Montessori Terms

By: Teacher Elen

1. Absorbent Mind

birth to six

child’s mind like a sponge

kids are capable of absorbing huge

amount of information about the

environment through their senses

language acquisition, development of

motor, cognitive and social skills

Conscious

Mind

Subconcious

Mind

Unconscious

Mind

The person is

aware and is

thinking or acting

deliberately,

choosing one

thought, action, or

object over

another on the

the basis of

information

gathered from the

environment.

Although the

person may not

be aware of the

process,

information from

the subconscious

constantly

informs the

person’s

conscious mind.

The person is not

aware of

acquiring

information, but is

mostly acting in

response to

sensory

information and

the information

gathered in the

subconscious.

“Children should be given opportunities

to grow and develop through

experience, training, and practice

because they learn more thoroughly,

quickly and efficiently than at any other

time of life.”

2. Control of error

method of self-correction in materials

and teaching methods

not relying on control applied by the

teacher through instructions or reward

and punishment

3. Cosmic education

overall Montessori approach to

education

developing awareness that everything

in the universe is connected and

interdependent and forms a

harmonious whole and that the child is

part of and contribute to that whole

global awareness, respect, cooperation

and peaceful communication

Connection with nature

outdoor activities

using natural materials i.e. plants,

wood, water and sand

linking natural materials to their origins

and indicate the role of humans in the

collection and production of the

materials

4. Independence

freedom from control by others

freedom from dependence on others

freedom with limits

- respecting the work and rights of

others

Inno dropped the tongs, Teacher

Elen immediately picked it up and

handed it back to him.

Lance filled the watering can and

started watering the plants.

Teacher Jonah observes Primo as

he compares and stacks the pink

cubes.

Teacher Rissa gave Ponching hand-

over-hand assistance in writing his

name.

5. Modeling

The teacher consciously behaves in a

way that sets and example for the

behavior she wants the children to

emulate.

“Good behavior is caught, not taught.”

6. Montessori learning

materials

reflect the ideas of the Montessori

method

designed by Maria Montessori for

specific reasons

presented to the children in a particular

way

“didactic materials” – sensorial,

practical life, academic, materials for

motor skills

7. Normalization

Mental state children reach when

they

approach their studies with

enthusiasm,

work with little direction, treat others in

a

respectful way, and can work quietly

on

their own or with others.

This is achieved when the

Learn to act as self-confident, competent individuals

Learn to feel linked to community and culture

Learn that they can make real contributions to the world outside the immediate community

Learn that they can pursue educational studies that interest them in the context of making a difference to the world.

8. Planes of Development

birth-6

6-12

12-18

18-24

9. Practical life activities

Activities of Daily Living (ADL)

motor tasks involving practical real-life goals i.e. dusting, sweeping, personal grooming, caring for plants, etc.

develop useful skills – motor skills as well as concentration, independence and self-confidence

10. Prepared environment

Elements of a well-prepared Montessori environment:

Displays materials and equipment that are

interesting, complete, and in working order

Stimulates children’s interest and gives them a place

to do things for themselves

Accommodates children’s physical, cognitive, and

social needs

Appeal to all five of the senses

Allows children to correct themselves through their

own experience

Provides natural and real-life materials and activities

as much as possible

Encourages children to learn to the best of their

abilities

Gives children room to move easily and safely

without disturbing others

Helps children develop independence and

confidence to choose and carry out activities by

themselves

Promotes children developing a strong and positive

relationship with the classroom, including everyone

and everything in it

Sensitive periods

periods of time when children are

absorbed by and focus their attentions

and energies on one thing, sometimes

seeming driven to develop a certain

skill

Presentation

a short, step-by-step demonstration of

an activity and its materials

most often given to an individual or a

very small group

is short (5 min. or less for young kids,

up to 15 min. for older ones) and to the

point

geared to a child’s unique needs,

interests, and sensitive periods

ends with an action chosen by the child

involves traditional Montessori

materials and other appropriated

objects suitable for practical life skills\

given during a work period

Extensions

refer to related activities that increase

the complexity, range, or application of

an activity that has been presented

Orientation

introduce children to the classroom

most often presented at the very start

of the school year to individual children

or very small groups or to the entire

class during group time

Work period

work cycle or work time

uninterrupted periods of time made

available in a Montessori program for

kids to work with specific materials of

their choice in the way for which the

materials were designed

Research says

The brain is more malleable and

formative during the early years

(Lipton, 2005).

The brain is stimulated by the

environment and as it learns, the more

it is able to learn (Manalo, 2013).