Montessori Programes
Glossary
Like any other field of study, the Montessori Method has its own vocabulary and terminology. Practitioners of this method use a unique set of references that are concise and specific, but nonetheless, capture the essence of Maria Montessori’s vision of the child’s world.
Glossary
Follow some glossaries used in Montessori education:
| Absorbent Mind | A mind is able to absorb knowledge quickly and effortlessly. Montessori said the child from birth to six years has an absorbent mind. |
| Adaptation | The concept of an absorbent mind, as discussed by Haines in 1993, highlights a unique ability of young children which can be referred to as the power of adaptation. This power involves the process through which young children utilize their surroundings to grow and evolve, ultimately becoming an integral part of their environment. By living within a society, young children naturally imbibe the culture of that society, internalizing its values, customs, aspirations, and attitudes. |
| Analysis of Movement | Montessori teachers use a method where they break down complex actions into simple parts and demonstrate each step slowly and accurately to the child. This allows the child to have a better chance of success when given the opportunity to try the sequence of movements themselves. The technique is aimed at providing the child with more liberty to apply what they have learned. (Montessori, 1966, p. 108). |
| Children’s House | The Casa dei Bambini, originally named by Montessori, is an establishment designed for children aged 3-6 years to thrive and develop holistically. It provides a secure and safe environment that includes all the essential elements necessary for optimal growth. |
| Classification | Arranging, assigning, or distributing based on shared traits is known as sorting. The reason why young children participate in classification exercises is that it is a crucial step in developing their cognitive abilities. The Montessori learning environment provides numerous chances for children to engage in sporting activities. |
| Concentration | William James, a renowned American psychologist, once stated that the longer one focuses on a particular topic, the more proficient they become in it. He even went as far as to suggest that an education system that enhances this ability would be the ultimate form of education. Montessori, who was familiar with James’ ideas, adopted this philosophy and designed educational environments that provided objects that matched the child’s “formative tendencies.” Her belief was that by doing so, the child’s attention and energy would be directed towards the specific aspect of the environment which met their developmental needs. |
| Concrete to Abstract | The learning process is structured and appropriate for a child’s development, progressing logically. It begins with the child being introduced to a tangible object that represents an abstract concept, such as size or color. Through hands-on interaction with the material, the child’s cognitive abilities comprehend the idea and create an abstraction. As the child grows and learns, they gradually become capable of understanding the same concept in a symbolic form. |
| Control of Error | Montessori activities incorporate a mechanism for immediate feedback, allowing children to evaluate their own progress. This approach empowers the learners and safeguards their self-confidence and drive. The ability to identify errors is a critical component of self-directed learning. |
| Coordination of Movement | One of the significant achievements in early childhood is the child’s ability to enhance their muscular coordination through their own efforts, leading to a higher level of independent functioning. Children are naturally inclined towards activities that involve movement and require precision, as it fulfills their developmental needs. |
| Creativity/Imagination | The process of imagination entails creating a mental representation of something that may not be physically perceivable. Creativity, which stems from imagination, arises when imagined ideas are combined in novel and innovative ways. The formation of mental imagery through sensory experience is crucial for both imagination and creativity to occur. |
| Cycle of Activity | Young kids tend to repeat activities they find interesting multiple times without any clear reason. They only stop when they feel content with what they did. To accommodate sustained work sessions, Montessori suggests a three-hour work period without any interruptions. |
| Development of the Will | The process of consciously deciding to do something, also known as having willpower, is a skill that develops gradually during the early stages of life and gets reinforced through practice. The Montessori approach provides numerous chances for children to make their own choices. The act of making these small decisions on a daily basis within a Montessori setting helps children develop their self-control and willpower. |
| Deviations | Children often exhibit behavior that is not typical for their age due to some obstacle in their normal development. This behavior can be perceived as either negative (such as a shy or destructive child) or positive (such as a passive or quiet child). However, both negative and positive deviations tend to disappear once the child is able to freely choose a task to concentrate on. |
| Discipline from Within | In a Montessori classroom, discipline is not enforced by the teacher or through rewards and punishments. Rather, it is derived from the internal self-control of each student, who exercises their own agency to make positive decisions regarding their behavior. The ability to exercise self-discipline is closely linked to the development of one’s willpower. |
| Exercises of Practical Life | The Practical Life exercises are one of the four main areas of activities in the Montessori-prepared environment. They involve simple tasks that mimic everyday life at home, such as sweeping, dusting, and washing dishes. These practical activities serve a purpose in helping the child to adjust to their new community, learn self-discipline and recognize themselves as valuable member of the social group. As the child works with their hands, their intellect develops, and their personality becomes more unified as their mind and body work together. |
| False Fatigue | In Children’s Houses worldwide, a peculiar event occurs around 10 a.m. when the children tend to become uninterested in their tasks, their conduct becomes unruly, and the noise level increases. Although it may seem like the children are exhausted, this is actually just a form of fake fatigue. If a Montessori Educator recognizes this, they can encourage the children to resume their work. Surprisingly, the work accomplished afterwards is of an even higher caliber than before. |
| Grace and Courtesy | One facet of the practical aspect of life involves teaching young children positive social behavior through small lessons. These lessons equip them with knowledge of socially acceptable behavior, which is beneficial both inside and outside of school. |
| Help from Periphery | The periphery refers to the external part of the child that interacts with the outside world. The child absorbs information through their senses and physical movements. Facilitating the periphery involves providing objects and tasks that encourage intentional movements from the child. As Standing (1957) stated, it’s important to give equal attention to both the hand and eye in this process. |
| Human Tendencies | Montessori philosophy believes that there are certain inherent tendencies in human beings that are universal and have been present since the beginning of the human species. These tendencies transcend age, cultural and racial differences, and are likely to have evolved over time. According to Mario Montessori (1966), it is crucial to recognize and nurture these special traits that have been consistently observed throughout human history. |
| Independence | According to the Oxford English Dictionary, being “not depending on another” can have various meanings. As children grow and reach developmental milestones like weaning, walking, and talking, they gain more independence and self-control. This process continues throughout their four stages of development, as they strive to become more autonomous. It’s almost as if they are saying, “Assist me in helping myself.” |
| Indirect Preparation | Nature has a unique way of readying the intellect. Every action has a deliberate motive, and through that motivation, the mind gets primed for something in the later stage. Consider a child who takes pleasure in assembling a set of triangular shapes without any understanding that this simple task will help him grasp geometry better in the future. This kind of preparation, also known as remote preparation, is the underlying educational objective of many Montessori activities that may not be evident immediately. |
| Indirect Presentation | Due to the highly receptive nature of a young child’s mind, any action or occurrence can be viewed as a learning opportunity. It is widely accepted that children acquire knowledge by observing their peers engage in activities or by observing a lesson being taught to someone else. Similarly, they effortlessly adopt the behavioral tendencies and vocabulary used by their family, peers in the community, and even television programs. |
| Isolation of a Difficulty | The Montessori teacher carefully examines the activity she plans to present to the child prior to giving a presentation. She identifies any steps or actions that may present challenges and teaches them to the child separately. For instance, the basic skill of holding and cutting with scissors is demonstrated prior to introducing the more complex task of cutting zigzag or curved lines. Similarly, the child is taught how to fold cloths before being introduced to table washing, an activity that involves folding. It’s important to strike a balance where the task is neither too challenging that it becomes overwhelming, nor too easy that it becomes uninteresting. |
| Language Appreciation | From the moment children begin attending the Montessori classroom, they are exposed to genuine stories about familiar topics, delivered with enthusiasm. Everyday life in the class involves singing, reciting poetry and rhymes. The teacher leads by example in demonstrating the art of conversation and attentively hears what her young pupils have to say. Additionally, appreciating language involves admiring charming books filled with lifelike illustrations. |
| Learning Explosions | The growth of humans is not typically gradual, as they may suddenly acquire skills with a significant impact. These bursts of learning are the visible outcome of a lengthy process of internal development. One illustration of this is the onset of spoken language at around two years old, which is the outcome of several months of mental preparation and growth. |
| Mathematical Mind | Every infant possesses innate mathematical abilities, meaning they have a natural inclination to acquire skills that enable them to be precise and systematic, to scrutinize, contrast, and categorize. It is inherent in humans to compute, gauge, deduce, conceptualize, envision, and invent. However, this crucial aspect of intellect necessitates guidance and instruction to flourish and operate. When a child doesn’t encounter mathematics at an early age, their subconscious mind may not be able to accept it later on. |
| Maximum Effort | Children seem to enjoy difficult work, work which tests their abilities and provides a sense of their growing power. They exult in giving their maximum effort. For example, a tiny child will struggle to carry a tray with juice glasses or push a heavy wheelbarrow whereas school-age children, if allowed to make up their own problems will prefer to sink their teeth into a challenging equation (I + 2 + 3 + 4… + 10)2 rather than drill on 3 + 5 = … and 6 + 2 = … . |
| Mixed Ages | In the Montessori approach, collaboration among children of different ages within the same class is a notable feature. This is achieved by grouping them according to their developmental stages. For example, children ranging from 3-6 years old are in the Children’s House, while those between 6-9 years old are in the lower elementary and the upper elementary is composed of children aged 9-12. The Montessori method emphasizes individualized learning, meaning that each child can progress at their own pace without the pressure of competing with others. Consequently, cooperation and support between children of varying ages are promoted. |
| Normalisation | If young children are given multiple opportunities to concentrate freely on a task they have chosen, they will eventually exhibit the traits of typical development, including an affinity for work, a connection to reality, and a fondness for solitude while working. Children who have been normalized tend to be more content and cheerful, as well as helpful and generous to others. They are able to make sound decisions about their work and their output is reflective of their level of growth. |
| Obedience | According to Montessori (1967), obedience is not an instant act but a gradual development that manifests itself unexpectedly after a long process of maturation. During this process, young children may obey occasionally but lack the consistency to obey regularly. As children exercise their free choice, their willpower develops and they gain the self-discipline needed for obedience. |
| Points of Interest | Montessori observed that children can lose interest in a task if it is too complex or if they are unable to grasp the necessary details. To combat this, she recommended incorporating points of interest into each activity to keep the child engaged. These points act as guides and offer immediate feedback, which Montessori termed as “control of error.” By using trial and error and following the signposts of these points, the child’s performance can improve and become more precise. |
| Prepared Environment | In the Montessori method, the classroom is a space arranged by the teacher for the benefit of the children. It includes all the necessary elements for ideal growth without any excess. The environment is characterized by characteristics such as organization and authenticity, attractiveness and minimalism. The items in the classroom are sized appropriately to help the children be more self-sufficient. An essential part of the prepared environment is a properly trained teacher and a diverse group of children of different ages. |
| Presentation | In a Montessori setting, the adult’s role is not that of a traditional teacher. Instead, they demonstrate to the child how to utilize the different objects available and then provide them with the liberty to explore and experiment on their own. This demonstration is referred to as a presentation and in order to be successful, it should be executed slowly, precisely, and with minimal verbal communication, following each step in detail. |
| Psychic Embryo | The initial 36 months of existence is a time for cognitive formation, similar to how the 9 months in the womb is for physiological creation. The brain is ready for environmental experiences to shape the hereditary design. As a majority of the mental growth happens after delivery, Montessori referred to the newborn as a mental fetus. |
| Repetition | The work done by a young child is distinct from that of an adult. While adults work with a specific objective in mind and stop once the objective is achieved, children work towards an internal goal and continue until they feel satisfied with their progress. Their desire to repeat an activity stems from an unconscious urge to improve their coordination or master a skill. |
| Sensitive Periods | Children in their early years go through temporary stages of heightened sensitivity and are driven by their own internal motivation to engage in certain activities that align with their sensitivities. During a sensitive period, a child will display deep concentration and interest in activities that fulfill a specific sensitivity, such as organizing for children in their sensitive period for order. These children are inclined to repeatedly engage in such activities without needing any external rewards or encouragement. Children innately seek out environmental elements that support their developmental requirements. |
| Sensorial Materials | The main purpose of the sensorial materials is to assist young children in developing and arranging their intelligence. These materials are scientifically crafted to isolate different qualities, such as color, size, and shape, that exist in the real world. By focusing on one aspect at a time, the child’s attention is directed towards it. Through consistent practice and manipulation of these objects, the child gradually forms clear concepts or abstract ideas. The sensorial materials provide a hands-on experience that cannot be easily explained in words, allowing the child to learn and comprehend on their own. |
| Simple to Complex | In a Montessori classroom, a principle is employed that involves introducing children to a concept or idea in its most basic form. As they develop and are able to make more intricate connections, they gradually become capable of handling information that is less isolated. |
| Socialisation | ‘The process by which the individual acquires the knowledge and dispositions that enable him to participate as an effective member of a social group and a given social order.’ (Osterkorn, 1980, p. 12) ‘Optimal social learning takes place when the children are at different ages.’ (Hellbr_gge, 1979, p. 14) |
| Sound Games | Numerous kids possess the knowledge of the alphabet, but they may not have analyzed the sounds present in words or may not be cognizant of the fact that words comprise distinct sounds, which is known as phonemic awareness. Starting from the age of two, or as soon as the child can speak fluently, sound games can be used to make them aware of the sounds present in words. In England, the “I Spy” game is commonly used in nurseries, where the focus is on the pronunciation of the sound of the letter itself, rather than its name. |
| Three-Hour Work Cycle | Montessori, after years of global observation, realized that children naturally follow a predictable work cycle when given freedom. This cycle includes two peaks and one valley, and typically lasts for around three hours. In Montessori schools, children are given three hours of uninterrupted time to independently choose and engage in their work until they are satisfied. |
| Vocabulary Enrichment | From the age of 3 to 6, a child’s vocabulary grows rapidly. To satisfy their curiosity and eagerness to learn new words, they are taught various terminologies related to biology, geometry, geography, and more. They are also introduced to descriptive words through the Sensorial Material. According to Montessori (1946, p. 10), the child’s absorbent mind effortlessly absorbs all these newly learned words with exceptional speed and brilliance. |
| Work | According to an evolutionary standpoint, childhood lasts for an extended period so that children can have a stress-free setting to learn and try new things. Social experts describe this low-pressure experimentation as play, as has been noted by Groos in 1901. However, Montessori referred to it as the work of childhood. Children are undoubtedly dedicated when engaging in play that caters to their developmental needs, and if given the chance and liberty, they will opt for meaningful activities rather than fanciful make-believe ones. |
This glossary of Montessori terminology pertains to the principles and application of education for children aged 3 to 6 years old. Annette Haines created it upon the request of Molly O’Shaughnessy for use in her lecture at the Joint Annual Refresher Course held in Tampa, Florida in February of 2001.