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Jardin Nativo de Aprendizaje - Native Learning Gardens

place Chile


"In rural Chile, children lack access to comprehensive socio-emotional learning. Our 'Native Learning Garden' project addresses this gap by integrating socio-emotional skills with native flora, empowering children to thrive emotionally and academically."


Information on this page is provided by the innovator and has not been evaluated by HundrED.

Web presence






Target group
Students basic
May 2024
Our innovation aims to create an educational environment where children are engaged, curious learners, rooted in their own surroundings and connected to nature. Beyond academics, we prioritize lifelong socio-emotional skills, fostering resilient, empathetic individuals who are active stewards of their communities and the environment.

About the innovation

Why did you create this innovation?

We created this innovation to address the low development of socio-emotional skills in children, along with the limited provision of environmental and socio-emotional education in the school curriculum. Additionally, we identified a significant opportunity in rural schools, given their ample physical space, making them ideal for implementing a green learning laboratory.

What does your innovation look like in practice?

Our innovation, a green native learning laboratory, co-designed and co-planted by the school community, is intricately integrated into the curriculum of rural schools. It features outdoor spaces designed not solely for environmental and socio-emotional learning, but also for teaching various subjects like mathematics, science, art and language. Students immerse themselves in activities such as gardening, ecological experiments, and in cases mindfulness exercises, all within the abundant physical space available in rural schools. This holistic approach fosters a deep understanding of the environment while nurturing essential socio-emotional skills in a supportive outdoor setting.

How has it been spreading?

The expansion of our green learning laboratory has been driven by partnerships with educational institutions, local communities, and government agencies. Through collaborative efforts, we've shared our model with other rural schools, hosting workshops and training sessions to empower educators to implement similar initiatives. Additionally, word-of-mouth within educational circles and positive outcomes observed in participating schools have sparked interest and further dissemination. As a result, our innovation has gradually spread to more rural communities, enriching the educational experience for children across diverse regions.

If I want to try it, what should I do?

If you're interested in trying our green learning laboratory, here's what you should do:
1. Be a community committed to the holistic development of children.
2. Ensure active participation from the educational community.
3. Demonstrate to be a teacher willing to educational innovation.

Implementation steps

Signing of agreement
At this stage, following the project presentation, the school signs a collaboration and commitment agreement to become active protagonists in the project.
Initiation ritual
The children discover why it's important to care for the natural environment they inhabit, and what treasures it holds. In a ceremonial rite, we welcome the natural space into the school and explore together how we interact within it.
Through the collective care of seeds, children enthusiastically and curiously observe the field's growth of their given species, recognizing their emotions throughout the process.
Children engage with their territory and design a native garden, resolving plant distribution based on certain characteristics.
Children, along with their community, navigate unexpected situations that may arise while planting a garden, creatively finding solutions such as relocating a plant, devising irrigation methods, or providing support to needy plants.
Ownership and Interconnection in School Encounters
Children engage in activities within the garden where they can decide and choose their place, collectively characterizing and appropriating it. During school encounters, they creatively analyze how garden species interconnect and are themselves involved in continuous interaction with humans, fauna, and the environment. They understand that each member's actions in the chain impact the others.
Support and Implementation of Project-Based Learning (PBL) during Years 2 and 3
Throughout the second and third years, the school is supported by a team to implement PBL centered around the Garden.
Web page
For project sustainability, teachers are provided with a username for the native learning garden website. This allows them to plan classes, download materials, and share their experiences utilizing the garden.

Spread of the innovation

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