas tailored to previous centuries applied to a generation that had
already witnessed some of the biggest changes in history. We found cutting edge theoretical
models that were very interesting but that ignored other models and discoveries about the
brain, the mind, and the learning proses that today are essential in any educational context.
Finally, we found a very marked gap between theory and action, “the what should be and
what is,” in the implementation of various other “innovative” models.
Nonetheless, we also found several philosophies, approaches, and lines of work that
impressed us and that we integrated into our own vision and experience; making them part of our
educational model, VESS. In this process, we incorporate approaches that, in one way or
another, give more meaning to the child's school life by connecting it with the rest of their
daily lives. We integrated approaches that give value and meaning to participation, and the
teaching strategies used to teach for understanding. In addition, we researched and
assimilated lines of scientific work that explain how we learn and how our brain works, not
only to teach strategies that promote learning in students, but to strengthen our teachers’