Absorbent Mind

Absorbent Mind

The child forms his personalities through interaction with the environment and as he develops, he learns and perfects himself, finding his path in life. An energy of life exists in every child that guides him to his goal. This life energy is called "Horme".

"Horme belongs to life in general, to what might be called the divine urge, the source of all evolution. This vital force for his growth stimulates the child to perform many actions and if he is permitted to grow normally, without being hindered, it shows itself in what we call the "joy of life." The child is always enthusiastic, always happy." Montessori The Absorbent Mind p 83

A child, the "psychic embryo", just like the physical embryo, needs a living environment in which it needs to develop. Maria Montessori believes in a necessary relationship between children and their environments. It is necessary for an obstacle free environment to fully develop their unique human potentials. Therefore, This is achieved by establishing a prepared environment in which a child can flourish.

The main goals of the Prepared Environment are to help the child reach "Normalization" and functional independence, while living interdependently within a community. A "normalized" child expresses his true nature in complete harmony with his environment; loving order and constructive activity; precociously intelligent, self-disciplined, and joyfully sympathetic to others.

"Dr. Montessori's main discovery was the reality of the child's true nature; normalized child being in complete harmony with his entire environment. She discovered that this new normalized child would consistently emerged as a result of applying her method with children… normalization– the central psychological event that defines the essential meaning, value, and purpose of the Montessori method." The Essential Montessori p 62

The Montessori classroom environment operates on the principles of freedom within limits. The children are free to move around at will and interact working on their sensitivities, growing and constructing their own mental capabilities. In Montessori conception, "movement" has great importance in mental and physical development. The child constructs himself through movement and it is the basis for the development of personality.

"There is only one basis for observation: the children must be free to express themselves and thus reveal those needs and attitudes which would otherwise be hidden or repressed in an environment that did not allow them to act spontaneously." The Discovery of the Child p 46

"For a small child obedience is a path, an achievement. To be able to obey, it is necessary to be a person who has obtain a certain maturity of development; and this a child can only form for himself and by himself. If we do not permit the individual to develop himself, a person so undeveloped cannot possibly obey. A child must first learn to command himself before he can carry out the command of another." Montessori: Her Life and Work p 296

The Montessori environment is beautiful and simple in harmony, basing on reality and nature. A child must have the opportunity to internalize the limits of reality and nature if he is to be free from his fantasy and illusion. Maria Montessori felt that imagination developed from impressions within the environment and was based on truth. To her it was a means for encouraging the child to use his brain in a creative way, when based on realistic contact with life rather than on childhood fantasy and speculation. Increased competency in accurate perception of things in the prepared environment prepared the child for understanding imagination thought, and therefore imagination was developed from reality impressions within this environment.

Maria Montessori has a deep respect and reverence for nature. She believes nature itself to be a source of inspiration for learning. She believes children are fascinated with nature, and rightly so for nature is a fascinating topic. She continually suggested that Montessori teachers take the children out into nature, rather than keeping them confined in the classroom, thus, encouraging the children to respect and appreciate nature.

Among the curriculums, the "practical life" section is first being introduce to a child that step into the Montessori classroom, regardless of age. Practical life helps children to adapt himself to his environment, refines motor coordination, gain independence and confidence, and learn personal and environmental hygiene. An area for practical life contains many attractive displayed objects familiar to every child, including