Montessori Senstive Periods free essay sample

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 A thorough understanding and knowledge of the sensitive periods (Montessori, 1972) that a child passes through is crucial in aiding the teacher to provide a suitable environment to assist a childs optimum development as the environment that the child is in plays a crucial role to their formation according to Montessori. A sensitive period refers to a special sensibility which a creature acquires in its infantile state (Montessori, 1966, page 38). Such sensitive periods were first discovered in insects by the Dutch scientist Hugo de Vries. Montessori stated that sensitive periods can also be found in children and are very important for a teacher to consider to aid optimum development through providing the correct type of environment. Therefore to fully understand the sensitive periods, an understanding of Montessoris periods of growth (Montessori, 2007) that she devised from birth to maturity is needed. These outlined the progress of a childs mental development, which correspond with phases of physical growth. Montessoris periods of growth consist of phase one; birth to six years, phase two; six to twelve years, phase three; twelve to eighteen years and phase four; eighteen to twenty-four years. Within each stage the child has different characteristics and needs, therefore requiring an alternative suitable environment for optimum development to occur, as each stage lays the foundations for the child to continue to develop within the next stage, with the first stage being fundamental (www. casadimir. org). Stage one is split into two sub-phases, comprising of birth to age three and three to age six. During this first stage the child has an absorbent mind (Montessori, 2007). The unconscious absorbent mind from birth to three years old, which is described as a mind that is constantly absorbing impressions from the environment; and yet does this without knowing that it is doing so, and without willing it (Standing, 1998, page 109). The conscious absorbent mind from three to six years continues to build on the faculties that developed during the phase of the unconscious mind. However, instead of soaking in the environment unconsciously it is the childs own ego which guides and directs him (Standing, 1998, age 112). This stage is critical for the foundations of an all round well developed child both mentally and physically. Stage two, from six to twelve years, is a stable periodwith noticeable physical and mental changes. The absorbent mind is replaced with reasoning and logical thinking; the child continues to develop and build upon his development from stage one. Stage three, twelv e to eighteen years, is split into two sub-phases comprising of twelve to fifteen years, the stage of puberty and fifteen to eighteen years, the stage of adolescence. This period is a very unstable and an emotional time for the child. Stage four, eighteen to twenty four years, the beginnings of adulthood; this time is usually very stable. Montessori identified six main sensitive periods, consisting of a period of sensitivity to order, to language, for refinement of the senses, for walking and movement, for small objects and to the social aspects of life, all of which are present during the first stage of growth; the absorbent mind. Theses sensitive periods are not consecutive; some are continuous and some overlap, which will now be looked at in greater depth. The period of sensitivity to order is one of the first sensitive periods to been seen in the development of a child and usually appears within the childs first month. Throughout this sensitive period the child requires a precise, ordered environment, which can be observed by the joy which children show at seeing things in their correct places (Montessori, 1972). The presence of this sensitive period however, is even more evident when the order is somehow interfered with. For example, in the Secret of Childhood (1972), Montessori describes the agitation of a 6 month old child when a parasol was placed upon the table by a woman entering the room; the child immediately began to cry. The woman automatically presumed that the child wished to play with the parasol, this brought on further frustration causing the little girl to push the parasol away when it was given to her. Her mother suddenly realised and when the parasol was removed from the room it was only then that the child became calm again. In Montessoris words the object out of place had violently upset the little girls pattern of memory as to how objects should be arranged (Montessori, 1972, page 50), thus causing the child distress demonstrating the need for a precise environment. Another example illustrated by Montessori in the Secret of Childhood (1972), was when she was on a guided tour through the tunnel of the Grottoof Nero in Naples, when a mother carrying a little boy took her coat off and threw it over her arm while she continued to carry the child. The child once again became agitated and continuously cried. Various approaches were used to try and sooth the child, all of which were unsuccessful, until Montessorisuggested that the mother should put her coat on. Following this action the childs tears disappeared and he continuously said Coat shoulder (Montessori, 1972, page 51), the child once again smiled as he felt that his mother had eventually understood him. With these examples and the knowledge of the childs sensitivity to order it demonstrates the need for the teacher to ensure a well ordered environment that is predictable to the child, while allowing sufficient freedom and time for the child to explore ontheir own. The period of sensitivity for language occurs between birth and approximately five years old. During this time the child masters basic sentence patterns in their nativelanguage and goes on to develop more complex sentences during the next stage of growth. From the moment the child is born, without lessons and without conscious effort he learns to pronounce the language he hears around him with perfection (Standing, 1998, page 121), simply by listening to the language;words spoken slowly and clearly. The child listens voluntarily then goes on to utter sounds, experiencing vibrations and developing his vocal muscles. Montessori (1972) stated that the childs sensitive period for language tends to pass unnoticed, as the environment he is in, surrounded by adults speech provides the necessary requirements for his development. This sensitive period is only acknowledged when the child demonstrates their joy through smiles and bodily movements, when tuned into the sounds of language. The period of sensitivity for the refinement of the senses, begins approximately when a child begins to crawl and can truly manipulate and experience his environment, this continues generally until the age of eight. Through guided teaching using the correct material in an appropriate environment and practice, the childs senses can be refined so that the child can distinguish between minimaldifferences. Using the colour box to distinguish between gradients of colours or grading the sound cylinders is a good example of this. The period of sensitivity for walking and movement, occurs approximately at the age of one when the child first begins to walk. Although they walk slowly and with no real rhythmic step or goal, the child can walk for long periods of time covering great distances, showing thorough enjoyment during their travels (Lillard, 1972). This allows time for a child to explore the outside world with the freedom of a suitable large space, improving his physical coordination and fulfilling his desire to absorb his surroundings. The period of sensitivity for small objects becomes apparent when the child becomes mobile at around the age of one and has a larger, open environment to explore. The child is drawn towards small objects such as pebbles and tiny insects. This is demonstrated through an example from Montessori (1972) in the Secret of Childhood, when a fifteen month old child sitting on the paving outside suddenly burst into laughter. The adult saw nothing until a small insect was pointed out by the by the child; it is as though the child looks for items that are invisible to adults. The period of sensitivity for social aspects of life occurs at around three years of age when the child begins to realise that they are partof a group. The childs social interest is exhibited first as an observing activity, and later develops into a desire for more active contact with others (Lillard, 1972, page 36). Therefore, with providing an environment where a child is free to observe, experiment and explore amongst their peers without intervention, apart from when antisocial behaviour is presented, a child naturally forms correct social behaviour and a willingness to help others. The teacher needs a concrete understanding of the sensitive periods to be able to provide a suitable environment for a child to develop. A prepared suitable environment for example includes, clearly ordered, organised and readily available materials, child-sized furniture, low shelves and real life objects. Along with the freedom to explore and move around freely, these aspects all take the needs of the child into consideration, although observation of the childs abilities and interests by the teacher is equally as important for the teacher to make required adjustments to suit the childs needs at certain points in their development and particular sensitivities. It is important to support the requirements of the sensitive periods as once this period passes the child will no longer achieve his optimum development with this aspect of his inner self with ease. Also if a sensitive period is neglected it may hinder the development with other aspects of the childs development. In Montessoris words, If he passes through a period sensitive to order, the disorder he perceives can be an obstacle to his development and a cause of abnormalities (Montessori, 1972, page 49). Therefore a thorough understanding of a childs periods of growth and sensitive periods as well as exceptional observational skills is essential for a teacher to establish a desired environment to provide the opportunities for the sensitive periods to flourish. Bibliography Lillard, P (1972), Montessori A Modern Approach, Schocken books, New York Montessori, M (1972) The Secret of Childhood, Ballentine, New York Montessori, M (2007) The Absorbent Mind, Montessori-Pierson Publishing Company, Amsterdam Standing, E. M (1998) Maria Montessori: Her Life and Work, First Plume Printing, America www. casadimir. org Casa di Mir Montessori School (undated). Montessori Philosophy http://www. casadimir. org/montessoriphilosophy. htm