The book, “The absorbent mind” by Maria Montessori was founded on the lecturers by Dr. Maria Montessori in Ahmadabad. In her book, Maria Montessori propound that children have unique capabilities that are always never exploited. The unique mental or psychic powers possessed by the chidden can enable them to construct the obstructed human personality without outside intervention.
Maria Montessori reports that education does not start and end within the confines of the school because education is intended to be for life. Education is a lifelong process that start at birth and ends at death. Therefore, when teaching children, it is important to note that the lesson they learn will stick with them for the rest of their life as they contribute in character building. Education for life should not only be rich in methods, social aims and in its finalities, but should also take into consideration life itself. Therefore early childhood is considered the vital years in the life of a child because at this stage that the tabula rasa starts to record aspect of the child’s surrounding. During the first two years of life, Montessori states that the child no experiences in life but has psychic construction that they used to connect everything that goes on Round them.
Basing her arguments on educational theory and scientific observation of children, Maria Montessori also enthuses that character building should be the early child education teacher’s main goals. According to Montessori, possessiveness should be sublimed. The sublimation of the possessive instinct can only be realized by engaging the child in positive developing activities. The sublimation of the possessive instant points at the importance of the sublimation process as the child’s intention shifted from the object to the knowledge that one gets examining the objects.
Additionally, Montessori states that the teachers should not focus on teaching the virtue of character. Instead, they should focus on character building and not disturbing the normalized child between the age of three and six years when they are in the process of building their characters. The book offer s rich view of childhood. For example, Montessori, (1995)also states that character also has its defects on young children.
Based on the book, it is healthy to state that whether consciously or unconsciously absorbing from the surrounding, the children are active learners as the child uses the information to construct and create itself. The child can control his limbs as well as other bodily functions because they learnt from their surroundings. It is the ability of the child to learn that they come to adapt to the future environment as these functions they learn and over which they gain control are required for future independence (Montessori, 1995).
While the conscious absorbent mind is the most talked about state, both the unconscious and conscious absorbent mind are important to the child as their experiences form the building block often future learning. The child can intentionally direct his attention to the objects, and experiences about the surrounding that they acquired over the first three years. In conclusion, the absorbent mind during both periods promote intellectual development that is why the focus of the parents and the teachers during the early formative years should be on freedom and intellectual development
Montessori, M. (1995). The absorbent mind. New York: Henry Holt.