Motivation is often perceived as a simple matter of willpower. However, it relies on distinct brain mechanisms that do not correspond exactly to the same realities. An essential distinction is between what we “like” and what we “want”.
During adolescence, inner motivation develops through self-affirmation, critical thinking, taking on responsibilities, and engaging in meaningful projects, all aimed at becoming an autonomous, thoughtful, and responsible adult.
In the 6–12 cycle, the child develops intrinsic motivation by actively building knowledge, learning to self-correct and to organize independently, so as to take ownership of their learning and strengthen confidence, perseverance, and critical thinking.
Between 3 and 6 years old, children develop their autonomy and inner motivation by learning to choose, experiment and progress independently through caring guidance and Montessori materials, where mistakes become a natural learning tool.
In the Children’s Community, a child’s motivation develops through the gradual achievement of independence, the joy of ‘doing it myself,’ and the confidence gained through concrete experiences adapted to their development.
During adolescence, emotions are intense, sometimes confusing, and influenced by many factors. How can we help young people understand, express, and transform them into strengths?
Between tension, strong emotions, and shared moments, children learn every day to better understand themselves—and others. But how can we support them in turning emotions into real resources?
What if emotions became powerful allies for growth?
In our 3–6 classrooms, children learn every day to recognize, understand, and navigate their emotions through Kimochis. Through real-life situations and playful tools, they develop essential skills for their well-being and relationships.
For young children, emotions are intense, spontaneous, and sometimes confusing… How can we help them recognize, understand, and gently manage them?
What if understanding emotions changed everything?
Why do two children react so differently to the same situation? Because an emotion does not depend only on what happens—but above all on how it is experienced.
