terms that one should be familiar in the Montessori Program

1. Montessori Terms
By: Teacher Elen

2. 1. Absorbent Mind
birth to six
child’s mind like a sponge
kids are capable of absorbing huge
amount of information about the
environment through their senses
language acquisition, development of
motor, cognitive and social skills

3. Conscious
Mind
Subconcious
Mind
Unconscious
Mind
The person is
aware and is
thinking or acting
deliberately,
choosing one
thought, action, or
object over
another on the
the basis of
information
gathered from the
environment.
Although the
person may not
be aware of the
process,
information from
the subconscious
constantly
informs the
person’s
conscious mind.
The person is not
aware of
acquiring
information, but is
mostly acting in
response to
sensory
information and
the information
gathered in the
subconscious.

4. “Children should be given opportunities
to grow and develop through
experience, training, and practice
because they learn more thoroughly,
quickly and efficiently than at any other
time of life.”

5. 2. Control of error
method of self-correction in materials
and teaching methods
not relying on control applied by the
teacher through instructions or reward
and punishment

6. 3. Cosmic education
overall Montessori approach to
education
developing awareness that everything
in the universe is connected and
interdependent and forms a
harmonious whole and that the child is
part of and contribute to that whole
global awareness, respect, cooperation
and peaceful communication

7. Connection with nature
outdoor activities
using natural materials i.e. plants,
wood, water and sand
linking natural materials to their origins
and indicate the role of humans in the
collection and production of the
materials

8. 4. Independence
freedom from control by others
freedom from dependence on others
freedom with limits
- respecting the work and rights of
others

9. Inno dropped the tongs, Teacher
Elen immediately picked it up and
handed it back to him.
Lance filled the watering can and
started watering the plants.
Teacher Jonah observes Primo as
he compares and stacks the pink
cubes.
Teacher Rissa gave Ponching hand-over-
hand assistance in writing his
name.

10. 5. Modeling
The teacher consciously behaves in a
way that sets and example for the
behavior she wants the children to
emulate.
“Good behavior is caught, not taught.”

11. 6. Montessori learning
materials
reflect the ideas of the Montessori
method
designed by Maria Montessori for
specific reasons
presented to the children in a particular
way
“didactic materials” – sensorial,
practical life, academic, materials for
motor skills

13. 7. Normalization
Mental state children reach when
they
approach their studies with
enthusiasm,
work with little direction, treat others in
a
respectful way, and can work quietly
on
their own or with others.

14. 8. Planes of Development
Learn to act
as self-confident,
competent
individuals
Learn to feel
linked to
community and
culture
Learn that
they can make
real
contributions
to the world
outside the
immediate
community
Learn that
they can
pursue
educational
studies that
interest them
in the context
of making a
difference to
the world.
birth-6
6-12
12-18
18-24

15. 9. Practical life activities
Activities of Daily Living (ADL)
motor tasks involving practical real-life
goals i.e. dusting, sweeping, personal
grooming, caring for plants, etc.
develop useful skills – motor skills as
well as concentration, independence
and self-confidence

16. 10. Prepared environment

17. Elements of a well-prepared Montessori environment:
Displays materials and equipment that are
interesting, complete, and in working order
Stimulates children’s interest and gives them a place
to do things for themselves
Accommodates children’s physical, cognitive, and
social needs
Appeal to all five of the senses
Allows children to correct themselves through their
own experience

18. Provides natural and real-life materials and activities
as much as possible
Encourages children to learn to the best of their
abilities
Gives children room to move easily and safely
without disturbing others
Helps children develop independence and
confidence to choose and carry out activities by
themselves
Promotes children developing a strong and positive
relationship with the classroom, including everyone
and everything in it

19. Sensitive periods
periods of time when children are
absorbed by and focus their attentions
and energies on one thing, sometimes
seeming driven to develop a certain
skill

20. Presentation
a short, step-by-step demonstration of
an activity and its materials
most often given to an individual or a
very small group
is short (5 min. or less for young kids,
up to 15 min. for older ones) and to the
point
geared to a child’s unique needs,
interests, and sensitive periods

21. ends with an action chosen by the child
involves traditional Montessori
materials and other appropriated
objects suitable for practical life skills
given during a work period

22. Extensions
refer to related activities that increase
the complexity, range, or application of
an activity that has been presented

23. Orientation
introduce children to the classroom
most often presented at the very start
of the school year to individual children
or very small groups or to the entire
class during group time

24. Work period
work cycle or work time
uninterrupted periods of time made
available in a Montessori program for
kids to work with specific materials of
their choice in the way for which the
materials were designed

25. Research says
The brain is more malleable and
formative during the early years
(Lipton, 2005).
The brain is stimulated by the
environment and as it learns, the more
it is able to learn (Manalo, 2013).