The neuro-scientific evidences of the last years confirm that without affective bond learning is not possible . Children explore their environment to learn and need to feel secure, physically and emotionally, to develop.
The written legacy of the Italian pedagogue Maria Montessori already told us about the importance of emotions in education, it is necessary for the child to feel security and love in order to integrate knowledge . However, it is an aspect that is hardly taken into account in today’s school.
The dynamics of the traditional educational system generate a vertical relationship between the teacher and the child . This power relationship often generates discomfort in the student, who feels that he / she is constantly on trial and does not see the adult as a point of support but as the authority itself.
If we collect the essence of the direct work of Maria Montessori, there it is pointed out that one of the main tasks of the adult is to take care of the psychic life of the child . The objective is not to divert its nature, encasing it in certain inappropriate dynamics imposed by an adult-centric mentality in a totally obsolete school system.
From this point of view, the concept of Prepared Environment is developed . It is about a part of the physical environment . This consists of the entire curricular display, the way things are shown to the students, the distribution of the furniture in the classrooms, the plants, the natural light, all accessible to their height, clean and pleasant.
But, on the other hand, that prepared environment ceases to make sense if the psychic Prepared Environment is not developed in turn . Here comes all the emotional care that the Montessori Guide develops for its students. It is a space in which, from self-observation, an affective and respectful climate necessary for the full development of each child is fostered .
The prepared psychic environment is put into practice from guidelines with which links, limits and agreements are worked , as well as the rites that allow the construction of an individual and collective identity.
The objective of the ‘manners and courtesy’ section is for the child to understand the codes of relationship in a large group , as well as to communicate in a cordial, respectful and fraternal way.
All these keys are transmitted to the students on a day-to-day basis through the way of treating and communicating with them, explaining them. In this way, they do not perceive the teacher as the authority, but as a guide to trust . All this generates a sense of security that allows them to integrate the knowledge that is transferred to them and enjoy learning and the school stage.
Montessori education is often believed to consist solely of the Physical Environment, spacious classrooms, and wood materials to develop the senses. However, it has been shown that it is a comprehensive approach that seeks to be respectful of childhood , a crucial stage for the formation of the personality and potential of each child.
Thus, affection, emotion and learning are an inseparable triad, and the way to take care of the emotional bond with students is by making them feel loved and understood . In this way, communication and self-esteem will improve, while promoting the child’s social, cognitive and affective development.
In the words of Maria Montessori “The educator’s attitude must be one of love and absolute respect for his dignity as a human being.”