Montessori Sensorial Materials
modified use by toddlers
What was so Groundbreaking about Montessori's view of Childhood? In 1900 the perspective was that the Child must respect the Adult. Through Montessori's work, this has transformed us to realize that Adults need to have respect for "the Great Work of the Child"; as "The Child builds the Man".-Maria Montessori
Build YOUR Strong Understanding of Montessori's Method....
Read this entire page for the "necessary foundation" for your personal Montessori Journey. . . (it's essential !)
Maria Montessori 1870-1952
Maria Montessori was born in 1870 in Chiaravalle,Italy. In 1896 Dr. Montessori graduated as the first woman M.D. in Italy. Assigned to teach institutionalized children, through close observation and collaboration with educators of her time, Dr. Montessori developed many of the sensorial materials and teaching methods which are the basis of the Montessori Education Method. In a short time these "institutionalized children" surpassed the academic skills of the "normal children" in Italy, and Montessori was soon assigned to start her first Children's House in Rome.
Born 50 years before U.S.A. allowed women to vote, able to even enroll in Medical School required olympian intellect and drive. Developing the Montessori Method of Education, which is so popular worldwide for the past 120+ years, is only a piece of who Montessori was to children. Her discoveries about early childhood development and education is the key to want I consider "Montessori's Secret Sauce".
I would like to share this "SECRET SAUCE" with you here.
We must build your foundation (understanding), so that you can better assist your child in building his/her foundation for life.
Understanding The External Embryo
Maria Montessori believed that just as the first trimester of pregnancy, the embryonic period, is a critical moment in which all subsequent healthy development depends. She described the first year of life as the embryonic period for emotional and interpersonal development. This period is the External Embryo, and we must respect the infant's need for "bonding" with the primary caretakers.
"The greatness of the human personality begins at the hour of birth. From this almost mystic
affirmation there comes what may seem a strange conclusion: that education must start at Birth."
-'The Absorbent Mind', pg 2 -Maria Montessori
Education : Knowledge and Love are required. Awareness and support of
Prenatal Care and Good Nutrition & mental health for the expectant mother. Education of the child's needs for this period of development is key to selecting furnishings and first toys/activity for your infant. The newborn sees black & white, first toys & mobiles are chosen with this in mind.
Preparation : Prepare Yourself (health & education) & Prepare the Environment. Environment appropriate to "invite and allow" the newborn's potential to unfold. Immediately following birth is a period of great adaptation for the newborn as well as new parents. It is wise to have your furnishings, books, and plans in place ahead of time; and this follows for each period of early childhood, else the young infant/child will experience a flustered and rushed experience, rather than calm bonding which enhances emotional security for life.
Adaptation : Birth is an extraordinary journey requiring huge adaptation for the newborn, as well as the parents. The adults will need to respect this, especially supporting the newborn in several significant ways to avoid unnecessary and potentially damaging shock and trauma. Montessori suggests a Toppincino (a soft blanket pad for moving the newborn around with minimal jarring). Newborn's are adapting to the "noisy world", having had more muffled sounds while inutero... so start softly. Music and voices familiar to the fetus during pregnancy, will be familiar and likely calming to your newborn.
The External Embryo : The first year following birth is what Dr. Montessori considers the Psychic Embryonic period. The period when the human is actually in an evolutionary state in which he/she will "become" a person of their time and place. This infant will absorb and INTERNALIZE, the love and bonding which the primary caretaker extends and models. For this reason it is not considered advantageous to the infant to be in group care, during this period. The infant needs much 1 on 1 attention, at different points during the day which is rarely available or understood in childcare facilities. Our responsibility is to facilitate, NOT Spoil, the infant's work & efforts.
The Symbiotic Period : The first 3 months following birth is a special opportunity for the birth mother and newborn to establish a mutually beneficial relationship, naturally provided by breast feeding. If breast feeding is not possible, education will lead to a "close substitute" for the benefit of all. The symbiosis of breast feeding where the infant receives the exact, age appropriate, "mix" of nutrients in the breast milk as the child matures and caloric needs change, so does the composition of mother's milk. Simultaneously breast feeding stimulates hormones in the mother which stimulate natural contraction and shrinking of the uterus, enhancing her recovery following birth. This is also the right start for the optimal beginning to the external embryonic period of life. Mother is not to "multi-task" during feeding, she is to focus her attention fully on the infant she is nurturing.
* Current science/psychology confirms that disruption of the infant's early parental bonding/relationships can lead to development of depression and mental disorders later in life.
(i.e. "The Body Holds The Score", by: chat 4).
Understanding The Child's Absorbent Mind
Dr. Maria Montessori's book "The Absorbent Mind" describes her discovery of the unique mind of the young child. When considering early learning and education for any child, it is paramount that we understand this unique stage of development. Humans are certainly resilient, but also fragile. When we foster the child's development, we are able to strengthen their resiliency. Every modern parent is aware of the risks teenagers and young adults in today's world are facing. As we prepare and educate ourselves, we are investing In a Strong Foundation on which they will build.
"The Child builds the Man" -Maria Montessori
Montessori Described Four Major Components to the special Absorbent Mind of the Child.
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The Inner Teacher: this inner teacher is the 'guiding light' which keeps every child on earth on schedule to begin to grasp, then reach, later they release, they slither, then they crawl, pull themselves up, all as they are assimilating the language of their family (environment), etc. We MUST RESPECT this Inner Teacher above our own desires if we believe our child is a unique individual who will find his/her own calling in life.
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Mneme: MEMORY. The child's mind has a special memory where all activity remains alive (like a video). This special memory engraves impressions and events into the child's dynamic personality. Some say "absorbs like a sponge", but actually "incarnates"... ,making "mental flesh". Key experiences in childhood can literally make an impression that lasts a lifetime. But this special memory is how a young child can "absorb" entire languages, vocabulary, grammar, and dialect, without error. Where Adults cannot.
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Nebulae: POTENTIAL. This is the formless urge of the child's emerging mind. A creative maker which transforms the immature infant, the nebulae for movement, language, social, etc. enable the child to become a person of his time space and group.
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Horme: LIFE ENERGY. This vital force which fuels the child's work and his drive to repeat and repeat, allowing him to emerge happy and refreshed from his work (engaged activity).
How this works with the individual and groups of infant/toddlers.
Nebulae : potential
Montessori Developmental Specialist
My AMI trainer, Dr. Montenaro, described this as the formless urge of the child's emerging shape. A special creative urge which transforms (differentiates) parts of the human body and mind during infancy. The nebulae for movement, language, social, intellect, and personality, are the potential which enables the child to become a person of his time, place, and group.
We respect the individual child, this child is dedicated to creating himself; so we provide a nurturing space where he/sh can flourish and discover their potential.
When the toddler defies our limits, simply pick them up kindly and say, "oops, let's try this instead" (Redirection). For defiant children, just shake your head no, and remove the object, child, or opportunity/risk. Shaking your head, saying "not now", or "no", but say it kindly.... they are learning and don't need to be punished or humiliated.
GOAL: Please don't discourage or break their potential. This child is building himself, not me or you. Respect this individual's unique developing Potential.
HORME : life energy
Montessori Toddler Expert
This represents the force given by life, that which fuels the process of development during this period of intense growth and development. Within 12 months an infant can go from complete dependency, not even able to roll over, chew, or grasp an object. At 12 months of age this same child may walk, reach for grasp, carry, throw, eat solid foods, feed him/her self simple foods, recognize and love family members, pets, and caretakers, even understand words and phrases in multiple languages.
This Life Energy, HORME, is the vital force which fuels the child's work, and his drive to repeat and repeat, allowing him to emerge happy and refreshed after efforts which would like frustrate and exhaust most adults. How many times does a toddler fall before running.... yet, they don't give up, they all keep going and eventually they run!
GOAL: Please don't confine the child and discourage movement and repetition which they initiate. Allow the time and space to "do their work" of development.
Respect this great task of development this child is working to achieve.
NEME : memory
Early Childhood Specialist
The Mneme is the aspect of the child's special mind which absorbs like a sponge.
A common error in understanding Montessori concepts, is to believe this is the whole of the Child's Absorbent Mind.
My AMI training goes deeper, describing this special "dynamic" memory as just one aspect of that Absorbent Mind of the child. The Mneme is the aspect which keeps all childhood memories "alive". Things are not forgotten by the child, a good reason why we must always keep our word. The child will certainly learn to trust, or not to trust, our word. When you mean later, or maybe, you should state that; but if you mean no, just say it "probably won't happen", or "absolutely not".
The mneme, engraves the memory into the child's dynamic personality, creating "mental flesh". Which is one tool the child uses to absorb an entire language of his "mother tongue" in just a matter of a couple years, perfect accent and grammar of those close to him/her. Every adult is "a teacher" in the eyes of the child (this child is credulous).
GOAL : Be impeccable around the child, as if there is a video, capturing your words and actions; engraving them into the category of "respectable behavior" in the mind of the children in your presence.
The Inner Teacher :
a "guiding light"
Maria Montessori quotes
The inner teacher is described by Montessori (pg 4 of The Absorbent Mind) "in every child, a painstaking teacher, so skillful that he obtains identical results in all children in all parts of the world."
(later, same page) "By the age of three, the child has already laid down the foundations of his personality as a human being, and only then does he need the help of special scholastic influences." We MUST RESPECT this Inner Teacher above our own desires to "teach" the young child. The Adult who understands this, and works to Prepare the Environment, with tools for the child's social, motor, mental, and emotional development, will see that the child (once introduced to use and respect) will know what to work on, and when. That is the "inner teacher" at work. I found that allowing this personal, internal, bond to develop, is a big piece of the Adult's role. This child will not end up with a meaningless college degree, in a major of convenience, he/she will know what it feels like to be on one's own path in life. That is a gift, and key to inner happiness.
The Human Tendencies
These Human Tendencies can be used as guidelines for working with the environment, and for developing the human potential. Thus the human tendencies are represented in our Montessori Home environment. We appeal to any age group (infant - adults) by understanding humans are all drawn to:
Group Orientation (social activity),
Exploration (new technology),
Spiritual (helping others),
Work (our contribution),
Mathematical Mind ( Challenge ).
EXPLORATION: Every human being is attracted by the urge for Orientation, Order, and Communication.
WORK : "work is the human destiny" -Montessori. We work to transform the environment through our work. Manipulation, Repetition, Exactness, Self Perfection.
MATHEMATICAL MIND : Every human being is attracted by an urge for Abstraction, and Imagination.
GROUP ORIENTATION : Humans have a strong tendency to enjoy life with others. Social Behavior, Participation.
SPIRITUAL NEEDS : From this tendency every human culture finds sometihing meaningful beyond the concrete/physical world. In every human culture we see some form of .. Art, Music, Dance, Charity, Philosophy or Religion
The Four Planes of Development
Infants & Toddlers (preschoolers to age 6) are in Montessori's First Plane of Development. Montessori describes this period for 0-36 months as "Unconscious Sensorial Explorers". They initially use hands and mouth to explore everything within reach, which is why Child Proofing for safety is so important during this period. This is a period of Rapid Physical Change, from Infant to Child Body, not to be repeated until Adolescence, when the body again, goes through another metamorphosis from Child to Adult Body.
The Adult prepares and updates our Montessori Home Environment regularly. Knowing that development and learning will mainly come through Unconscious Sensorial Exploration by the Infant/Toddler, really guided by the Individual Child's Inner Teacher. The Adult basically sets limits, demonstrating practical use of materials, and offering rich/appropriate experiences, nutrition, care and safety.
This child is Working, she is an Unconscious Sensorial Explorer. She is "working" to develop herself, guided by her Inner Teacher, exploring her ability to make a sound, discovering textures, etc. Wise not to interrupt her work.
The Sensitive Periods
Social Experience
during this period , is worth it's weight in Gold!
These toddlers are learning from each other,
and learning to "BELONG".
Montessori coined this term, Sensitive Periods. She described these as transitory moments in development, when each individual has a special opportunity, and if not "nourished", this window will close.
The Montessori curriculum for 0-3 is strongly based on these particular developmental opportunities.
Free movement is so valuable, we hope to reduce the need for swaddling a newborn, as soon as the child is ready. After initial adaptation following birth, you may begin the process by releasing the swaddle once the infant is soundly sleeping. Notice that the arms and legs soon begin to stretch out and move during sleep.... this is developmental, and valuable. Movement is a neurological, as well as muscular activity.
Language is a well known and accepted opportunity of early childhood. It is documented that if language is not experienced by a child by age 7 or 8, this will never develop. Allowing a young child to view your face while speaking is advisable, as is minimizing use of pacifier, which promote unnatural imbalances in the 37 muscles involved in speaking.
Order. Images, Social, Sensory & Tiny Objects are addressed as we discuss curriculum.
The Role of The Adult
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Prepare self (Love + Knowledge)
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Prepare & Adjust the Environment
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Model
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Collaborate
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Observe
Understanding the sensitive periods leads to understanding the child's development, which is guided internally by the "inner teacher". The Adult's role is to act on the environment.... prepare it, and remove obstacles from it (example, miss use of materials by the child indicates a "mistake" in the environment, to be corrected by the adult. The material is removed until the child is ready.)
Within the child are the keys for his own development, we need only to observe and to "follow the child".