Absorbent Mind Theory free essay sample

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, â€Å"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 observing children with exceptionalities, she was originally influenced by the works of several theorists, including Jean Marc Gaspard Itard, Edouard Seguin, Friedrich Frobel, and Johann Heinrich Pestalozzi. (Kramer, 1988) (Montessori, 1967) These theorists particularly influenced Montessori’s views on the importance of sensory exploration. Montessori Schools implement six principles, Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind. These are the goals and beliefs that Dr. Montessori thought were the key elements to successfully educating children. (Kramer, 1988) The first principle is independence, which Montessori schools provide by allowing children the opportunities to perform tasks such as dressing, feeding, assisting in cleaning and so on. It is generally known that when children are able to do things for themselves they have higher self-confidence and esteem, which are essential for life. The second principle, observation, is essential in early childhood education. Observation provides teachers with clues that tell them what the child needs are. The third principle, Following the Child, basically means to let the children lead. If a child wants to climb, the teacher may provide a safe structure to climb on. This ties in directly with observation. The fourth principle, correcting the child, refers to appropriate methods to correct children’s mistakes. For example, if a child mispronounces a word, repeat the word correctly, without telling them that they mispronounced it. Montessori believed that correcting children in a negative manner may result in them being fearful of trying because they may make a mistake. Prepared environment basically means that the environment be accessible for children, since they are directing their own learning. Finally, absorbent mind is implemented into the Montessori Method of teaching. This explains why teachers are encouraged to use model behavior when working with young children. Children’s young minds are absorbing everything, and this includes behaviors modelled by adults and other children. As I am an early childhood education student, I am often exploring different methods and techniques to foster children’s learning and development. Maria Montessori believed that children have the innate desire to learn about the world around them. (Kramer, 1988) After several years of observing children and their journey to fulfill that innate desire, Montessori concluded that children learn best through experience. (Lillard and Else-Quest, 2006) As part of my own (future) personal teaching philosophy, I am an advocate for learning through experiences, rather than through book work or teacher dictation. In line with Montessori methods of teaching, I am also an advocate for treating and teaching children as individuals who have different interests, learning styles, and personalities; rather than assuming that all children enjoy the same activities and have the same interests. Montessori’s Absorbent Mind Theory and Kahn’s ABC Model are related in many ways. The most notable being that Kahn’s processes of assimilation and accommodation relate to ‘the period of unconscious creation’ or the ‘unconscious absorbent mind. ’ As I previously stated, a child that is in ‘the period of unconscious creation’ or the ‘unconscious absorbent mind’ only knows the world through the senses. Children in this stage are assimilating the things they absorb into their schemata. As Kahn (1999) states in Chapter 8, cognitive development and learning require continuous assimilation, and period accommodation. Montessori’s Absorbent Mind Theory states that children in the first stage are absorbing the information, which they will sort out in the second stage. This relates to the assimilation and periodic accommodation of information later on, because when children are between the ages of birth and three years old they do not have to cognitive ability to make periodic accommodations. Once a child reaches the second stage, referred to as the ‘period of conscious work’ or the ‘conscious absorbent mind’, they are expanding their exploration of the world and building on the schemata they have already begun to construct during the first stage. Kahn refers to this process as accommodation. In conclusion, although Maria Montessori’s Absorbent Mind Theory was high criticized during it’s time; today it is being implemented all over the world in Montessori Schools. Neuroscientists are now able to see how the brain develops, which has led to emphasis being placed on experiences in early childhood, the importance of children’s environments and their sensory experiences. (Morris, 2002) We should be feeding our children’s absorbent minds with positive, enriching experiences and opportunities.