Montessori Philosophy
Define the term sensitive periods, and explain how the teachers knowledge and understanding of these periods determines his / her preparation and custodianship of the prepared environment.
Dutch biologist Hugo De Vries was the first person to speak about and define the sensitive periods during his research with animals. These observations in nature were part of Montessori’s studies as well. She observed similar situations in ‘normal young humans’. This appeared to be the same globally, with all children no matter where they were born geographically, or what culture they belonged to.
Sensitive periods are transitory periods of time in a child’s life when he is especially sensitive to certain aspects of the environment. They appear through patterns of repeated behaviour. The Sensitive Periods are not linear, i.e., they do not follow one after the other; some overlap and some are continuous. Montessori education was developed with attention to the Sensitive Periods as a central theme. If a child is prohibited these sensitive periods, the natural consequences are shown with the disturbing effect on psychic development and maturity. As soon as a sensitive period appears the child must be assisted. It is important that we as adults have knowledge of the sensitive periods and use this information in our environment to avoid barriers for the natural development of all children.
Knowledge and understanding of the world are built through our senses, which is a slow process that goes on throughout childhood. “The education of early childhood should be based entirely upon this principle: Assist the natural development of the child.” (Discovery of the child, chapter 9, pg. 144)
There are two necessary conditions that need to be met in aiding and assisting the child during his sensitive periods.
Child is dependent on integral relationship with his environment – both things and people. Only through this interaction can the child come to an understanding of his
Dutch biologist Hugo De Vries was the first person to speak about and define the sensitive periods during his research with animals. These observations in nature were part of Montessori’s studies as well. She observed similar situations in ‘normal young humans’. This appeared to be the same globally, with all children no matter where they were born geographically, or what culture they belonged to.
Sensitive periods are transitory periods of time in a child’s life when he is especially sensitive to certain aspects of the environment. They appear through patterns of repeated behaviour. The Sensitive Periods are not linear, i.e., they do not follow one after the other; some overlap and some are continuous. Montessori education was developed with attention to the Sensitive Periods as a central theme. If a child is prohibited these sensitive periods, the natural consequences are shown with the disturbing effect on psychic development and maturity. As soon as a sensitive period appears the child must be assisted. It is important that we as adults have knowledge of the sensitive periods and use this information in our environment to avoid barriers for the natural development of all children.
Knowledge and understanding of the world are built through our senses, which is a slow process that goes on throughout childhood. “The education of early childhood should be based entirely upon this principle: Assist the natural development of the child.” (Discovery of the child, chapter 9, pg. 144)
There are two necessary conditions that need to be met in aiding and assisting the child during his sensitive periods.
Child is dependent on integral relationship with his environment – both things and people. Only through this interaction can the child come to an understanding of his
Bibliography: Maria Montessori, The Discovery of The Child, Random House Publishing Group, New York, 1967 David Crystal, Listen To Your Child, Harmondsworth: Penguin, 1986 Maria Montessori, The Secret of Childhood, Ballantine Books, 1982