Absorbent Mind (Montessori): Difference between revisions
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== See Also == | == See Also == | ||
*[[Sensitive Periods]] | *[[Sensitive Periods (Montessori)]] | ||
*[[Prepared Environment]] | *[[Prepared Environment (Montessori)]] | ||
*[[Planes of Development]] | *[[Planes of Development (Montessori)]] | ||
== References == | == References == | ||
<references/> | <references/> | ||
Revision as of 16:37, 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
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.
