Sensitive periods

“For Montessori sensitive periods are periods of intense interest in particular stimuli that aid psychological development” (Stoll Lillard 2008). In each phase a child repeatedly concentrates on a specific activity which lasts as long as it makes a child pleased. As soon as the child is self-assured about the activity and improves a routine of doing it, the sensitive phase ends followed by a new one, which is driven by child’s curiosity about the world around it (Rýdl 2006, p.27-28). Montessori distinguishes three basic sensitive phases 0 – 6 years, 7 – 12 years, 12 – 18 years (Zelinková 1997, p.31).

The first period is characterized as a constructive and creative and includes speech and order. Moreover is also about child’s development of physical movement.

The sensitiveness for movement means improvement in manual skills, balance and managing running and walking. Children are initially not aware of achieving these skills, but later, while repeating purposeful motor activities, they control and refine these actions. Sensitiveness for order means a child’s desire for routine and regularity in his or her everyday life. Montessori points out, that a child basically does not like changes, but rituals are the key elements, which help them to feels secure (Zelinková

1997, p. 31 - 32). Around the age of three comes a changeover in thinking.

While until three years children do activities unwittingly, with the beginning of kindergarten age they start to think and analyze their actions (Zelinková 1997, p.32).

This period has also a great importance in building personality and the development of social intelligence of a child, which includes sensitiveness for a social life among other children. A child realizes that he/she is a part of a bigger unit/society and gradually acquires some social rules and behaviour (Zelinková 1997, p.33).

The period from 7 – 12 years is relatively stable period of imagination. In this period children start to understand and use abstract terms. They start to think about details and by means of them they also explore different kinds of complexes. As long as children are able to use their abstract mind, what, not unexpectedly, needs to follow is a slow adaptation of learning. Though children can have a help of adults, they want to explore everything to detail by themselves. They like manipulating with small objects, browsing books and explore life on earth through geography, zoology, biology etc.

They ask for help only if there is no other chance to find an answer without help (Zelinková 1997, p.33). Self-reliance helps a child to build healthy self-esteem.

Montessori’s famous and typical phrase for this period is: “Help me to do it myself”

(Zelinková 1997, p.34). In this period children also develop moral sensitiveness; they try to distinguish between the good and the bad, but not only in their own manners,

but also in others’ behaviour. ”They need to hear stories of greatness and goodness

and moral values. The mind of the elementary child concerns itself with building a conscience, that inner sense of what is right and wrong” (Namc Montessori Teacher

Training Blog 2007). Another change is that a child seeks for social experience, while up to now it did not need any company.

The last period from 12 – 15 and 15 - 18 can be marked as unstable. A child becomes a teenager and adolescent with his or her opinion and his or her own view on most of the things. They want to become independent, self-reliable but on the other hand they are very sensitive. In this period it is wise to take them as adults, because the period of childhood is gone. The guide (a teacher or a parent) should praise them, motivate and act as if they had achieved more than they actually had. This is a very complicated and tough time for them and adults should be very careful when talking to them, because consequences could be fatal (Zelinková 1997, p.34).

Each sensitive phase has its own time and natural relation to maturing that cannot be skipped. Until the age of three, children use their absorbent mind and a guide should prepare a suitable environment for a trouble-free, independent development of a child.

The role of a guide becomes more important between the age of three and six.

Children at this age observe and imitate adults. That is why it is very important to give them a good example and pay attention to them. It is also good to teach them basic rules of etiquette. Between seven and twelve children begin to use structures and systems in teaching material and they are interested in details. Material prepared by guide should evoke an interest for gaining new information and activities should support the development of moral consciousness and social awareness. Teenage age is ideal for exploring the world from the spiritual and intellectual side (Zelinková 1997,

Sensitive periods work together with the absorbent mind. In fact the sensitive periods let absorbent mind acquire and store information (Rýdl 2006, p.30). During certain

period a child focuses on activities that are in accordance with his or her needs.

A child needs an external stimulus or impulse for it, which is in conformity with a particular stage of the development. Activities should make children feel strong,

comfortable, self-confident and bringing them a feeling of success. Montessori did not see the goal of education in achieving short-term objectives, but she wanted to prepare a child for life, where it could be independent and make its own way of realizing life ambitions (Zelinková 1997, p. 35).

Moreover, Zelinková (1997, p.35) states that a child’s development, in terms of

sensitive periods, is a strenuous process, where activity has a crucial role.

It is not a teacher, who has the main influence on education and self-improvement of

a child, but it is the work and the activities. A teacher should be just a guide, who shows pupils the right way to do something and let them do the tasks by themselves. Teachers’ function is to be a good guide and supporter.