“When you hold an infant, hold him not just with your body, but with your mind and heart.” – Magda Gerber In our continuing blog series studying the works of Montessori, we have looked at the first nine chapters of The Absorbent Mind. All over the world, educators and caregivers find common ground in many … Conscious Interaction with Infants – Supporting Global Childhood Development
“Children become like the things they love.” — Maria Montessori, The Absorbent Mind, p. 101 A carefully prepared environment is central to the teachings of Maria Montessori. We often think of the Montessori environment as the classroom itself. However, the environment extends to all of the conditions that influence the physical and mental growth of … The Absorbent Mind, Chapter 9: The First Days of Life
Children have a deep sense of fairness. At each stage of development the concept of fairness differs. For preschool children, the idea of fairness means following the rules and sharing. Elementary children want everyone to be treated equally, and older elementary and middle school aged children have a keen sense of justice. One of the … Developing a Sense of Fairness in the Montessori Environment
“The child’s nature is to aim directly and energetically at functional independence.” — Maria Montessori, The Absorbent Mind, p. 83. I taught a parenting class once where I asked the question, “What important traits would you like your child to have twenty years from now?” Along with wanting their children to be happy, loving, and … The Absorbent Mind, Chapter 8: The Child’s Conquest of Independence
“Special care should be shown for the psychic life of the newborn child. If it already has such a life at birth, how much greater will this be as it grows older? If we understand by ‘education’ a child’s psychic rather than its intellectual development, we may truly say, as it is said today, that … Montessori’s Use of the Term ‘Psychic’ – Developing Personalities in Childhood
“It was really a very simple thing, after — it was only that he had lived near a kind and gentle heart, and had been taught to think kind thoughts always and to care for others. It is a very little thing, perhaps, but it is the best thing of all. He knew nothing of … The Absorbent Mind, Chapter 7: The Spiritual Embryo
I recently came across a surprising article titled I Don’t Want My Kids Doing Chores — Age-Appropriate or Otherwise. Curiosity got the better of me and I clicked on the link to read more. In the article, Meredith Carroll states “I’d rather just do my kids’ chores for them… I don’t get … why … Montessori Practical Life is More Than Chores — Joy in the Process
“It follows that at the beginning of his life the individual can accomplish wonders — without effort and quite unconsciously.” — Maria Montessori, The Absorbent Mind, p. 59. Just as the human embryo develops from a single cell into a complex organism, so too must the brain develop. Each of us, unless we are identical … The Absorbent Mind, Chapter 6: Embryology and Behavior — Personality
In the Montessori environment, children work on practical life activities to develop independence, body control and coordination of movement, concentration, and a sense of order. As the name implies, an important aspect of practical life activities is that they have a real-life application. The children can clearly see the purpose of each activity, and they … Montessori Practical Life and Culture: Making a Balinese Daily Offering (Canang Sari)
“Thinkers in every age have been struck by the astonishing fact that a being which at first does not exist, should end by becoming a man or a woman, able even to think and to have ideas of its own.” — Maria Montessori, The Absorbent Mind, p. 34. When I first read Chapter 5 of … The Absorbent Mind, Chapter 5: The Miracle of Creation — Lessons for Life
