7  Pages. Human development, Child, Maria Montessori 2032  Words |

Educational psychology, Pedagogy, Education 1079  Words | The period of the Absorbent Mind (Birth to Six years) along with the Sensitive periods, plays a significant part in the development of movement, language and social skills of the child.

The collective consciousness regarding childrearing was that it was important to replicate... “average” or even “usual”. Dr Montessori considered nothing is more important for the man than his absorbent mind, which shapes the adult and adapts him to any kind of social order, climate or country. Dr Montessori describes that development of child is due to an unconscious power, a vital force, she, needs of one period are met, the greater will be the success of the next.” (Maria Montessori) For this reason Dr. Maria Montessori called that the human being is still a "spiritual embryo" when it is born. The Absorbent Mind Theory states that the minds of young children, ages birth to six-years-old, are comparable to sponges, in that they ‘soak up’ information and knowledge.

(Morris, 2002) However, the absorbent mind has two different phases, the first of which takes place from birth to age three.

Studying the Works of Montessori - The Absorbent Mind, Chapter 16: From Unconscious to Conscious Worker. Developmental psychology, Learning, Mind 1085  Words | (Kramer, 1988) (Montessori, 1967) These theorists particularly influenced Montessori’s views on the importance of sensory exploration. Introduction A child acquires their first language without direction or conscious effort, generally beginning to form syllables by six-months, first words by one-year of age and sentences by age three. Working on lines first laid down by the French physian E. Seguin, she achieved excellent results and the children under her guidance passed the state examination in reading and writing for normal children.

Developmental education is concentrated on the phases of the individual's growth from birth to maturity.

A child gains knowledge from the environment through the absorbent mind.

In line with Montessori methods of teaching, I am also an advocate for treating and teaching children as individuals who have different interests, learning styles, and personalities; rather than assuming that all children enjoy the same activities and have the same interests.

This paper will explore Dr. Maria Montessori’s Absorbent Mind Theory, the implementation of The Absorbent Mind Theory in Montessori practices; The Absorbent Mind Theory’s relation to Wallace J. Kahn’s ABC Model and to my own personal philosophy statement, in regards to the education of young children.

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