I was most eager to read chapter 2 as it shared more about the Montessori philosophy. I have studied a little about Montessori philosophies, but had not read much in depth about them.
The idea of a "spiritual embryo" was something that was new to me. The idea that before birth, a child must have a pattern for psychic unfolding within them. The spiritual embryo can be developed through the relationships the child has with their environment and the amount and type of freedom they are allowed. When studying this idea in children, Montessori began to identify two aids in a child's life when the spiritual embryo can be developed. They are the Sensitive Period and the Absorbent Mind. During the Sensitive Periods, a child is focused on one aspect of their environment and excludes most all others. A child will repeat an action until after many repetitions and then a new function appears. If a child is prevented from following their interest during the Sensitive Periods, their relationships with nature and their environment will suffer and a child could lose their desire in the area of pursuing a new interest or function. Montessori observed several Sensitive Periods in a child's life that need to occur:
- Order (a child's love of order and consistency)
- Exploration with tongue and hands (exploring the world through taste and touch, sensory and motor development occur, exposure to language)
- Walking (a "second birth" for the child, passing from being helpless to being active)
- Fascination/Intense Interest in minute and detailed objects (noticing the smallest insects and bugs, details that escape adult interest or notice)
- Social aspects of life (interest of civil rights of others, establishing a community, manners, observing interactions and then wanting to participate in them)
The Absorbent Mind is what helps each of these Sensitive Periods happen; according to Montessori, it permits an unconscious absorption of the environment by means of a special pre-conscious state of mind. The Absorbent Mind takes in everything from the environment and allows a child to absorb and assimilate new information and use it when needed and to process new information and to help the child reason.
Each of the Sensitive Periods and the Absorbent Mind work together to help a child progress into growing their mental functions. They work together with natural laws to enable a child to grow and develop. The natural laws are:
- law of work
- law of independence
- power of attention
- the will
- repetition of an activity
- choosing self-discipline as a way of life
- the power to obey
- obedience to the forces of life
- intelligence
- imagination and creativity
- development of the emotional and spiritual life of the child
- stages of a child's growth
- birth to 3
- 3 to 6
- 6 to 9
- 9 to 12
- 12 to 18
As I read chapter 2, I found myself thinking back to different interactions I have had with various students over the years, and how I many have affected any or all of these areas for them. I have been told on numerous occasions that my classroom has some Montessori qualities to it, but after reading chapter 2, I find that there is still much work to be done, however Montessori shares that teachers should always be expressing interest in the classroom space as well, to be a model for the children.
As I think of my self as a facilitator rather than a teacher, I often will give a short explanation about how something works or can be used and then step back to let the students discover on their own. I often step back in situations where students are working out a problem with a classmate as well. I want my students to learn to navigate through that process and only step in to help if absolutely needed. I also work to help develop a sense of independence in my students, at the level that they show they are ready for. They will help pass out materials, clean up items, create new items, deliver notes and items to the office and classrooms, and help or even take over jobs in the classroom that they express an interest in doing.
I do not discredit any of Montessori's work or her methods, as I believe they are and can be an effective way for children to learn. I do however, wonder what Montessori would think of education now and how children are growing up with more screens and a seemingly wider range of abilities and challenges. As a teacher and a parent, I wish more parents were interested in the Montessori methods and especially the order that a Montessori space has. It seems that many children could benefit from having the calm, warm environment and the consistency that relationships and freedom can draw a child in and help them learn how to sustain ones focus and engage in tasks of high interest to them.
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