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PERIPHERY

According to Montessori, the child's psyche is a secret that we must not touch; it forms the centre. Rather, the child comes into contact with its environment via the periphery, i.e. the senses and movement. Through the visible expressions, it is possible to interpret the child's inner work and thus create an initiation of understanding. Observation therefore plays an important role in Montessori education, as it is only through observation that the educational professional can recognise the activities on the child's periphery and shape the prepared environment accordingly.

PICTURE BOARDS

The so-called picture panels play an important role in cosmic education. They are shown during the big stories, for example, but also during smaller presentations. They are used to illustrate complex relationships from the focus of the story in an impressionistic way to stimulate the imagination of children aged 6-12. The child is given the opportunity to create an impression of a particular concept that will remain vividly in their memory.

POINTS OF INTEREST

Maria Montessori recognised that children who spent too long on complex tasks or did not master the necessary details were no longer interested in the exercise. To counteract this, she suggested that adults should provide children with so-called ‘points of interest’ during their activities, which serve as waypoints during learning. These points guide the child towards their goal and encourage repetition and further work. The child's performance is refined through trial and error, with the ‘points of interest’ serving as signposts on the path to success.

PRACTICAL LIFE EXERCISES

A Montessori activity suitable for the first stage of development prepares children to use their environment independently of adult help. The exercises are similar to simple practical domestic tasks: sweeping, dusting, washing dishes, etc. These targeted activities help the child to adapt to their social community, learn self-control and take care of themselves, the group and the environment. The child's physical and mental strength grows when it works practically with its hands. Their sense of responsibility and self-esteem are also strengthened.

PREPARED ENVIROMENT

The Montessori group room or classroom is an environment that has been prepared by the adult for the children and young people. This environment includes the outdoor area, such as the schoolyard, as well as all the indoor spaces available to the children and young people. This prepared environment contains everything necessary for the optimal development of each child, but nothing superfluous. The characteristics of a prepared environment include order and functionality, beauty and simplicity. The design is adapted to the age and size of the children and young people in order to promote independence. Adults with Montessori training and a sufficiently large mixed-age group of children also form an essential part of the prepared environment. There is a separate prepared environment for each stage of development.

PSYCHIC EMBRYO 

The first three years of life are a time of mental creation, just as the nine months of pregnancy are a time of physical creation. The brain waits for experiences in the environment in order to concretise the genetic blueprint. Because so much mental development takes place after birth, Montessori called the human child a psychic embryo at this stage of development.