Introduction
Dr. Maria Montessori’s theory on the absorbent mind is fundamental to her educational philosophy. According to Isaacs (2019), children under six have an innate ability to absorb and learn from their surroundings without conscious effort. She believed that the absorbent mind is divided into two stages: the unconscious absorbent mind (0-3 years) and the conscious absorbent mind (3-6 years).
Discussion
During the first stage, the child is like a sponge, absorbing everything in the environment without effort. The child’s mind is like a camera, recording everything and creating impressions that will stay with them for the rest of their lives (Joell, n.d.). During this period, the child’s senses are the primary tools for learning. The child is susceptible to sounds, tastes, smells, and touch (Joell, n.d.). They are also sensitive to language and can learn multiple languages without conscious effort.
The second stage is when the child begins to use their conscious mind to absorb and learn from their surroundings. During this stage, the child is particularly interested in exploring their environment and manipulating objects (Isaacs, 2019). The child has a strong desire to explore, and the teacher’s role is to provide an enriched learning environment. The teacher’s goal is to create an environment conducive to the child’s development and encourage exploration and learning. Dr. Montessori believed that the absorbent mind is a critical period in a child’s life and should be nurtured and encouraged. According to her, the learning during this period would stay with the child for the rest of their life (Frierson, 2018). She also believed that the absorbent mind is the foundation for the child’s intellectual, emotional, and social development.
Conclusion
In conclusion, Dr. Maria Montessori’s theory on the absorbent mind emphasizes the importance of the early years of a child’s life. It is a critical period that should be nurtured and encouraged to lay the foundation for the child’s intellectual, emotional, and social development. This theory has significantly impacted early childhood education and has helped many children reach their full potential.
References
Frierson, P. (2018). Maria Montessori’s metaphysics of life. European Journal of Philosophy, 26(3), 991–1011. Web.
Isaacs, B. (2019). Montessori today. Early Years Educator, 21(8), 38–45. Web.
Joell, I. (n.d.). The Montessori Method: Redefining the Child. Digital Commons @ Ursinus College. Web.