Category Archives: Self Care

The Absorbent Mind and the Sensitive Periods

by Vesna Gornik, Early Childhood Head Teacher
(edited by Tori Inkley)

“Just as a physical embryo needs its mother’s womb in which to grow, so the spiritual embryo needs to be protected by an external environment that is warm with love and rich in nourishment, where everything is disposed to welcome, and nothing to harm it.”
(The Secret of Childhood, p. 35)

Dr. Maria Montessori, in The Absorbent Mind, describes the human being as having a “double embryonic life” – one prenatal and the other postnatal. This dual life sets humans apart from animals who rely on instincts, while humans are born with an inner, unseen personality that requires a special environment to flourish. The term “Absorbent Mind” refers to a child’s remarkable ability to absorb effortlessly everything around her, from culture to customs, ideas, ideals, sentiments, feelings, emotions, and religion, especially during the first six years of life.

The first stage of a child’s life is one of adaptation. Unlike adults, who can never fully adapt to a new environment, children are highly adaptable to their surroundings. While adults of various cultural backgrounds will most always prefer to eat food from their native countries… even after relocating to a different country… children will generally embrace the food that is put in front of them. As adults, whether you choose to use plates or bowls, forks or chopsticks, etc., usually depends on your childhood experience. And children don’t just adapt to time and place; they also absorb the local mentality. Dr. Montessori believed that, regardless of the country in which a child is born, he is endowed with an “absorbent mind”. 

According to Montessori, a child develops in stages. The first stage, from zero to six years, is a period of transformation and is subdivided into two phases. From birth to three years, the child has an unconscious absorbent mind, where she constantly absorbs impressions from the environment without awareness or will. From three to six years, the child’s absorbent mind becomes conscious, and the child becomes intentional in her actions and begins to exercise her will. During this critical period, intelligence and personality are formed as the child begins consciously interacting with the world around her.

A child absorbs knowledge from the environment effortlessly. He is like a sponge and has a capacity to learn by himself through observation. One of the most impressive demonstrations of this is in children learning foreign languages. You might not be able to tell whether someone speaks with a native accent or not, as children exposed to foreign languages early on tend to speak without an accent. If children have the chance to be exposed to multiple languages, they can easily master them. As an adult, I cannot distinguish tones in Chinese, no matter how hard I try; likewise, I have never spoken English without an accent even after years of practice. Similarly to language, a child also absorbs behavior. For instance, I once read about a young child who was raised in a home for the elderly. By the age of 15, he moved and walked as slowly as the seniors who resided there and had adopted their posture. After enough exposure, children have also been known to replicate how the adults around them interact with each other.

Through her work, Maria Montessori observed that children pass through various “Sensitive Periods” during which they are more receptive to learning certain skills effortlessly, such as walking and talking, and even more refined skills like reading, writing, and good manners. During those periods, children want to do particular activities (practice skills) themselves; they often cannot get enough of an activity and want to repeat it over and over again. These periods are transient, and if not capitalized on, opportunities to perfect specific skills may be lost for good.

The Sensitive Period for Language begins much earlier than most realize. By 10 to 12 months, monolingual babies have already lost the ability to distinguish certain sounds from a second language that is not spoken at home. Children absorb sounds, words, and grammar from their environment. In language acquisition, the social environment plays a crucial role. Infants need to interact with people to learn language; they cannot do it simply by listening to a radio or TV. The best advice for new parents would be not to underestimate a baby. Parents should talk to a baby as much as possible, describing every action they take (e.g., “I’m going to bathe you now”, “It’s time to change your diaper”, “Do you want to wear the blue pajamas tonight?”, etc.).

Introducing books early and using fabric books so the child can engage with them using different senses (sight, touch, and even taste), is a wonderful early step toward language and vocabulary development. Later, parents can provide hardcover books that children cannot destroy. Parents should read to the child, point to the pictures, and patiently repeat words so long as the child is interested. Parents, grandparents, and even older siblings can ask young children to point to objects in a book as the adult or sibling names them. One should also remember that children absorb not just vocabulary, but actual language, tone, and phraseology, and will use those later on as well. Therefore, it’s important to be mindful of what you say. I was surprised when, at two and a half years old, my own daughter ended her first phone conversation with me by saying, “Have a good time.” – a phrase I often use with others.

Dr. Montessori believed that scientific words should be taught to children between the ages of three and six years, and that writing can only be learned with joy and enthusiasm before this period ends. I observed the process of repetition firsthand when my own daughter insisted that I repeat the names of objects in a book countless times, pointing at them with her finger. Once she mastered those words, she lost interest and moved on to her next task. The case of Victor, the “Wild Boy from Aveyron”, who never learned to speak, is an example of a missed sensitive period for language acquisition. Victor was discovered in the wild in 1800, when he was about ten or eleven years old. Developmental disability was ruled out, and his case provided evidence that there is a critical period during which spoken language must be learned.

The Sensitive Period for Order occurs in a child’s first year and continues through the second. Everything in the child’s environment should be kept in its proper place, and the actions of the day should follow a regular routine. This sense of order extends to both time and space. This can be clearly observed in young children, who need regular meals and sleep times to avoid becoming fussy. An ordered environment leads to order in the mind. To help children the most, we should maintain order and routine, stability and a general rhythm in their environment and their lives.

Among other things, Maria Montessori noticed a young child’s fascination with small objects, particularly beginning in the child’s second year. E. M. Standing wrote that this period is somewhat connected to the Sensitive Period for Order. “Children are drawn by a peculiar fascination to tiny objects in their environment – objects so small that adults often overlook them.” In today’s world, this interest is often overlooked because small objects are generally removed from environments where children under the age of three are present.

Some sensitive periods are not necessarily easy for the adult to determine, other than a general age range. Some periods, however, are very easy for adults to recognize, such as the Sensitive Period for Walking. There is also a Sensitive Period for Toilet Training, and when introduced at the right time, some say children can become trained in a week.

The Sensitive Period for the Refinement of the Senses lasts from 2 ½ to 6 years. This period coincides with the Sensitive Period for Learning Good Manners. Dr. Montessori used the Sensitive Period for the Refinement of Movement to introduce children to Practical Life exercises. “If,” said Montessori, “this perfecting of movement is introduced at the creative moment (2 ½ – 4 years), it not only tends to the normal development of the mind but also affects the whole personality, bringing contentment, concentration, and inner nourishment.” Skiing is a good example of a skill that is easily learned in childhood but becomes difficult to learn as an adult. Even if an adult does learn, his movements would not be as graceful or natural as those of someone who learned at a younger age. Similarly, we observe that athletes in gymnastics or ice skating can truly excel only if they begin practicing before a certain age. 

In summary, the concepts of the “Absorbent Mind” and “Sensitive Periods” underscore the importance of creating a nurturing environment for children. During the early years, children have an incredible ability to adapt to whatever environment they were born into. To succeed in this task, a child absorbs everything in her environment. Because of the child’s absorbent mind, it’s crucial that adults be mindful of our behavior and actions. A child becomes a mirror of the adults in his life, absorbing not only positive behaviors but also negative ones. The Absorbent Mind and Sensitive Periods are closely connected. Dr. Montessori used the knowledge of Sensitive Periods to help children learn easily at the right time. By understanding these periods, she was able to support children in refining their senses, movements, and manners with ease, and the results were permanent. Montessori used individualized lessons, knowing that children experience different sensitive periods at different times. We must be observant when a child is going through a sensitive period and offer the right support.

Montessori’s recognition of Sensitive Periods gives us a framework for understanding how children learn best. We need to offer them the right opportunities to develop, to allow them to follow certain interests, to not interrupt them, to prepare the environment (making materials accessible so that when the time comes, the child will notice them and start using them independently), and to provide only the necessary help, as any unnecessary help is an obstacle to the child’s development.

As it would be unrealistic to expect an adult to change, Maria Montessori believed in the power of a child to achieve peace: “By taking the child into consideration, we touch something common to all humanity. We cannot achieve world harmony simply by attempting to unite all these adult people who are so different; but we can achieve it if we begin with the child, who is not born with national and racial prejudices.” (Her Life and Work, p. 157)

Works Referenced 
“Hearing Bilingual: How Babies Sort Out Language”. New York Times, 11 October 2011.
Lillard, Paula Polk. Montessori: A Modern Approach. Schocken Books, 1972.
Montessori, Maria. The Absorbent Mind. Henry Holt, 1995.
Montessori, Maria. The Secret of Childhood. Ballantine Books,1966.
Standing, E.M. Maria Montessori: Her Life and Work. Plume, 1998.

Independence in the Early Childhood Montessori Classroom

by Camilla Nichols, Senior Director of Montessori Development

“How does he achieve this independence? He does it by means of a continuous activity.
How does he become free? By means of constant effort…
Independence is not a static condition; it is a continuous conquest,
and in order to reach not only freedom, but also strength,
and the perfecting of one’s powers, it is necessary to follow this path of unremitting toil.”
~ Dr. Maria Montessori (The Absorbent Mind)

Maria Montessori recognized early on that there was a need for a form of education that looks at the whole child, at what drives them and what their true needs are. She observed the need for independence in children and began experimenting with different ways to guide children to become more involved in their own education, which was in opposition to the typical thought on Early Childhood Education in the 1900s. Montessori also recognized the importance of having children feel that they belong to a group, that they matter, and that other people care about them.

Young children on the road to independence want to be given the opportunity to do things on their own. On average, a child falls 17 times an hour while learning to walk, but the child doesn’t give up on this task until he has succeeded by repetition, thus learning by trial and error. Mistakes are a vital part of learning because they help children to adjust and motivate them to try again. When a child is learning a new task through direct experience, each small achievement creates a new connection in the brain, and before you know it, this new task has become automatic. 

Maria Montessori allowed children to become actively involved in their own education. She discovered that when children were able to freely choose an activity and follow what she called “the child’s inner guide”, they were able to engage for a longer time and were more deeply connected to their activity. Their concentration also deepened, compared to the more traditional practice of the teacher assigning the activity or work.

This discovery was made in Italy back in 1907 at the first Montessori School, Casa dei Bambini, during an interesting observation. A teacher had accidently overslept, and as she rushed into the school, she stepped into the Prepared Environment and was astonished by what she found. All of the children had already chosen work on their own, without her being present. At first she was upset, but then Dr. Montessori urged her to observe the phenomenon before her. This is how one of the Core Principles of the Montessori Method, “Follow the Child”, was born. It was very clear that the children seemed more engaged, content, and happy, and were able to socialize, share, and help each other based on their own choices. Many core principles of the Montessori Method are based on Maria Montessori’s early observations. She observed that children make choices that are influenced by developmental needs and that the children will continue to repeat an activity over and over until their needs have been met.

“We must, therefore, quit our roles as jailers and instead
take care to prepare an environment in which we do as little as possible
to exhaust the child with our surveillance and instruction.”
~ Maria Montessori (The Child in the Family)

In a Montessori Prepared Environment, we always encourage and allow repetition as the children are born with a natural instinct to repeat. Young children are very capable of following through with an activity on their own. The role of the adult is to demonstrate how to do it and then take a step back and observe the child as she independently finishes the task. The Prepared Environment also allows children to make their own choices in a beautiful and inviting setting. Children of mixed ages work together as a community where everyone matters and everyone is able to follow their own inner guide, independently choosing meaningful and purposeful activities that foster a lifelong love of learning.

“Help me to do it by myself” ~ Maria Montessori

How to Establish Healthy Transition Routines at the Start of a New School Year

by Camilla Nichols, Senior Director of Montessori Development

In Montessori schools, we often refer to Head Teachers as “Guides”. The primary role of a Montessori Guide is to act as a role model for the children in her or his care. These Guides, or Head Teachers, are trained to observe and follow the needs of each child, as the needs look different for everyone, and will most certainly change over time. In a nurturing and Prepared Montessori Environment, the goal is to ignite each child’s inner flame and his or her love of learning, while allowing children to become independent citizens of the world. Children will begin to feel a sense of belonging and that they matter, they are needed, and they make a difference to the world and those around them. Together, we establish and create a community where parents, children, and teachers form trusting relationships and build a foundation where everyone can feel safe, loved, and cared for. We welcome our families on this wonderful lifelong journey of learning that starts here at The Montessori Children’s Academy. 

As our families are preparing to return to school, or to begin with us for the first time, we wanted to offer a few tips to help make the start of the new school year as successful as possible for your children and your families.

Read books. A wonderful book that we recommend is The Kissing Hand by Audrey Penn. This book gives just one example of how to establish a special ritual with your child, reminding your child that you are always nearby and that you love her or him unconditionally. For an audio version of the book, you may want to check out the YouTube video at  https://www.youtube.com/watch?v=nWRV6Tmn5gU

Keep your morning routine positive. Children are experts at sensing what their parents are feeling. So, even though you may be a bit anxious yourself, try to stay positive while you and your child are getting ready for school in the morning. 

Keep your school drop-off/goodbye brief. Once at school, keep your goodbye short and positive and don’t linger, as this will only make it harder for both your child and you. Making positive statements such as, “I can’t wait to hear all about your day”, “I love you”, and “I will be back soon”, help your child understand that you are comfortable with the school and know that he or she will be safe there. Trust your child’s teachers and know that your son or daughter is in the hands of other loving, caring adults.

Be on time each day. It is much more challenging for a child to enter a classroom when everyone else has already settled in and is busy working. Children acclimate better to a new school routine when they are entering the classroom during greeting time along with all the other children.

Encourage your child to walk independently into and through the school. Do not carry your child into school, and allow extra time for your child to hang up his or her backpack, coat, lunchbox, etc. Children are more than capable of doing this and when doing this on their own, it helps to foster independence. Practice patience and allow that extra time to “follow the child’s” lead and pace.

Stay consistent with the same routine every day. If your child attends school three days a week, the transition may take a little longer than that of a child that attends five days, where each weekday looks the same. You should allow 6-8 weeks with some ups and downs for your child to get used to the new routines. Remember… a long weekend or an illness that necessitates an absence from school often causes a child to regress and makes them start all over.

Communicate with your child’s Head Teacher. Remember that we are on this path together. Be open to communicate your challenges and needs with your child’s Head Teacher. Share observations and reflections and discuss together a plan/strategy for drop-off if your child needs more support. Discuss this privately with the Head Teacher and not in front of your child. Then stick to the plan and you will see great results.

Support your child as needed. Add a picture of your family to your child’s backpack that can be there as a reminder that family is always close by. Or maybe add a favorite stuffed animal or blanket that will remain in the backpack all day, as the child learns to leave attachments behind and enter through the classroom door independently on his or her own.

Listen to your child. If your child is having a challenging time, it’s important to acknowledge those feelings with phrases such as, “I know you feel sad when I’m leaving, but I also know that you will have a great time and I will be back very soon.” Avoid bribery such as, “If you go to school, I will bring a cookie or a sticker for you at pick-up”, as your child will then start to rely on external rewards in order to go to school. Remember… your child is learning to be a part of society and to adjust to daily routines; not unlike the way parents go to work every day. Encouraging phrases like, “You must feel so proud of yourself” and “You are amazing and I can’t wait to hear about your day”, will help give your child an inner satisfaction that will lead to feeling good about him or herself rather than trying to please mom or dad.

Learn how you can be involved in the MCA Community. Showing your child that you are involved in the school community allows your child to see that mom and dad can learn and have fun too! Attend our Parent Workshops, participate in the Parent Book Club, join us for Harvest Family Fun Day, and drop in for our Coffee Mornings. Speak to your child’s Head Teacher once everyone has settled into the year to learn about the possibility of visiting the classroom to share something from your culture, a recent trip abroad, your profession, or even to read a book to the students. 

Some children will walk through the MCA doors with ease and transition into the new school routines quickly. For other children, the transition may take some time. Therefore, it’s important to know how you can help to make this transition as smooth as possible in a supportive way that will ultimately help your child. Most of the time, it’s harder for the parents to say goodbye than it is for the children. So, a routine that looks the same every day is beneficial for everyone. 

We encourage you, as parents, to embrace this special journey and to take the time to observe how you can encourage opportunities of independence in your child while taking a step back and remembering Maria Montessori’s quote… “Help me to help myself.”