Absorbent Mind Theory
The Absorbent Mind Theory of Dr. Maria Montessori
This paper will explore Dr. Maria Montessori’s Absorbent Mind Theory, the implementation of The Absorbent Mind Theory in Montessori practices; The Absorbent Mind Theory’s relation to Wallace J. Kahn’s ABC Model and to my own personal philosophy statement, in regards to the education of young children.
The Absorbent Mind Theory states that the minds of young children, ages birth to six-years-old, are comparable to sponges, in that they ‘soak up’ information and knowledge. (Morris, 2002) However, the absorbent mind has two different phases, the first of which takes place from birth to age three. This stage of the absorbent mind is acquiring his or her basic abilities, for example; speaking, walking, and potty training. This stage of the absorbent mind is referred to as ‘the period of unconscious creation’ or the ‘unconscious absorbent mind.’ (Shortridge, 2001) This portion of The Absorbent Mind Theory is particularly apparent when comparing an adult trying to learn a second language to a toddler learning his or her first language. A child acquires their first language without direction or conscious effort, generally beginning to form syllables by six-months, first words by one-year of age and sentences by age three. According to Montessori (1967), once the first stage of the absorbent mind was successfully implemented, the second stage; referred to as the ‘period of conscious work’ or the ‘conscious absorbent mind’ began. This is the age when the child begins to act on the things his or her mind has absorbed. (Hendron, 2011) The main task during this stage is freedom and independence. The child wants independence, often children in this second stage will say, “LET ME DO IT!” Many key points of Montessori’s Absorbent Mind Theory are being confirmed through brain research being conducted today. (Morris, 2002)
Although Montessori’s Absorbent Mind Theory is of her own findings, including several years of
This paper will explore Dr. Maria Montessori’s Absorbent Mind Theory, the implementation of The Absorbent Mind Theory in Montessori practices; The Absorbent Mind Theory’s relation to Wallace J. Kahn’s ABC Model and to my own personal philosophy statement, in regards to the education of young children.
The Absorbent Mind Theory states that the minds of young children, ages birth to six-years-old, are comparable to sponges, in that they ‘soak up’ information and knowledge. (Morris, 2002) However, the absorbent mind has two different phases, the first of which takes place from birth to age three. This stage of the absorbent mind is acquiring his or her basic abilities, for example; speaking, walking, and potty training. This stage of the absorbent mind is referred to as ‘the period of unconscious creation’ or the ‘unconscious absorbent mind.’ (Shortridge, 2001) This portion of The Absorbent Mind Theory is particularly apparent when comparing an adult trying to learn a second language to a toddler learning his or her first language. A child acquires their first language without direction or conscious effort, generally beginning to form syllables by six-months, first words by one-year of age and sentences by age three. According to Montessori (1967), once the first stage of the absorbent mind was successfully implemented, the second stage; referred to as the ‘period of conscious work’ or the ‘conscious absorbent mind’ began. This is the age when the child begins to act on the things his or her mind has absorbed. (Hendron, 2011) The main task during this stage is freedom and independence. The child wants independence, often children in this second stage will say, “LET ME DO IT!” Many key points of Montessori’s Absorbent Mind Theory are being confirmed through brain research being conducted today. (Morris, 2002)
Although Montessori’s Absorbent Mind Theory is of her own findings, including several years of