Reading time: 25 minutes
In this paper you will find:
1. Introduction
2. Montessori’s Early Influences
- Work with Children with Learning Difficulties.
- Influence of Itard and Seguin.
3. Child-Centred Education
- The Child as the Core of Education.
- Scientific Studies and Observation.
- Interdisciplinary Contributions.
4. Planes of Development
- The Absorbent Mind (0–6 years).
- The Spiritual Embryo (0–3 years).
- The Social Embryo (3–6 years).
5. Favourable Environment and the Role of the Teacher
- Human Tendencies and Sensitive Periods.
- The Prepared Environment.
- Freedom Within Limits.
- Vertical Grouping and Community Building.
6. Teacher’s Spiritual Preparation
- Observation and Normalisation.
- Protecting Concentration.
- Indirect Guidance and Respect for Independence.
7. Practical Reflections from a Nursery Teacher.
8. Conclusion.
1. Introduction
This paper presents key ideas that support Maria Montessori’s (1870–1952) principle of following children’s development through observation (Montessori, 2007). Montessori argued that “we cannot teach children from three to six years of age. We can but observe them with intelligence and follow their development” (Montessori, 2007, p. 221).
To explore the reasoning behind this statement, the paper examines stages of human development, with particular focus on the Absorbent Mind (Montessori, 2007). It also highlights the influences that shaped Montessori’s philosophy, its translation into pedagogy through the role of the teacher and the prepared environment, and the essential concepts of freedom and order (Montessori, 2007). Finally, it evaluates children’s responses to this unique learning approach.
2. Montessori’s Early Influences
Work with Children with Learning Difficulties
Maria Montessori’s philosophy was shaped by her personal, cultural, and social experiences. Her idea that growth comes from activities rather than intellectual instruction (Montessori, 2007, p. 222) originated from her early work as a young doctor with children who had learning difficulties (Nakra, 2003). She observed how these children attempted to understand their surroundings using their hands, despite lacking suitable materials to manipulate (Standing, 1984). According to Montessori, “[t]he hands are the instrument of man’s intelligence” (Montessori, 2007, p. 25). This conviction led her to classify the hands as the principal learning tool (Jefferson, 2004).
Influence of Itard and Seguin
Montessori also studied the work of Jean-Marc Itard (1775–1838) and Edouard Seguin (1812–1880). She admired Itard’s methods with deaf children, particularly his work with the 12-year-old “wild boy of Aveyron” (Malson, 1972). Sharing his clinical approach, Montessori agreed with Itard’s idea that “intelligence develop[s] by having the appropriate experiences at the right time of development” (Montessori & Gutek, 2004, p. 8).
Seguin’s sensory exercises and materials, designed for children with learning difficulties, also influenced Montessori, eventually forming the foundation of her holistic pedagogy (Montessori, 2012).
3. Child-Centred Education
The Child as the Core of Education
Montessori placed the child at the centre of education (Montessori M. J., 1992), which was a revolutionary stance. She observed that “no one gave any thought to children between two and six years of age” (Montessori, 2012, p. 21).
Scientific Studies and Observation
With a background in biology and medicine, Montessori applied scientific observation to study children’s spontaneous behaviour. She emphasised the role of the environment in shaping development, as is true for all living beings (Montessori, 1989).
Interdisciplinary Contributions
Her philosophy integrated insights from sociology, psychology, and philosophy of education, drawing on Piaget, Rousseau, Comenius, and Freud (Montessori, 1966).
4. Planes of Development
Montessori identified three planes of development, each lasting six years:
- 0–6 years – Absorbent Mind
- 6–12 years – Childhood
- 12–18 years – Adolescence (Montessori, 2012).
Progress during these stages is not linear but winding.
The Absorbent Mind (0–6 years)
Montessori described this stage as formative: “we are not dealing with something that develops, but with a fact of formation” (Montessori, 2012, p. 21). She divided it into:
- Spiritual Embryo (0–3 years): Children unconsciously absorb impressions through interaction with their environment and carers. Their natural drive (horme), creative energy (nebulae), and unique memory (mneme) shape personality (Montessori, 2007; 2012; MCI, 2010).
- Social Embryo (3–6 years): Conscious learning begins as the will develops, and children grow more sociable (Montessori, 2007, 2012).
5. Favourable Environment and the Role of the Teacher
Human Tendencies and Sensitive Periods
Montessori emphasised following the child’s natural unfolding. Human tendencies—exactitude, exploration, orientation, and communication (Montessori, 1966)—manifest through sensitive periods for order, movement, language, and social awareness (Montessori, 2012).
The Prepared Environment
Teachers must prepare environments that foster concentration, freedom, and purposeful activity. Order, freedom of movement, and child-sized materials are essential (Montessori, 2012).
Freedom Within Limits
Montessori advocated “freedom within boundaries” (Montessori, 2012), where rules provide self-regulation while children explore. Access to both indoor and outdoor environments is essential, as “the biggest difference between being at home and being outside is the degree of freedom that is both felt and afforded” (Clarke, 2013, pp. 20–21).
Vertical Grouping and Community Building
Multi-age groups create communities where children learn from one another, assume roles, and develop responsibility (Montessori, 2012).
6. Teacher’s Spiritual Preparation
Montessori (1966) described teacher preparation as spiritual. Teachers must be patient, observant, and protective of concentration (Montessori, 2012).
- Observation and Normalisation: Normalisation occurs when children achieve focus. Teachers must recognise and support this fragile state (Montessori, 2012).
- Protecting Concentration: Teachers act as guardians, ensuring children repeat activities without interruption.
- Indirect Guidance: Correction should be subtle and never disrupt deep concentration.
7. Practical Reflections from a Nursery Teacher
As a nursery teacher, I draw inspiration from Montessori’s philosophy, rethinking my practice through daily observations. In line with Montessori’s conviction, “we cannot teach the children from three to six years of age. We can but observe them with intelligence and follow the development” (Montessori, 2007, p. 221).
8. Conclusion
This paper has explored key aspects of Montessori’s philosophy: the role of the teacher, the prepared environment, freedom within boundaries, and the facilitation of concentration. When these conditions are present, children begin to work together in harmony, forming what Montessori called cohesion in the social unit (Montessori, 2012).
She dedicated this environment to children, calling it Casa dei Bambini—the Children’s House (Montessori, 1912).
Children have an absorbent mind.
Maria Montessori
They absorb knowledge from the environment without fatigue.
References
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