The First Plane 0 – 3

The construction of the individual takes place. It is the HORME within the child, that forces to learn and act like a human being. It urges the child on to construct himself – it makes the child a humen being.

(HORME – n. Psychology, vital energy directed to in active purpose. hormic, a. hormist, n believer in horme as fundamental psychological factor.)

The tendencies for exploration, orientation and order are manifested as the child develops his sensory organs.

Society needs freedom to carry out movements to fulfill the tendencies.

The child in this plane needs freedom and limits:

  • freedom for movement – exploration.
  • develop a taste of what it means to be human.

Limits are responsability:

  • conform to family life.
  • rules are set for the good of everyone
  • safeguards rather than prohibitions

So if the child is understood and helped during this years from 0 – 3, than the years from 3 – 6 can take the concious individual and develop that potential that has been founded.

The Four Planes of Development

Dr. Montessori said,

“Trust the spontaneous, organizing power of the human intellect”.

“The human mind works by itself, moved by a power within.”

Each plane displays different characteristics and needs to be treated accordingly.

The first and the secound plane are the stage of childhood, the third and the fourth plane the stage of adult hood. There are parallels between the first and the third periods. They are the periods of greatest physical growth and transformation. The second and the fourth peiod have the parallels of great internal growth and development.

The greatest change occurs during the first three years in both planes (0-3)(12-15). The secound three years strengthen and customize, perfect and stabilize then growth and tranformation that took place during the first three years.

Quote by M. Montessori

“Education starts at birth”

Quote by Maria Montessori

“Help me to help myself”

The Absorbent Mind

EJ recommends this book.picture-31

This is Montessori’s last book, and the most in-depth discussion of her theory based on decades of scientific observation of children. It discusses the special mind of the child, and how nurturing the special potentialities that only children have is the only way to change (and save) humanity. Montessori’s theories are particularly interesting today in light of recent neurological discoveries, especially those related to critical periods and language.

The Human Tendencies

The Human Tendencies:

The practical application of the Montessori method is based on human tendencies— to explore, move, share with a group, to be independent and make decisions, create order, develop self-control, abstract ideas from experience, use the creative imagination, work hard, repeat, concentrate, and perfect one’s efforts.

The Human Tendencies
Dr. Montessori was able to identify distinct human tendencies, the same tendencies that have accounted for man’s survival since his first appearance on earth. Exploration. Orientation. Communication. Work.(purposeful  activity). Manipulation. Order. Exactness. Repetition. Abstraction. Communication. Self-Perfection. Mathematical Mind.

She built an environment for children based upon these tendencies and allowed them to explore within it. The Montessori environment enables children to discover the world for themselves, much as the first humans on earth must have done.
From age 6 to age 12, children become reasoning explorers. They develop new powers of abstraction and imagination. They utilize and apply their knowledge to further discover and expand their world.

Education

Education is the learning of knowledge, information and skills during the course of life. Teachers may draw on many subjects, including reading, writing, math, science and history.

The right to education has been described as a basic human right: since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations’ International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.
Systems of formal education

Education is a broad concept, referring to all the experiences in which students can learn something:

* Instruction refers to the intentional facilitating of learning toward identified       goals, delivered either by an instructor or other forms.
* Teaching refers to the actions of a real live instructor designed to impart learning to the student.
* Training refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion.