Absorbent Mind (Montessori): Difference between revisions
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The '''Absorbent Mind''' is a concept that was introduced by Dr. Maria Montessori, the Italian physician and educator. It suggests that children from birth to six years possess an incredible capacity to absorb and learn from their environment.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> This concept is considered a cornerstone of Montessori philosophy. | The '''Absorbent Mind''' is a concept that was introduced by Dr. Maria Montessori, the Italian physician and educator. It suggests that children from birth to six years possess an incredible capacity to absorb and learn from their environment.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> This concept is considered a cornerstone of Montessori philosophy. | ||
== Montessori Quotes == | == Montessori Quotes == <!--T:3--> | ||
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*"The 'absorbent mind' welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!"<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | *"The 'absorbent mind' welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!"<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | ||
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*"The only thing the absorbent mind needs is information. It is especially adapted to receive the numerous, unlimited, and complex impressions that our surroundings make upon it."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | *"The only thing the absorbent mind needs is information. It is especially adapted to receive the numerous, unlimited, and complex impressions that our surroundings make upon it."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | ||
== Research and Critiques == | == Research and Critiques == <!--T:6--> | ||
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*'''Pros''': The concept of the Absorbent Mind supports Montessori's theory of child-led learning, which can foster independent, self-motivated learners. Research by Lillard (2017) found that children in Montessori environments display high levels of concentration, which could signify their ability to absorb information from their environment.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | *'''Pros''': The concept of the Absorbent Mind supports Montessori's theory of child-led learning, which can foster independent, self-motivated learners. Research by Lillard (2017) found that children in Montessori environments display high levels of concentration, which could signify their ability to absorb information from their environment.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | ||
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*'''Cons''': Critics such as Egan (2002) argue that the concept may overestimate a child's cognitive abilities and underestimate the importance of structured teaching.<ref>Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.</ref> It has also been suggested that the Absorbent Mind concept may not account for variations in learning styles or rates among different children. | *'''Cons''': Critics such as Egan (2002) argue that the concept may overestimate a child's cognitive abilities and underestimate the importance of structured teaching.<ref>Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.</ref> It has also been suggested that the Absorbent Mind concept may not account for variations in learning styles or rates among different children. | ||
== Comparisons to Other Methods == | == Comparisons to Other Methods == <!--T:9--> | ||
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In contrast to the Absorbent Mind concept, traditional education often relies more on direct instruction and less on child-led exploration. The constructivist theory of Piaget also acknowledges the child's active role in knowledge acquisition but emphasizes stages of cognitive development, which contrasts Montessori's belief in the child's continuous ability to absorb information.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref> | In contrast to the Absorbent Mind concept, traditional education often relies more on direct instruction and less on child-led exploration. The constructivist theory of Piaget also acknowledges the child's active role in knowledge acquisition but emphasizes stages of cognitive development, which contrasts Montessori's belief in the child's continuous ability to absorb information.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref> | ||
== See Also == | == See Also == <!--T:11--> | ||
*[[Sensitive Periods]] | <!--T:12--> | ||
*[[Prepared Environment]] | *[[Sensitive Periods (Montessori)]] | ||
*[[Planes of Development]] | *[[Prepared Environment (Montessori)]] | ||
*[[Planes of Development (Montessori)]] | |||
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{{Glossary of Montessori Terms}} | |||
== References == <!--T:14--> | |||
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<references/> | <references/> | ||
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Latest revision as of 21:08, 17 July 2023
Absorbent Mind
The Absorbent Mind is a concept that was introduced by Dr. Maria Montessori, the Italian physician and educator. It suggests that children from birth to six years possess an incredible capacity to absorb and learn from their environment.[1] This concept is considered a cornerstone of Montessori philosophy.
Montessori Quotes
- "The 'absorbent mind' welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!"[2]
- "The only thing the absorbent mind needs is information. It is especially adapted to receive the numerous, unlimited, and complex impressions that our surroundings make upon it."[3]
Research and Critiques
- Pros: The concept of the Absorbent Mind supports Montessori's theory of child-led learning, which can foster independent, self-motivated learners. Research by Lillard (2017) found that children in Montessori environments display high levels of concentration, which could signify their ability to absorb information from their environment.[4]
- Cons: Critics such as Egan (2002) argue that the concept may overestimate a child's cognitive abilities and underestimate the importance of structured teaching.[5] It has also been suggested that the Absorbent Mind concept may not account for variations in learning styles or rates among different children.
Comparisons to Other Methods
In contrast to the Absorbent Mind concept, traditional education often relies more on direct instruction and less on child-led exploration. The constructivist theory of Piaget also acknowledges the child's active role in knowledge acquisition but emphasizes stages of cognitive development, which contrasts Montessori's belief in the child's continuous ability to absorb information.[6]
See Also
Glossary of Montessori Terms
The Glossary of Montessori Terms is a collection of specific terms and vocabulary that are related to the Montessori method of education, primarily focusing on the theory and practice for children aged 3 to 6. The jargon used by Montessori educators offers a unique insight into child development as discussed by Maria Montessori. The 'Montepedia Glossary of Montessori Terms' originated from a glossary that was compiled by the late Annette Haines from the Montessori Training Centre of St. Louis, at the request of Molly O'Shaughnessy from the Montessori Centre of Minnesota. The reason behind the creation of this glossary was to supplement O'Shaughnessy's lecture at the Joint Annual Refresher Course that took place in Tampa, Florida, in February 2001.[7] The glossary has since been expanded and updated with additional 'Montessori Terms'.
- 3-Hour Work Cycle
- Absorbent Mind
- Adaptation
- Adolescence
- Albums
- Advisor
- Analysis of Movement
- Casa dei Bambini
- Children of the Earth
- Children's House
- Choice
- Classification
- Concentration
- Concrete to Abstract
- Control of Error
- Coordination of Movement
- Cosmic Education
- Creativity/Imagination
- Cycle of Activity
- Development of the Will
- Deviations
- Didactic Materials
- Director
- Discipline from Within
- Earth Child
- Elementary Classroom
- Erdkinder
- Exercises of Practical Life
- False Fatigue
- Freedom of Choice
- Freedom within Limits
- Grace and Courtesy
- Great Stories
- Ground Rules
- Guide
- Help from Periphery
- Human Tendencies
- Imagination
- Independence
- Indirect Preparation
- Indirect Presentation
- Isolation of a Difficulty
- Intrinsic Motivation
- Job
- Kinderhaus
- Language Appreciation
- Language Acquisition
- Learning Explosions
- Materials
- Materialised Abstractions
- Mathematical Mind
- Maximum Effort
- Mixed Ages
- Montessori Materials
- Nido
- Montessori Materials
- Normalization
- Obedience
- Peace
- Personality
- Planes of Development
- Points of Interest
- Practical Life
- Phonemic Awareness
- Phonics Instruction
- Phonological Awareness
- Prepared Environment
- Presentation
- Primary Classroom
- Psychic Embryo
- Reading Comprehension
- Repetition
- Respect
- Self-Discipline
- Self-Regulation
- Sensitive Periods
- Sensorial Materials
- Simple to Complex
- Socialization
- Society by Cohesion
- Sound Games
- Three-Hour Work Cycle
- Valorisation
- Vocabulary Enrichment
- Work
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References
- ↑ Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.
- ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
- ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
- ↑ Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.
- ↑ Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.
- ↑ Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.
- ↑ Haines, A. (2001). Glossary of Montessori Terms. Montessori Training Centre of St. Louis.
