Background/Purpose: The pedagogical thought of Johann Heinrich Pestalozzi (1746-1827) has been recognized as one of the pillars of modern popular pedagogy and the Active School movement. His student-centered approach and emphasis on holistic development have significantly influenced contemporary educational trends. However, his legacy has not been sufficiently valued in current educational debates. This study aims to analyze Pestalozzi's fundamental contributions to highlight the relevance and enduring validity of his educational proposal. Materials/Methods: The research was conducted using a qualitative and hermeneutic approach. A preliminary bibliometric analysis of the existing literature on Pestalozzi was conducted using the Web of Science and Scopus databases. The search focused on titles, keywords, and abstracts. In the first stage, 736 articles were identified in Web of Science and 662 in Scopus, whose metadata was analyzed. Additionally, 30,200 bibliographic sources were found in other databases. The software VOSviewer was employed to visualize similarities, identify the core ideas of Pestalozzi's educational approach, and explore its connection with modern pedagogy. Results: The study identifies the triad "head, heart, and hands" as the central axis of Pestalozzi's thought, guiding his proposal for integral education. Key elements such as play, the child's natural activities, and manual work are highlighted as means to foster cognitive and motor skills. These principles remain highly relevant in early stages of learning, especially in areas like drawing and writing. Conclusion: Pestalozzi's pedagogy continues to be an essential reference for student-centered education. His ideas provide a solid foundation for rethinking more human, holistic, and socially committed educational models.