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IMAGINATION

Imagination means creating a mental concept of what is not present to the senses. Creativity is a product of imagination. It combines existing skills and knowledge in new and inventive ways. Both are dependent on mental images created through sensory experiences.

IMMANENT BLUEPRINT 

According to Maria Montessori, developmental processes are inherent in every child from the very beginning. She refers to this as an intrinsic blueprint. Just as every person looks different and the body is built according to a seemingly invisible plan, the same applies to the non-‘physical’ areas of development. Through observation, the adult recognises where the child is in its development and what it needs for this.

IMMANENT ERROR CONTROL

The error control directly linked to the development material represents an opportunity to give the child immediate feedback through the material itself. In this way, the child is given the opportunity to assess its own learning progress - without being judged by the adult. This promotes self-esteem, a sense of self-efficacy and intrinsic motivation orientated towards the task at hand. Self-control of mistakes is an essential aspect of self-learning. In this way, the child recognises that mistakes are a ‘friend of learning’.

INDEPENDENCE

Being independent means having the freedom to do and decide things for yourself. Normal developmental milestones such as weaning, walking, speaking etc. can be seen as events that enable the child to achieve increased individualisation, autonomy and self-regulation. During the four developmental phases, children and young people continually endeavour to become more independent: personally, culturally and in the way they organise their lives. Maria Montessori's well-known motto applies here: Help me to help myself.

INDIRECT  PREPERATION

There is a future-related interest in every action the child takes. For example, a child will enjoy putting together different triangular shapes without realising that this work will help their mind understand geometry better later on. This is also known as ‘indirect preparation’. The deeper purpose of many Montessori activities for young children lies both in the present and in the future.

ISOLATING THE DIFFICULT

Before a presentation, Montessori teachers analyse the activity they want to show the child. Sequences or movements that could prove problematic are isolated and taught to the child separately. This gives the child the opportunity to build up their internal behaviour and activity patterns step by step. For example, holding and cutting with scissors is first demonstrated using a simple exercise before curved lines or zigzag lines are cut. A task should be neither too difficult nor too easy.