Montessori Terms

Absorbent Mind: From birth through approximately age 6, the young child experiences a period of intense mental activity that allows her to “absorb” learning from her environment without conscious effort, naturally and spontaneously.

 

Adaptation: the creative process by which a child forms his being through absorbing the culture of his time and place.

 

Casa di Bambini: Italian for, “Children’s House,” and the name of Dr. Montessori’s first school. In many Montessori schools, this is the classroom for children ages 2.5 (or 3) to 6 years; other schools call the classroom for this age group Casa, preschool, or primary school.

 

Concentration: A child’s full engagement with a piece of work, characterized by limitation of movement directed by the will, the child is not easily distracted, language usage is related to the work, the child often repeats the activity and displays a seeming sense of satisfaction upon completion of the work.

 

Didactic materials – Didactic meaning “designed or intended to teach,” these are the specially designed instructional materials—many invented by Maria Montessori—used in Montessori classrooms.

 

Directress or guide: Historically, the designation for the lead teacher in a Montessori classroom; some schools still refer to the lead teacher as “guide.” In Montessori education, the role of the instructor is to direct or guide individual children to purposeful activity based upon the instructor’s observation of each child’s readiness. The child develops his own knowledge through hands-on learning with didactic materials he chooses.

 

Four Planes of Development: Four distinct periods of growth, development, and learning that build on each other as children and youth progress through them: ages 0 – 6 (the period of the “absorbent mind”); 6 – 12 (the period of reasoning and abstraction); 12 – 18 (when youth construct the “social self,” developing moral values and becoming emotionally independent); and 18 – 24 years (when young adults construct an understanding of the self and seek to know their place in the world).

 

Mathematical Mind: A logical, developmentally appropriate progression that allows the child to come to an abstract understanding of a concept by first encountering it in a concrete form, such as learning the mathematical concept of the decimal system by working with Golden Beads grouped into units, 10s, 100s, and 1,000s.

 

Normalization: A natural or “normal” developmental process marked by a love of work or activity, concentration, self-discipline, and joy in accomplishment. Dr. Montessori observed that the normalization process is characteristic of human beings at any age.

 

Observation: the adult’s primary method for understanding the needs of the child

 

Prepared Environment: The teacher prepares the environment of the Montessori classroom with carefully selected, aesthetically arranged materials that are presented sequentially to meet the developmental needs of the children using the space. Well-prepared Montessori environments contain appropriately sized furniture, a full complement of Montessori materials, and enough space to allow children to work in peace, alone or in small or large groups.

 

Sensitive Periods: A critical time or ‘window of opportunity’ during human development when the child is receptive to acquiring a specific skill or ability—such as the use of language or a sense of order—and is therefore particularly sensitive to stimuli that promote the development of that skill. A Montessori teacher prepares the environment to meet the developmental needs of each sensitive period.

 

Three Period Lesson: A 3-step technique for presenting information to the child. In the first—the introduction or naming period—the teacher demonstrates what “this is.” (The teacher might say “This is a mountain” while pointing to it on a 3-dimensional map.) In the second—the association or recognition period—the teacher asks the child to “show” what was just identified (“Show me the mountain”). Finally, in the recall period, the teacher asks the child to name the object or area. Moving from new information to passive recall to active identification reinforces the child’s learning and demonstrates her mastery.

 

Work: Purposeful activity. Maria Montessori observed that children learn through purposeful activities of their own choosing; Montessori schools call all of the children’s activities “work.”