Montessori Philosophy

What are Montessori Sensitive Periods of Child Development?

By Marnie Craycroft Filed Under: Montessori Tagged With: Child Development, Theory This post may contain affiliate links. Please read my disclosure for more info.

Within that concept of the Absorbent Mind, she defined Sensitive Periods of Development. The Montessori framework recognizes several important stages in a child's learning. Sensitive periods are critical milestones where children are particularly open to acquiring certain skills.

These distinctions help adults structure their kids' learning activities. Furthermore, knowledge of this concept allows adults to understand a child's development and how to plan the learning environment accordingly.

Montessori broke the Absorbent Mind down into two phases: the unconscious (from 0-3 years old) and the conscious (from 3-6 years old). During the earlier period, the child unknowingly gathers impressions from his environment, begins to develop the “self-concept”, and life skills, such as independence.

Once he enters the latter period of development, the child consciously takes in his environment. He does not experience new impressions but instead seeks ways to give order to or to create a system for, those impressions gathered unconsciously during the prior period of development.

Movement and liberty are big inner drivers at this time. This is the “let me do it by myself” stage and us adults should allow that to happen. His absorbent mind fades as he reaches six years of age.

What are Sensitive Periods?

Sensitive Period Definition

The sensitive period definition builds on the idea that children aren't consistently receptive to learning experiences. In other words, a child may not be interested in an activity because he has yet to enter that particular sensitive period of development. In addition to noticing distinctions between different children at one point in time, you'll observe that individuals vary over time.

A sensitive period of development can manifest in different ways. For instance, a child might go through a stage where she's particularly receptive to learning about communication or exploring her mobility.

Sensitive Periods of Development

Sensitive periods describe the pattern the child follows in gaining knowledge of his environment while Absorbent Mind explains the quality and process by which he gathers this knowledge. {Montessori: A Modern Approach}

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Sensitive periods are “blocks of time in a child’s life when he is absorbed with one characteristic of his environment to the exclusion of all others”.  E.M. Standing writes, “Montessori observed sensitive periods in the child’s need for order in the environment, the use of the hand and tongue, the development of walking, a fascination with minute details objects, and a time of intense social interest.”

Metaphors in Biology

Montessori’s background in biology lent to effective analogies to these periods in a child’s life. For example, she describes one metaphor: young butterfly lays eggs on a leaf, where tiny caterpillars hatch and with a keen sensitivity to light seek out the softest leaves to nourish themselves in dangerous spots on plants. Once the caterpillars grow and are strong enough to eat tougher leaves, this sensitivity to light disappears. Another analogy is a searchlight (coming from the mind) illuminating only certain parts of the environment.

Like creatures in science, the child will show an intense interest in a certain activity. Therefore, the child is driven to repeat the activity again and again for no reason but to satisfy an inner urge to make contact with and then to make sense of his world.

Related Read: What Parents Should Know About W Sitting

The dire aspect of this point lies in the belief that once a child leaves a sensitive period, the opportunity for a “natural consequence” is lost. More notably, later development will be impeded. So, as soon as adults witness a child entering a certain sensitive period, the adult must do all possible within his power to cater to the child’s development.

Six Sensitive Periods of Development

This evolution goes beyond a kid being more interested in certain activities on specific days — or less receptive to learning when they're hungry. In fact, Dr. Maria Montessori grouped child development into six distinct periods, including

Reading & Writing – a period extending from 3 to the age of six but arguably starts at birth
Order – starts during the first month or year of life and persists through the second year
Movement – starts at birth and keeps going with walking typically at about 12 to 15 months of age
Social & Emotional – often occurs at around age two or three beginning at birth
Small objects – happens when kids are about one and last for a few years
Sensory learning – begins from birth

Movement

Children are born with limited control of movement. Gross and motor skills, however, develop quickly. Learning to use their bodies (in relation to others, balance, fine motor skills) is very much integrated with children developing cognitive abilities.

It's important to note that the timeframes associated with each sensitive period of development vary. In reality, the learning opportunities, examples, and challenges that adults provide for children to have a big effect.

Kids who receive more healthy stimuli and feedback may be more apt to learning in general. For instance, exposure to the outdoors may help with the small object sensitive period of development — Rocks, grass, sticks and other natural items make safe, interactive learning aids.

The Sensitive Period Concept Within a Broader Context

Another key point to remember is that the sensitive period definition ties into the idea of growth stages — what Dr. Montessori called the Planes of Development.

There are four broad Planes of Development that Montessori schools use to group kids in classes:

# 1 – The Absorbent Mind

From birth to age six, children have an easy time taking in information. By using their senses, they develop culture, language, and knowledge. These critical skills become the building blocks of their personalities and thought patterns.

# 2 – Conscious Imagination

From age six to twelve, children develop their abstract thinking skills. They also learn to reason and evaluate the effects of their actions on social relationships. Notably, kids at this second plane of development like to be in control — They want to ask questions and investigate things that they're interested in learning.

#3 – New Identity

From age 12 to 18, adolescent kids start learning more about their newfound personal growth. This stage marks a definite transition toward adulthood.

#4 – Maturity

Mature young adults seek economic independence and control over their futures. During this period, they'll begin forming more solid desires relating to personal goals and social lives.

Sensitive Periods & Child Development

Adulthood may seem like a long way off, but it's not just a matter of time. What you do in the early stages affects everything to come. It's important to realize that the planes of development aren't some unchanging, universal framework. Adults need to recognize that children aren't always predictable.

To put it differently, don't always assume that your kid is merely acting out when they disobey. They may just be trying to explore the world around them at a particularly receptive time. The sensitive periods can also be intense for younger children, who might feel overwhelmed by sensory input.

How can you best cultivate your children's learning habits during their unique development? Being patient and guiding them forward is the best way to foster their growth. The tone you set in the classroom or at home ripples through their lives. Always try to set a good example of how fun learning can be.

How to Get Your Child to Play Independently

By Marnie Craycroft Filed Under: Activities Tagged With: Theory This post may contain affiliate links. Please read my disclosure for more info.

Do you know those kids who can sit and play independently for what seems like hours? Yeah, those children aren't mine. It felt like while other kids played by themselves happily, my children acted as my shadow and hung onto my legs as I tried to get something done around the house. This scene was my reality yet I knew the importance of solitary play in child development. So, we worked on it, and, although painful at times, was a critical turning point for me and my kids.

Solitary Play & Child Development

Child development progresses through numerous stages from an infant’s first days until the child reaches adulthood. Development in early childhood encompasses a growing awareness of the world around them and of their own movements. As the child grows and develops, the physical, emotional, and social aspects to development are refined.

While younger children develop in various ways and through a highly-complex range of factors and stimuli, “play” is critical. A closer look at the various stages of play can help you to provide a stimulating environment that is well-suited for your child’s age and abilities.

Understanding the Stages of Play

When Jean Piaget introduced his Theory of Play, he described four levels or types of play based on developmental stages. Piaget changed the perspective on child development. His theories were based solely on his observations of his children and opened the door for a deeper and more substantiated understanding of child development.

Stages of Play in Child Development

Today, a sociologist named Mildred Parten defines the stage of play. These stages include:

Unoccupied Play: This is the first stage of play and is almost exclusively limited to newborns and babies. Babies engaged in unoccupied play appear to parents and teachers as being stationary and unengaged. They may also move randomly. This stage enables young children to develop motor skills and to learn about their environment.

Solitary Play: Solitary or independent play is common in children between the ages of 2 and 3 years old, but even much older children enjoy playing alone at times. With this type of play, children learn how to entertain themselves at an appropriate physical and cognitive developmental level

Onlooker Play: Solitary activities often transition to onlooker play, which is when a child notices other children playing individually or in groups nearby. This stage of development often spans between 30 months and 42 months of age, but it is normal to occur outside of these ranges as well. In some cases, children will communicate with others who they are watching, but they will not join in.

Types of Play

Parallel Play: In parallel play, children may be playing with similar toys or doing similar activities as others nearby. They may pay attention to what the other children are doing, and they may even mimic them and communicate with them. However, they are not yet socially playing together at this point.

Associative Play: Associative play is the first stage when children begin interacting with each other in a more physical way, and it is common between the ages of 3 and 4 years old. For example, rather than observing and mimicking actions of a child nearby, they may actually be sharing toys or interacting on a deeper level. This is a basic level of social play that lacks rules or structure.

Cooperative Play: Between the ages of 4 and 6 years old, associative play evolves into cooperative play. A leader often governs play. Furthermore, the group may be working toward a common goal. Children learn how to communicate and thrive in groups through cooperative play. This play feeds into success in a school environment and beyond.

Exploring the Importance of Solitary Play in Child Development

As you can see, each stage of play develops skills that the child needs to move to a more advanced type of play. Solo play serves several vital functions. For example, enabling children to find new and creative ways to entertain themselves, to improve their concentration capabilities, and to explore how things work. This type of play also instills a rudimentary sense of independence in the child.

Toddlers who engage in this type of play may not have the skills to engage in other types of play, so their activities may be more limited. One example of this type of play is building structures with blocks or putting together a very simple puzzle. Older children may engage in more elaborate forms of independent play based on their advanced development.

Some examples include developing a storyline when playing with action figures or dolls, building an elaborate blanket fort and more. For older children, this type of play may be a way to express their creativity. Furthermore, it may be a way to safely explore social situations based on their own understanding of the world.

Encouraging Independent Play in Your Child

While solitary play is common in children between the ages of 2 and 3 years old, you can begin encouraging your child to play more independently several months before this age depending on his abilities and interests. For example, you can place a few age-appropriate toys on the floor near your child. Begin by interacting with your child while playing with the toys, and pause periodically to watch your child’s actions. You'll notice your child absorbed in his interactions with toys for a few minutes at a time.

Solo play can be a monumental milestone in a child's development for parents or caregivers as well as for children. When children entertain themselves for a few minutes at a time, parents can use the time to tackle essential chores. However, never leave a child this age unattended or unobserved regardless of how fascinated he or she may seem by a toy or activity.

Can I afford Montessori?

By Marnie Craycroft Filed Under: Montessori, Principles Tagged With: Motherhood, Theory This post may contain affiliate links. Please read my disclosure for more info.

You've seen this comparison before. “Montessori Versus Traditional.” Does the debate miss a critical point? The fact that Montessori is not affordable to the masses?

Trevor Eissler of Montessori Madness will open your eyes to the “debate” from a different perspective but not without a bit of controversy.

Watch Trevor's take on Montessori Versus Traditional Schooling in this less than 6-minute video.

Why is Montessori So Expensive?

Okay, we get his point. Montessori ignites a child's desire to learn and conventional school destroys it. Still, we have to press deeper. Does the video miss a point? Montessori is expensive and most families have no other option than to send their child to a traditional school.

Is Montessori Affordable to the Masses?

Here is my take on Montessori Versus Conventional:

Sending a child Montessori is expensive and simply is not accessible to a majority of families for financial reasons. That is a fact.
Montessori – the lifestyle and the philosophy – is accessible to parents and teachers at little to no cost by learning about the basic foundation and the key tenets of the approach. Montessori does not have to be an approach to learning that begins and ends at private classroom doors. You can start here with these Montessori books likely available at your local library.
Do your research. Maybe access to Montessori schools IS available to your child for FREE. Did you know that there are lots of Montessori public and charter schools popping up all over the United State?. In fact, there are over 400 in existence according to the American Montessori Society.
Montessori has as much to do with parenting as it has to do with teaching. Learn more about Montessori parenting.
The topic is not black & white. Trevor is making an extreme point. In defense of many conventional schools, not all are alike and many are seeking to change the approach to education.
Think creatively and holistically about your child's education. Seth Godin (a fan of free-range parenting & an innovator in education) sends his kids to public school in New York City. He considers himself a homeschooling parent when his children are at home. That is when they have conversations about various topics that may not come up in public school for a variety of reasons. That is when he pushes them with questions and helps them develop their analytical skills. Plus there is all the social and emotional development.

Consider Montessori Madness' video and don't judge it one way or another. He gets us thinking not about good versus bad, etc, but instead about child development and how our kids – no matter where they attend school – best learn. Thought to provoke to say the least. What do you think?

Best,
Marnie

Why Your Child Repeats Himself – Repetition and Child Development

By Marnie Craycroft Filed Under: Montessori, Principles Tagged With: Motherhood, Theory This post may contain affiliate links. Please read my disclosure for more info.

‘Maybe, just maybe, if you waited a moment, the child would dump the puzzle over and do it again. Maybe if you paused and observed the child instead of interrupting the work, or even giving a “great work!” you allow the child to own that experience and perfect his work. Praising might send a confusing message to the child. He might think, “Wait a moment. Am I doing this work for you?”‘ This post gives you an overview of repetition within the context of child development and the Montessori theory.

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Repetition & Child Development in a Montessori

Those words struck me on many levels. I always understood the importance of repetition but had never dug deeply into importance. A child doesn't simply repeat an exercise over and over again for repetition sake. A child repeats to perfect, the reinforce a skill, and to internalize the skill in order to garner the deeper significance of the skill – synthesis, problem-solving, and analysis, for example.

Why Repetition is Good in Child Development

Intervening in a Child's Work

Adults should pause, count to ten, whatever the tactic, before intervening in a child's work, play, conflict, or otherwise. If we're doing our job then the child knows what he needs to do but merely needs to perfect it.

{Related Post: “Questions to Ask Before Intervening” if you need a few ideas on how to avoid “solving the child's problem”.}

Why Does My Child Repeat an Activity?

The idea of what repetition means within the context of brain development is fascinating. There is much more to repetition simply to master an activity or task. There is the reinforcement of the skill and the increased opportunity to succeed as the child continues to practice the work.

Furthermore, the child is able to discern small changes in approach that make or break the exercise. If one approach doesn't work for the child, she will adjust slightly and try another. This is one reason the control of error within Montessori materials so critical.

The Definition of Repetition

Repetition does not mean doing the SAME task again and again but instead practicing the same skill over and over. You can see why variations and extensions play such an important role in the early childhood classroom.

Other Not So Obvious Forms of Repetition

Repetition comes in many forms, not simply the child doing the work himself. A child in a Montessori environment will observe other children doing a work and give lessons to another, often younger, child. Each of these behaviors reinforces the skill.

“Repetition is the secret of perfection” – Dr. Maria Montessori, The Discovery of the Child

Repetition refines the senses, encourages focus, breeds independence, and develop confidence in our work and ourselves. Only when the child is given the opportunity to repeat the activity with intense interest will he enter into a sensitive period, or move onto the next one.

Additional Resources on Repetition:

How to Observe Children in a Montessori Classroom

By Tammy Oesting Filed Under: Classroom, Principles Tagged With: Teaching, Theory This post may contain affiliate links. Please read my disclosure for more info.

As you may know, delivering a quality Montessori education is a lot of work. Preparing and maintaining an environment that meets every child’s needs, creating curriculum, guiding children to practice community-created rules, reporting progress to parents and administrators, identifying developmental milestones and more, the job of a teacher is overwhelming and depends on a variety of skill sets.

So you might wonder of my accuracy when I make the sincere declaration that there exists a “keystone skill” that is necessary for adults to acquire to effectively deliver Montessori. The skill I’m referring to is observation.

The Importance of Observing Children

Observing children helps teachers accurately infer what is needed to modify the environment or their approach to the child. These conclusions are better relayed to parents and administrators when they stem from actual observations.

For every action of the adult in the Montessori environment, whether it be replacing one material for another, or intervening with a child, or giving a new presentation to a child, there is a thoughtful reason to do so based on the adult's observations. So often what we think must be done is based on our impulses or habits rather than empirical knowledge of what should be done, or not.

Observation prepares the adult to act, but, first, we must prepare ourselves to observe!

In the third lecture of her 1921 London course, Dr. Montessori talked about the preparation of the teacher as analogous to the preparation of scientists in other fields: “Any methodical observation which one wishes to make, requires preparation. Observation is one of those many things of which we frequently speak, and of which we form an inexact or false idea. It should be sufficient to consider what occurs in all the sciences that depend upon observation. The observers in the various sciences must have a special preparation. For instance, one who looks through a microscope does not see what exists there unless his eye is prepared. It is not sufficient to have the instrument and to know how to focus it. It is also necessary to have the eye prepared to recognize the objects.”

The first steps in preparing for observing children are internal. Our brains are plastic; that is, they grow and change. Our patterns and habits of thought can be changed with practice. One pattern that hinders our ability to capture what we actually see is the “chatter” or fleeting off-task thoughts that float through teachers minds at any given moment.

Related Read: Montessori Assessment Tools & Resources

Dr. Montessori suggested that guides wear a “beaded belt” and move one bead along the belt every time an impulse to act came upon them. Actions are far more effective when founded on actual observations. I suggest that adults working in Montessori environments practice training themselves to quiet their impulsive thoughts and observe what is actually happening before they respond to a child. No beads needed, just a bit of practice.

Consider starting with one minute and building up your ability to quiet your chatter with practice. Practice by watching YouTube videos of children working, or better yet, live in the classroom setting. Jot a tic mark every time a thought pops in your mind that is not something you are actually seeing or hearing in that moment. With practice, you’ll make more space as an effective observer and will know better when to intervene, and when not to.

More about the Author

Tammy Oesting, Lifelong Learner, Educational Leader, and Innovative Instructor. An American Montessori Society 3-6 and E1-2 certified teacher, Tammy serves the global Montessori community with professional development opportunities by delivering engaging online, on-demand eLearning courses at ClassrooMechanics. Her focus on optimizing classroom performance lead to creating and teaching a live Montessori Assistant Course for years. The need for accessible, quality professional development drove her to put her training online. Tammy and her husband Aaron are location dependent and travel the world visiting Montessori schools and sharing their insights as travel writers at Lands Remote .

Montessori Theory: What is Montessori Parenting & How Can I Make it Happen?

By Marnie Craycroft Filed Under: At Home, Montessori, Parenting Tagged With: Positive Parenting, Theory This post may contain affiliate links. Please read my disclosure for more info.

My 2..5-year-old hopped off his chair and walked over to a cabinet. He pulled out dishes and glasses, then ran over to the kitchen table and began setting places for himself and his brothers. This scenario is an example of Montessori parenting within the context of Maria Montessori's Theory.

Montessori embodies this act. Respecting the child. Giving him space and time gives him the opportunity to grow and to develop in a healthy and productive way.

Montessori is a lifestyle. Dr. Montessori, although she wrote extensively about Montessori as an educational approach, did not intend for this approach to guiding children to be limited to the classroom. Quite the contrary, Montessori, with the focus on the development of the whole child, should embrace the child’s life as a whole, including his time in the classroom and outside the classroom, whether with Mother Nature or at home with family.

How to Define Montessori at Home and Montessori Parenting

Montessori parenting is a big part of the Montessori philosophy. Bridging the gap between home and school is critical to raising a Montessori child. Work with your child's teachers to make that happen.

Related Post: 12 Ways to Integrate Montessori at Home

Life offers moments to guide children. Let them put on their own shoes. Offer them support without doing it for them. Don’t assume you have the answer or can solve their problem. Children are capable of doing and being so much. Respecting the potential of our kids to grow and develop based on their own instincts and tendencies is just as much a part of the Montessori classroom as it is a part of the Montessori home environment.

Related Post: Your Child is a Killer Communicator

Opening up our eyes to that possibility is key with integrating Montessori at home. At the risk of sounding cliche, the world is our classroom. What Dr. Montessori emphasized included an approach to communicating with children, disciplining children, guiding children, and preparing the environment to ensure success in a child’s development.