Sensitive Periods in Summary and Implication for Montessori Teachers
SENSITIVE PERIODS IN SUMMARY AND IMPLICATION FOR MONTESSORI TEACHERS
SENSITIVE PERIOD FOR MOVEMENT
• Movement is tied to intelligence
KEYWORDS ADDITIONAL IDEAS
SENSITIVE TO WHAT Movement/Activity (sitting, crawling, cruising etc)
WHEN DOES IT
APPEAR
PEAK
DISAPPEARS
It appears at pre-birth (0 month)
1-2 years
At death and cessation of movement (paralysis)
DEVELOPMENTAL AIM - To enable the child to explore his own environment
- To perfect himself and his personality through work with his hands
INNER WORK TAKING PLACE 1. The horme drives his need to develop coordinated movement
2. The child’s attention is focused on learning to move and balance, and then unite this function (i.e. the child moves to learn)
3. Physical and movement of the mind i.e. the mind controls the physical
4. For the child walking is like a second birth. The child is no longer helpless but active.
SIGNS WE SEE 1. We notice each milestone in the child’s development of motor skills.
2. The child has an overwhelming need to manipulate and handle objects.
BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED 1. The child is joyful and content.
2. The child shows no tiredness from working.
3. The child is more satisfied in doing the work than the end result.
BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED 1. The child will be unhappy, fretful, tearful and fearful because he would sometimes be ignored.
2. Death of the child’s spirit, if the child is constantly ignored.
WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME 1. The child has to be given opportunities and space to move around and explore his environment.
2. They have to understand the child’s desperate need to move, to handle and manipulate objects.
3. The child needs to see adults who model, precise, careful movement so that he can see how it is done.
WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL 1. The child needs opportunities and encouragement to work with HIS hands by HIMSELF.
2. The child needs
SENSITIVE PERIOD FOR MOVEMENT
• Movement is tied to intelligence
KEYWORDS ADDITIONAL IDEAS
SENSITIVE TO WHAT Movement/Activity (sitting, crawling, cruising etc)
WHEN DOES IT
APPEAR
PEAK
DISAPPEARS
It appears at pre-birth (0 month)
1-2 years
At death and cessation of movement (paralysis)
DEVELOPMENTAL AIM - To enable the child to explore his own environment
- To perfect himself and his personality through work with his hands
INNER WORK TAKING PLACE 1. The horme drives his need to develop coordinated movement
2. The child’s attention is focused on learning to move and balance, and then unite this function (i.e. the child moves to learn)
3. Physical and movement of the mind i.e. the mind controls the physical
4. For the child walking is like a second birth. The child is no longer helpless but active.
SIGNS WE SEE 1. We notice each milestone in the child’s development of motor skills.
2. The child has an overwhelming need to manipulate and handle objects.
BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED 1. The child is joyful and content.
2. The child shows no tiredness from working.
3. The child is more satisfied in doing the work than the end result.
BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED 1. The child will be unhappy, fretful, tearful and fearful because he would sometimes be ignored.
2. Death of the child’s spirit, if the child is constantly ignored.
WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME 1. The child has to be given opportunities and space to move around and explore his environment.
2. They have to understand the child’s desperate need to move, to handle and manipulate objects.
3. The child needs to see adults who model, precise, careful movement so that he can see how it is done.
WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL 1. The child needs opportunities and encouragement to work with HIS hands by HIMSELF.
2. The child needs