Emotions: The Heart of Learning
There is one thread that, for many years, I overlooked: emotion.
For a long time, I saw learning through the lens of planning, structure, and creativity. I believed in designing thoughtful environments, in nurturing curiosity, and in giving children beautiful invitations to explore the world. What I didn’t yet understand was just how essential emotional connection is—not only for social development, but for intellectual growth.
That understanding began to take root when I encountered Roots of Empathy, a program that reframes the way we relate to children’s emotional lives. Around the same time, I found myself deeply moved by the work of Gabor Maté, whose insights into early experiences and their lifelong impact resonated deeply. Then came George Lakoff’s theory of embodied cognition, which proposes that thinking isn’t something that happens despite our emotions and sensations—but through them.
This was a turning point for me. I began to ask different questions:
What if learning happens first through relationship, not instruction?
What if a child’s ability to reason depends on how safe they feel, how understood they are?
What if emotional attunement is not just helpful—it’s foundational?
I remember a moment in the classroom with a child who couldn’t sit through circle time. I used to wonder if the activity was too long, or if I needed to change the space. But something told me to look deeper—to notice what was happening beneath the surface, to listen beyond the behavior...
That’s how I began creating a daily ritual of connection. Every morning, when that child entered the classroom with his mother, he received what I began calling a 'ritual of love.' Intentionally, I dedicated one or two minutes to welcoming him, positioning myself at his eye level to reestablish and strengthen our bond through thoughtful questions. The message was clear: I see you, you matter to me.
I also started personalized sessions with his mother, and we spent a great deal of time appreciating the gifts he demonstrated, as well as developing new strategies to scaffold his growth. That’s how this child began to show an enormous transformation in every area—almost unimaginable…
That moment stayed with me. It became part of a bigger realization: that emotions are not something to "get past" so we can learn—they are the gateway to learning. Presence, attunement, and emotional safety lay the foundation for all the cognitive, creative, and social growth we hope to inspire.
As I began to blend this emotional wisdom with my knowledge as an early childhood educator, my practice began to shift. I moved away from “managing” children and toward partnering with them. I became more curious about what sparks interest, what quiets a nervous system, what invites wonder.
This isn’t a finished story. It’s a journey that keeps evolving. And it’s one I want to share—with parents, with teachers, with caregivers, and with anyone who believes in building a better world by honoring the full humanity of our youngest ones.
We don’t have to choose between intellectual development and emotional wellbeing. When we center connection, we nurture both.
There’s so much more I want to say. But for now, I’ll leave this here, and invite you to come back—to read, to reflect, and to walk alongside me on this path where learning begins with the heart.
