Theory

The classroom Montessori’s outlook was inspired by a deep respect for all aspects of life and creation, she had a holistic philosophy and was interested in the unity of the personality and the universe.  She saw Education as fundamental in the formation of humans during all four planes, as a means for the personality to …

In the first plane the child’s mind absorbs directly from the environment, between 0-3 the child takes in information unconsciously.  Between 3 -6 years she  begins to direct her conscious observation, deliberatly  gathering information from her immediate environment through sensorial impressions and by interacting physically with it.  Doing so she explores her physical environment and …

Montessori, in The Absorbent Mind, Chapters 22 and 23 describes how society goes through an embryonic phase which we can follow by observing the development of small children, who, little by little children become aware of forming a working community, they come to be contributing members of a group. They are directed by an unconscious …

Montessori had a very particular world view, in this she saw humans as working to satisfy their individual, spiritual, physical, intellectual and emotional needs. Needs She sees children as motivated by their needs, which are similar to the needs adults have but also motivated towards developing themselves into adult humans and satisfying the needs of …

In the ‘Advanced Montessori Method Vol. I’ p.258 (Clio), Montessori states, the essence of moral education is given in the loving environment, no-one can teach it, to perceive the difference and know it are not the same thing.  She says that while preparation in the first plane key is vital, in the second plane the …

There are five Cosmic  Stories.  They are given in dramatic, impressionistic story form, personification of the elements to portray a sense of mystery, to have a psychic function which arouses awe, admiration and interest.  They can be given to the whole class, depending on the particular group, it is a good idea to inform the …

What is ‘Cosmic Education’? Montessori’s particular view of the child’s needs and tendencies inform ‘Cosmic Education’, as she had a particular view of life, nature, human nature and the cosmos. She planned education as an ‘aid to development’, enabling children to adapt to their physical and social environment. Adaption is explained in AMI Communications 1978 …

Montessori 1921 London Lecture, says, ‘It would seem as though to know how to observe was very simple and did not need any explanation, perhaps you think it will be sufficient to be in a classroom in a school and to look and see what happens, but to observe is not as simple as that, …

Montessori describes tendencies as ‘life forces’ or ‘natural guides’ which drive man towards activities which  aid his needs for survival,  and fulfilment.  Montessori argues that man’s needs are not only physical, for clothing, food, shelter, but also spiritual, culture, are, social networks, the desire to think, explore, reflect and contribution and emotional, the needs for …

Presentation (Demonstration) The Director gives presentations of the materials as a response to an acute need which arises from the child’s Sensitive Periods and her Will to act, so the child gives her full attention, her Absorbent Mind ensures that she is able to pick up many details and having acted on her tendencies for …