Kindergartens and active modifying environments

Abstract

The disposition to learn flows in preschool children, independently from the context; however, an active modifying environment nourishes and strengthens their tendency to learn; in contrast, it is inhibited in an accepting passive environment. They all and permanently tend to learn in a playful and chaotic way, for which they watch intently, rigorously systematize, experience demandingly, comparing features, contrasting and testing them, among many other operations. In an active modifying environment the educator's task flows in an intentional, meaningful and important way, helping modifying students structurally and cognitively, while in the passive accepting environment, it subordinates to distal determinants that cannot modify, which serves as an excuse for a work that does not promote an active and playful learning of each and all of its students.