Overview of Montessori’s Theories

Universal Tendencies

Universal Tendencies are natural laws that occur in all people, all the time, across all cultures. Universal tendencies indicate a readiness for a particular activity and help guide the acquisition of a particular trait.


Universal Tendencies are the human version of animal instincts:

  • Exploration

  • Adaptation

  • Order

  • Movement

  • Work

  • Independence

  • Communication

  • Perfection

  • Self-Discipline

  • Abstraction

Planes Of Development

  • First Plane: (0-6 years) - Construction of individual personality

  • Second Plane (6 - 12 years) - Period of personal development

  • Third Plane (12 - 18 years) - Construction of social personality

  • Fourth Plane (18 - 24 years) - Maturing period

Sensitive Periods

“These are transitory time periods in which the child appears to be working on one specific area of development to the exclusion of all others. Tremendous power and interest are concentrated on one capacity as if a powerful searchlight focused all its energy on one object for illumination. Sensitive Periods can end abruptly, just as if the same searchlight were suddenly turned off. When a Sensitive Period is passed, it is over forever.”
— Paula Polk Lillard, Montessori Today, page 25

  • Language

  • Movement

  • Order

  • Attention to Detail

  • Refinement of the Senses

The Prepared Environment

  • Freedom – Children have freedom to move about the room independently and choose activities.

  • Structure and Order – Young children crave order and routine. The environment establishes a consistent routine that provides predictability and comfort.

  • Beauty – the Montessori classroom is always tidy and well-maintained.

  • Nature and Reality – the materials in a Montessori environment are natural whenever possible. We use wooden trays, glass pitchers and try to use authentic objects. Classrooms often have plants and let in natural light.

  • Social Environment – the freedom to move about the classroom allows the children to navigate social situations, practice appropriate social conversations and learn to manage conflict.

  • Intellectual Environment – the materials and learning opportunities within the classroom allow the children to develop and acquire new skills at their own pace.

The Absorbent Mind

The Unconscious Absorbent Mind

Children between birth and three have the following characteristics

  1. Foundation for the intellect and personality are set

  2. “They are victims of the environment”

  3. Unfiltered absorption of information

  4. Have not developed language to express needs and wants

  5. Short attention span

  6. Require structure and order

  7. Little ability to control behavior or follow the adult’s requests

  8. All five senses are used to absorb the environment. Touch, taste, smell, sight and hearing.

  9. They are very sensitive to their surroundings and can make clear perceptions with their senses.

 

The Conscious Absorbent Mind (ages 3-6)

Characteristics of the Conscious Absorbent Mind

  1. Ability to plan

  2. Can remember past events

  3. Consciously makes choices

  4. Can comply with adult requests

  5. By six years old the basis for personality and intellect are set