Montessori Terminology book
An international Montessori organization founded by M. Montessori herself and her son Mario in 1929. Currently, the organization is headed by Renilda Montessori, M. Montessori’s granddaughter. The headquarters is located in Amsterdam, the Netherlands. It oversees the chain of Montessori teacher training courses. The organization discusses and approves changes in methodology based on the observation of children growing according to the Montessori system.
Tools for children’s development (didactic aids) selected by M. Montessori as a result of observing children. All materials are arranged by difficulty level and are freely accessible to the child, while having special characteristics: the ability to control errors, eliminate complexity, etc. All materials are visually appealing and are typically made of high-quality natural materials. The main task is to stimulate the child’s individual development. During play or work with these materials, the child forms scientifically based psychological traits, and internal learning motivation develops.
The child’s surroundings in all aspects, with their subjects and relationships, provide them with the opportunity to develop optimally in terms of physical, mental, and intellectual development. In this sense, several psychological-pedagogical and organizational aspects are compatible.
Intended to shape the child’s intellect. The initial task is to create sensations, followed by the importance of hearing differences (e.g., rattling boxes), and finally, distinguishing similar objects. The basis of intellectual activity is the ability to classify and systematize.
The optimal process of a child’s development in which deviations in their character development are removed. Normalization occurs through freely chosen activities in a specially prepared environment. The normalization of a specific child can be defined by the absence of deviations in behavior and the acquisition of positive traits.
A child’s innate ability from birth to age 6 to spontaneously receive, fixate, remember impressions (signals, information) from their surroundings through all sensory organs, and transform them into personal experience, adapting to the surrounding environment and the formation of their personality.
The ability to work intensively and continuously with a single didactic material.
Periods of special susceptibility during which a child is receptive to various activities and emotions. During these periods, certain characteristics and psychological peculiarities develop preferentially. Sensitivity periods are common to all children and are irreversible. In Montessori pedagogy, it is known that children’s sensitivity lasts until the age of 6.