The Montessori approach, much like any science, has its own set of vocabulary and terminology. Montessorians share a very specific set of brief references that evoke the world of the child as described by Maria Montessori.
The Glossary of Montessori Terms relates to the theory and practice for the Primary (3-6) level. It was prepared by the late Annette Haines (Montessori Training Centre of St. Louis) at the request of Molly O’Shaughnessy (Montessori Centre of Minnesota) to accompany her lecture at the Joint Annual Refresher Course, held in Tampa, Florida in February 2001.
Absorbent Mind
A mind able to absorb knowledge quickly and effortlessly. Montessori said the child from birth to six years has an absorbent mind.
Adaptation
Related to the idea of an absorbent mind (Haines, 1993) is a special power of the young child that can be called the power of adaptation. This power is a process whereby the young child uses the environment to develop and, in so doing, becomes a part of that environment. The young child absorbs the culture of her time and place, taking in all the spirit, the customs, the ambitions/aspirations and attitudes of a society simply by living in that society.
Analysis of Movement
A technique used by Montessori teachers. The adult, when showing a complex action to a child, breaks it down into its parts and shows one step at a time, executing each movement slowly and exactly. The action thus becomes a sequence of simple movements and the child has a greater chance of success when ‘given the liberty to make use of them.’ (Montessori, 1966, p. 108)
Children’s House
The English name for Montessori’s Casa dei Bambini (Italian). A place for children from 3-6 years to live and grow. Everything necessary for optimal human development is included in a safe and secure environment.
Classification
Sorting. Allocating or distributing according to common characteristics. The young child engages in classification activities because the process is essential for the construction of the intellect. The Montessori classroom offers many opportunities for classification.
Concentration
Recognising that ‘the longer one does attend to a topic the more mastery of it one has,’ the great American psychologist William James remarked, ‘An education which should improve this faculty would be the education par excellence.’ (1892/1985, p. 95) Montessori, who knew of James, set out to do just that. She believed that if environments could be prepared with ‘objects which correspond to…formative tendencies’ (1949/1967, p. 169) the child’s energy and interest would become focused on that aspect of the environment which corresponded to the developmental need.
Concrete to Abstract
A progression both logical and developmentally appropriate. The child is introduced first to a concrete material that embodies an abstract idea such as size or colour. Given hands-on experience, the child’s mind grasps the idea inherent in the material and forms an abstraction. Only as the child develops, is she gradually able to comprehend the same idea in symbolic form.
Control of Error
A way of providing instant feedback. Every Montessori activity provides the child with some way of assessing his own progress. This puts the control in the hands of the learner and protects the young child’s self-esteem and self-motivation. Control of error is an essential aspect of auto-education.
Coordination of Movement
One of the major accomplishments of early childhood. Through the child’s own effort, she wills herself to refine her muscular coordination and consequently acquires increasingly higher levels of independent functioning. Because of this developmental need, children are drawn to activities that involve movement and especially to those which demand a certain level of exactitude and precision.
Creativity/Imagination
Imagination involves the forming of a mental concept of what is not actually present to the senses. Creativity is a product of the imagination and results from the mental recombining of imagined ideas in new and inventive ways. Both are dependent on mental imagery formed through sensorial experience.
Cycle of Activity
Little children, when engaged in an activity which interests them, will repeat it many times and for no apparent reason, stopping suddenly only when the inner need which compelled the child to activity has been satisfied. To allow for the possibility of long and concentrated work cycles, Montessori advocates a three-hour uninterrupted work period.
Development of the Will
The ability to will, or choose to do something with conscious intent, develops gradually during the first phase of life and is strengthened through practice. The Montessori environment offers many opportunities for the child to choose. Willpower, or self-control, results from the many little choices of daily life in a Montessori school.
Deviations
Behaviour commonly seen in children that is the result of some obstacle to normal development. Such behaviour may be commonly understood as negative (a timid child, a destructive child, etc.) or positive (a passive, quiet child). Both positive and negative deviations disappear once the child begins to concentrate on a piece of work freely chosen.
Discipline from Within
Self-discipline. The discipline in a well-run Montessori classroom is not a result of the teacher’s control or of rewards or punishments. Its source comes from within each individual child, who can control his or her own actions and make positive choices regarding personal behaviour. Self-discipline is directly related to development of the will.
Exercises of Practical Life
One of the four areas of activities of the Montessori prepared environment. The exercises of Practical Life resemble the simple work of life in the home: sweeping, dusting, washing dishes, etc. These purposeful activities help the child adapt to his new community, learn self-control and begin to see himself as a contributing party of the social unit. His intellect grows as he works with his hands; his personality becomes integrated as body and mind function as a unit.
False Fatigue
A phenomenon observed in Children’s Houses around the world-often at approximately 10 a.m. The children seem to lose interest in work, their behaviour becomes disorderly and the noise level rises. It may appear as if the children are tired. However, if the Montessori Educator understands this is simply false fatigue, they will return to work on their own and their work will be at an even higher level than before.
Grace and Courtesy
An aspect of Practical Life. Little lessons which demonstrate positive social behaviour help the young child adapt to life in a group and arm her with knowledge of socially acceptable behaviour: practical information, useful both in and out of school.
Help from Periphery
The periphery is that part of the child that comes into contact with external reality. The child takes in impressions through the senses and through movement. Help from the periphery means presenting objects and activities in such a way so as to evoke purposeful movement on the part of the child. ‘We never give to the eye more than we give to the hand.’ (Standing, 1957, p. 237)
To be continue with part 2
