L'Institut Pinsons : Free living & free learning, in a benevolent and ecologically responsible environment.


The project





We live in a world that is constantly evolving and today we think we must change the Education Paradigm* because it does not embody a consistent model for our world.

That’s why we are convinced that a global awareness - about the educational practices and our vision of the Child - is important to make this evolution possible.


L’Institut Pinsons** is an pioneer place for children - and theirs families - in which we offer them a benevolent and ecologically responsible environment which encourages free learning.

We are both - conscious, trained and aware - practicioners and researchers so we use the current Learning and Cognitive sciences knowledge and data.


Our approach is global : it considers the interdependence between the physical and intellectual well-being, cognitive and emotional aspects, the analytic mind and the empathic ability, and the creative abilities of the Child.


The Institute is also a Research Center on education and an open space allowing meeting and exchanges with the local community.


The Institute shares information and guides people (about education, benevolence, parenting, ecology etc) organizing events and meetings (at night and during weekends) like :

- Debates, conferences, talks

- Community Tea room and library

- Independent contractors

- Worshops for children and adults


The Institute is affordable for families and its model is conceived to be reproduced everywhere according to local specificities and other project leaders.


The Insitute will evolve without any pedagogic and scientist dogmatisms.

We think about the Evolution, and this Institute is the reflection of this.


(*paradigm : “an overall concept accepted by most people in a community”)

(**pinsons mean chaffinches)







Our vision of the Child

We respect the Child as a complete individual with rights. Each child has its own abilities and its own intelligence. Every child is unique with is its own personality characteristics, and we must respect and value them as they are and not as we would like them to be. Each child has the right to be him/herself.


Respecting the child rhythm

Chronobiology (field that examines human biological rhythms) tell us that human has biological rhythms (circadian and ultradian among others).

Every child has its own rhythm. That’s why l’Institut has a daily adaptable schedule for every child and family (arrival and leaving time, snack time etc).

The child has the space and the time he/she needs to discover the world,to refocus, to follow its individual interests and to think. We choose to create a people-friendly structure to allow an personalised welcome in a friendly and warm atmosphere.


Self-awareness and social-emotional development

Emotions are part of human functioning. They affect our thoughts, behaviors and experiences. A child able to recognise and express its emotions can self-regulated him/her. L’Institut is a place in which each child is free to express its emotions and needs respecting those of others.

Learning how to understand and regulated its emotions is important for the children because it contributes to their well-being and will allow them to become a responsible adult.


A balanced and complementary child/adult relation

We position ourselves as a child (and his/her family) benevolent collaborators, facilitators and assistants to its own education.

Sharing and trust are at the heart of child/adult relation. The aduld and the child admit the uniqueness of each other and respect each other.




We offer an experiences/opportunities-rich environment.


Child and Nature

Nature is essential for an healthy and global child development. It contributes to his/her blossoming.

The Institut outdoor environment is of fundamental importance and it is an essential part of this project. That’s why we need a place with a garden. The outdoor is seen as a discovering place, and it is organised in biodiversity respect with a permaculture garden.

We are keen to allow children to go outside no matter the weather.

In a natural space all the senses are stimulated and the children can smell, see, hear, touch and taste. They play in the sand, they dig in the soil, pick the leaves up, smell humus and wetwood, play with water, sink theirs teeth to the fruits, observe insects et listen to the birdsong. In Nature, children observe, explore, try out, investigate and the liveness around them becomes an inexhaustible source of curiosity wich encourages them to express their creativity and to follow theirs own interests.


FOCUS on Nature’s benefits in child health and developpement.

- Physical health and motor development :

Contact with Nature allows the child to develop his/her global motor function and balance. It encourages free play and physical activity which have positive effects on sleep.

- Mental health and cognitiv development :

Being in Nature allow children to developp their creativity, imagination, independence and autonomy. It developps cognitive skills as problem-solving and decision making.

It furthers their well-being, pleasure, and sense of safety.

- Emotional health and social development :

In a natural environment, children socialize with children and adults. They develop theirs interpersonal skills, self-esteem, and learn how to recognise, regulate and manage its emotions. So, the child builds resilience and self-control.


Child and Play


Play is the children primary learning vector. Peter Gray defines play as an activity that is self-chosen and self-directed intrinsically motivated, guided by mental rules,imaginative, and conducted in an active, alert, but relatively non-stressed frame of mind.

Children all around the world grow playing and play to grow because human being is biologically predisposed to play.

It’s essential to us to offer a opportunities-rich environment which evolves and can be modifiable by children themselves to allow them to play, take and manage risks  in a safe environment.


FOCUS on Play’s benefits in child developpement.

Social and emotional development (managing emotions and impulse control, cooperation, solving-problem, resilience, attachment, self-confidence, self-acceptance and other acceptance…)

Cognitive development (Executive functions : inhibitory control, cognitive flexibility, working memory, decision making, logical reasoning…)

Psychomotor development (Body image, physical health, ability to see thing from other peoples' perspectives, fine motor skills, abstract thinking…)


Free play and activities allow children to become self-suficient, independent and to develop collaboration skills.



Learning ? A natural act !

Social, emotional, physical and mental well-being is at the heart of the Institut’s goals and assignments.

Human beings have an incredible cognitive skill allowing them to learn all the time everywhere and theirs brains can adapt to all the circumstances and environments. We offer to the children an experiences-rich-positive-benevolent-superior quality-safe environment. The child is the builder of his/her own skills and the actor of his/her own education. He/he will be free to follow his/her path, interests, passions through his/her natural enthusiasm. And we will cooperate with him in this goal.


The list in the below is not exhaustive, it’s an example of the infinity of the activities which are proposed to children, inasmuch as children interests take priority over the activity itself. Activities are an excuse, a way to allow children to blossom and discover the world.


These examples are not mutually exclusive items and children remain free to invent and create their own activities :


- Creative activities let children to explore and arrange… to be free to be himself/herself.

- Activities in Nature and garden allow children to observe, to give life to garden, to manipulate and discover, to build and live experiences.

- Physical and sensor-motor activities help children to discover their body and to get a knowledge of their abilities, giving them a self-confidence.

- Musical activities are an opportunity to experiment, to grope for, to discover and to practice.

- informal activities are created, invented, built and brought about children themselves. They forge links between children.

- Sensorial activities put emphasis on children natural curiosity. They introduce them to sounds, smells, lights, tastes and textures.

- Cooking activities show children the “well-healthy-eating” importance throught spices, flavors, fruits, vegetables. All meals are cooked with children.

- Vocal and graphic activities as role-play, reading, story writing, drama and foreign langages.

- Digital activities are an other source of exploration, observation, communication and socialisation.



Importance of social tie and meetings


- Within l’Institut Pinsons:

This place is thought to let children be free and have the choice to interact with their environment and to build mutual relations with different age children. So, they can learn through imitation, observation, teaching and transmission among themselves.

Mixed-age grouping is benefit to children to develop empathy, compassion, kindness, helpfulness, sense of responsibility and stimulate creativity.


- In the local community:

Our mission is to welcome children, families and everybody from the local community  to build social tie. Children will meet elderly persons, other children, craftspersons, gardener, landscaper, farmer, local producers, skilled workers, they will stroll or go to some cultural places.


- With the world:

Children will have the chance to exchange with children from all around the world (calls, videoconferences, emails, letters…). They will discover other cultures, traditions, ways of life and foreign languages.





The world is changing quickly and it is necessary than humans evolve too, becoming aware of our impact on the Earth. The Scientist Community is of one mind : there is an urgent need to change direction. That’s why l’Institut is is thought to be an eco-friendly place commiting to Human and Nature respect.


Food :

- The meals are cooked with children with local organic food.

- We will buy in zero-wast shops and we will use organic waste as compost.


Green and free carbon transportation:

- Moving on foot, bikes and cargo bikes.


Ressouces, energies, and waste :

- Alternative energy consumption and fight against the energy wastefulness

- Rainwater harvesting in the garden.

- Zero-waste and recycling policies.


Garden :

- Arranging a Permaculture garden

- Setting up a Vegetable garden or children. 

- Compost Bin for organic waste.


Living environment :

- Eco-friendly, vegan, cruelty-free and handmade hygiene and care products.

- Using sustainable wood furniture and BPA free, non toxic paint and glue equipment


Economic system :

- Management by an association : nonprofit organization and volunteer monitoring

- Cooperative bank for daily management

- Rates based on parents incomes







(Translation on progress !)





                                                Charneau Adeline



                                                  Rebecchi Kévin                                  




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Why fund it?




Adeline Charneau

Sous format associatif, l’Institut Pinsons est un lieu de vie porteur de sens et ouvert sur le monde. Fondé par Adeline CHARNEAU, le projet a bénéficié d’une phase d’expérimentation à travers l’Institut des Petits Pinsons en 2014/2015. L’Institut Pinsons est un projet novateur qui inclut : • un nouveau type d’école maternelle favorisant l’élan naturel... See more

Newest comments

Une merveilleuse chose que de savoir que votre projet va aboutir. Nous avons hâte d'en savoir plus! Bonne continuation !
Un beau projet qui va pouvoir voir le jour sur Bordeaux,bravo et merci à vous pour cette merveilleuse initiative ! Hâte de pouvoir vous rencontrer.
Bravo ! C'est grâce à des personnes comme vous que les enfants ont la chance de devenir qui ils sont !