Maria Montessori’s sensitive period hypothesis states that children go through stages during development where they are particularly receptive to certain stimuli. Children go through 11 sensitive periods between birth and age 6, including movement, speech, music, and reading. These periods are crucial for later learning and development.
The sensitive period is a stage during childhood development, as defined by early childhood educator Maria Montessori. According to Montessori’s sensitive period hypothesis, children go through a series of sensitive periods, during which they are particularly receptive to certain types of stimuli. Montessori believed that children’s emotional, intellectual, physical, and social development could be enhanced by providing the right kinds of stimulation during particular sensitive times.
Between birth and age 6, children go through 11 sensitive periods. These tend to occur at specific ages but may occur slightly earlier or later, depending on the child. Sensitive periods overlap and all occur at the same time as at least one other sensitive period. It is important to note that childhood development does not cease after these early sensitive periods have passed, but these periods are, according to the Montessori education hypothesis, a crucial foundation for later learning and development.
From the moment of birth, children have already entered two sensitive periods: movement and speech. As they learn to control their movements, they begin to touch and hold objects, roll over, crawl and walk. They also begin to imitate speech and gradually expand their vocabulary. The sensitive period for speech ends when children are about 6 years old. Between the ages of 1 and 4, children become fascinated with small objects, including small objects and miniature versions of larger ones.
Children enter four new sensitive periods when they are about 2 years old. These include an interest in music and an increased interest in using the senses to obtain information. For example, a child might try to eat or chew on inedible objects or enjoy playing with tactile objects. Additionally, children develop a desire for order in their environment, including routines and rules. Eventually, they begin to notice polite and thoughtful behavior, and when given models of that behavior, they are likely to imitate them. Each of these sensitive periods lasts from two to four years.
At age 3, children enter sensitive periods related to writing and reading. Generally, they are first interested in using a writing utensil and paper to copy shapes, numbers or letters. This leads to an interest in what these figures represent, and therefore in the reading of numbers, letters and finally words. The sensitive period for writing lasts about a year, while the sensitive period for reading extends up to the age of 5.
At age 4, children enter sensitive periods for math and spatial relationships. They will develop an understanding of quantitative concepts and how objects relate to each other in space. For example, a child will learn the layout of places she is familiar with, such as frequently visited houses or the neighborhood where she lives. These sensitive periods last until about 6 years of age.
Sensitive periods are transient, lasting only a few months or a few years. During any sensitive period, a child will naturally focus his energy and attention on one or more particular types of interaction or stimulus. If your child is in an environment that improves the quality of these interactions, she will learn more efficiently and more effectively. A child may still learn the relevant skills after a sensitive period, but will tend to have a harder time doing so.
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