Maria Montessori observed and worked with young children for many years. She developed a program that gave the teachers information about the materials and methods that she felt worked with children. Of the many ideas Maria Montessori developed in her work with young children, the following five Montessori concepts are among the most important because together they affect every aspect of a Montessori childcare program.
Montessori believed that from birth to six years is the time of the absorbent mind. This is when a child’s mind is like a sponge soaking up information. She developed her Montessori concepts and theory about the absorbent mind through many years of observing and working with young children. According to Montessori, during the first three years of life, most children move from the unconscious absorbent mind, where the child is attracted to everything, to the conscious absorbent mind where the child focuses on and chooses a specific object or task. Most infants and toddlers are in the unconscious absorbent mind stage where they wander and move quickly from one thing to another and they pay attention to everything all at once. By 24 or 30 months some children show signs of developing the conscious absorbent mind, especially when they are exposed to an environment that allows them to concentrate.
In order to help children develop the conscious absorbent mind, the Montessori environment is designed to minimize things that may overstimulate and distract them. The Montessori prepared environment aims to provide calm, neutral and quiet background that supports learning. In addition, the Montessori directresses (teachers) constantly give the child formal and informal opportunities to learn and focus. Informally, the child absorbs part or all of every action the caregiver performs during the day. The directress therefore acts as consciously as possible to model the actions and behavior she wants. Formally the directress observes the child and their interests closely. Special materials and activities are ready to present to the child when she/he is most likely to be drawn to them.
Dr. Maria Montessori believed that there are certain times during the child’s physical and cognitive development where she/he would learn more quickly and easily if given opportunity and the correct guidance. These certain times are called “sensitive periods”.
The Montessori concepts takes a child centered approach where the caregivers act as guides for the student in the direction she/he wants to take. However, the Montessori approach does not depend only on a child’s readiness and willingness to learn. One unique characteristic of the program is that caregivers present lessons in specific short tasks or activities. These tasks and activities are geared to a child’s specific interests, needs and abilities.
An important part of the Montessori directress work is to stay informed about each student’s unique skills and abilities. This is accomplished by making and recording observations of the students on daily basis. Another important part of the directress work is to ensure that the learning materials the children need are always ready and available. Only with such observation, planning and preparation can the caregivers have materials and activities ready to meet each student’s sensitive periods when she/he is especially ready to learn something. It may take many repetitions for the child to absorb the activity. However, because the child is already interested in the material, with every repetition she/he will develop more of the skills involved.
The Montessori principals strongly encourage parents to incorporate Montessori concepts, activities and techniques at home. This helps enhance the physical and cognitive development according to the sensitive periods.
Dr. Maria Montessori observed that children develop confidence and learn best in calm and beautify. Everything is chosen for its ability to engage a child’s interest and help her/him develop. Everything in the classroom environment is designed to meet calm, beauty, security, order and materials and activities designed for learning. The Montessori environment is not designed to stimulate children with color, sound and movement. It is designed to give the children space and time to concentrate and learn. Walls are painted in neutral colors and few items are put on display at any one time. For example, an activity cabinet holds just two items per shelf. In addition, all the shelves are at the child’s level so that the materials and activities are easily approachable by the students.
The Montessori concepts apply careful preparation to the physical environment, as well as the people and experiences within the program. Caregivers strive to model the behaviour they want the children to emulate. This is accomplished by treating others with respect, speaking in calm, quiet voices, and returning materials to their proper places so that they know where to find them the next time they want to use them.
Montessori found that if given the opportunity, children would learn quickly to correct themselves rather than depend on adults to correct them. According to her Montessori concepts approach, making mistakes is a normal and important part of children’s learning. Developing self-correction or control of error helps students develop confidence in their decisions and abilities. Self-correction also gives them the chance to practice and develop their fine and gross motor skills. Motor skills involve not only the body movement but also the ability to control the movement. Children develop this skill best when they have many opportunities for repetition and practice.
The Montessori program is designed to give children as many opportunities as possible to learn control of error. Instead of the control being applied by the caregivers through instructions, control of error is built into the design and materials of the Montessori environment. The child size furniture in the Montessori classroom is light enough that the children can move it without adult assistance. It is also light enough that it can be knocked over unless the child takes care to control her/his movements. In addition, the environment contains items that the children have to learn to handle carefully to avoid damage or breakage.
Montessori believed that learning practical life skills was one of the best ways for young children to practice and develop their fine and gross motor skills, develop confidence in their abilities, develop independence, and learn to get along with others. Practical life skills include such things as cleaning and caring for the environment and preparing food.
Children are given opportunities to learn and practice practical life skills. Involving them in the care and maintenance of the environment makes the Montessori program different from most others. Practicing fine motor skills forms the basis for later writing and cognitive skills. One of the most important skills developed through fine motor activities is the pincer grasp. The thumb and for fingers motion so important for picking up and manipulating small objects and for counting and sorting. In addition, using pincer grasp involves not just fine motor skills but the ability to focus visually and mentally.
The Montessori concepts offer carefully chosen games and materials. Some of the activities the children are engaged in include: polishing mirrors, slicing fruits, sorting objects, sweeping floors, washing tables, pouring beverages, sorting utensils and setting tables. In the process, the children participate in creating order and beauty in their environment. They develop and practice motor and other skills and have the chance to experience themselves as independent, competent beings.
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Great Minds ECC Team
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