WHAT IS EDUCATIONAL NEUROSCIENCE?
Montessori & Primary
WHAT IS EDUCATIONAL
There is no question that the stages of early infancy (0 to 6 years) and childhood (6 to 12 years) are crucial in the development of all human lives.
These years lay down all the necessary foundations to structure later learning, as brain growth and development, resulting from the synergy between a genetic code and the experiences of interaction with the environment, allow the development of social, emotional, cognitive, sensory-perceptive and motor abilities that shape the basis of a whole life.
Brain development occurs in cycles, in a non-lineal way. Nevertheless, cognitive and emotional capacities do not follow this same process by a long means: their development will depend greatly on the brain’s interaction with the environment.
Even though every boy and girl is born with a brain programmed genetically to extract from the environment all the information it needs to develop, the experiences it goes through during infancy and childhood, or deprivation of such experiences, will affect the brain development process.
Taking this information into account, Bond Montessori aims to develop every child’s brain capacities to the maximum instead of holding them back.
PEDAGOGIC CONTRIBUTIONS OF EDUCATIONAL NEUROSCIENCE
To do so, our educational task is underscored by the pedagogic contributions of educational neuroscience, whose main goal is to make all teachers aware of the knowledge relating to the brain’s operation.
Neuroeducation makes it possible to understand the brain mechanisms, the emotions and the behavior that underlie learning, based on the fact that not all learning processes nor all emotional responses are the same and that, taking into account the brain’s plasticity, we can adapt the teaching system to assess and improve teachers’ preparation and help and facilitate the process of every learner, providing tools that foster educational innovation in class.
LEARN BY EXPERIMENTATION
Accordingly, it has been shown that we learn by experimentation and that such learning will remain more intensely in our memory if we feel emotion.
Neuroscience has helped us understand the role of emotions in learning and in the consolidation of knowledge.
Therefore, keeping in mind the pedagogic principles that underlie the field of educational neuroscience, Bond considers that quality education is possible if it is carried out through the Montessori pedagogy curriculum.
Our objective is to develop and strengthen every child’s individual talent.