Montessori Child Development Stages
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Age 1-3 Development: AGE 1 TO 3+ This site really is fantastic, I am going to mail it to everyone. Thank you! |
The first essential for the child's development is concentration. The ages given will be different from child to child. One child is working on observing the environment, another on making sounds, another on using his hands, another on balance. This individual variation should be respected and children not hurried in their development. |
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In the first days and months of life the child is intensely interested in watching and looking. At first his ability to focus is the distance between his eyes and the mother's face during nursing. Soon he is interested in watching mobiles that move gently in the wind. Mobiles should have no more than 5 objects and they should be real, such as butterflies, birds, or fish—things that move through the air or water. (2.5 months) |
When the older children and adults exactly mimic the baby's first attempts at making verbal sounds, a beautiful conversation, or song, can occur. Here the mother and baby are talking/singing to each other at the changing table. Using the kind of pacifier or gum soother that stays in the mouth and does not have to be held there, can cause an addiction and prevent this wonderful stage of human communication from occurring. (2.5 months) |
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| The This baby was visiting a home where there were no visual mobiles and he needed to carry out this important daily "work". So the mother hung a scarf over a lampshade in front of an open window, creating a moving object for the baby to focus on. Suddenly she realized that it seemed he was ready to move beyond watching, to touch! He tried with his whole body to reach the fringe of the scarf, but is not yet at the stage of controlling his hands to this extent. (2.5 months) | At first the baby was able to kick or reach for the mobile only, but gradually learned how to grasp the wooden ring at the bottom and to shake it, making a kind of first music with the lovely sound of the wooden chimes. His excitement shows with the whole body as he experiments—moving, the sound happens, holding still the sound stop—over and over. This is valuable research and should not be interrupted. |
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When a mother or father speaks to a child kindly, with correct language and in a normal tone of voice (not using baby talk), and explains what she/he is doing (in this case buttoning a sweater) the child intuitively knows he is being respected a a fully conscious human being. At the same time he is absorbing a wealth of language—during the time when he is focused intently on language in preparing for later speech and writing. "I am buttoning your sweater" or "One button, two buttons, three buttons," NOT "Mommy is dressing baby.") This is very important work. Age 5 months. |
In the early weeks a child can lift his head, but needs daily "tummy" time from birth on, several times a day, in order to fully develop his whole body, his hand, and his naturally curious mind in all ways. This is very important work. Age 4 months. |
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Each stage of learning to use the hand is important work for the child. Here the "work" is concentrating on holding an object with one hand, then grasping it with the second hand, and then letting go with the first hand. Then the reverse and repeat, and repeat. When not interrupted a child will work on this hand transfer for a long time. Until he is finished for now. |
The child was looking around, exploring the environment visually, and suddenly the music began to play. He held very still, looking in the direction of the music, the CD player. Recognizing the intensity of the child's focus, the mother sat just as still for a long time, until the child showed her—by turning his head, sighing with satisfaction, and again focusing on the environment, that he had finished listening to the music. | ||||
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This child is being provided with valuable "tummy" time with is important for developing neck and upper body muscles and preparing for crawling with is vital for brain development. He is exploring "rough" (the carpet), "smooth" (the wood floor), and manipulating the carpet fringe with his hands. This is very important work. Age 5 months. |
Children should learn, as early in life as possible, that music comes from a real human's actions; this child's eyes move back and forth from the drummer foot and hand, the two sources of sound. Parents should singing every day (No one has to be a Bonnie Raitt), and whenever possible provide exposure to real instruments being played. This gives the child the real world in all its musical possibilities and provides a model for his future. This is very important work. Age 5 months. |
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This "perfect pacifier" is far superior to the kind of fooler or pacifier that stays in a child's mouth for long periods of time, with the potential interruption of language development and physical development of teeth and gums, not to mention the risk of creating a habit of creating happiness from oral stimulation (overeating or drinking, smoking, etc.). This "tool" has just come back into production and will soon be available from the Michael Olaf Montessori Company. www.michaelolaf.net |
At first the child turns over accidentally and often to his great surprise, but eventually each child learns how to turn over intentionally and to do so with great joy and anticipation. Now he will be able to balance his own exercise routine, on back and on tummy. This is another reason whey the child must be kept o a flat surface for most of the day in a safe environment. this is important work. |
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For months a child has been exploring the environment visually and can hardly wait to taste and touch! The drive to move forward in any way possible also builds a healthy brain; "creeping" and crawling prepare for reading and writing and thinking. the best thing we an offer the child at this safe is a safe and interesting environment and freedom to move without being rushed or interrupted. This is very important work. (4-5 months) NOTE: Some people reverse the terms "creeping" and "crawling." |
Children all over the world exhibit the same stages of development when they have an environment that supports them. A mattress on the floor, freedom to move and explore in a very safe place. This little Polish boy shows us the whole body rocking stage that precedes crawling, the balance and confidence to develop the abilities to get off of his floor bed, and no doubt the excitement to move from the bedroom to the wider world of the home. NOTE: Some people reverse the terms "creeping" and "crawling." |
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From the moment of birth children are watching us, from the first inspection of the mother's face during nursing, to the way we stand and walk and talk and treat each other. We are their models by our actions, not by what we think we are teaching them intentionally, but by how we really are. Seeing another person, adult or child, standing up and walking, chewing food, using the bathroom, washing hands, reading—these are the things that inspire the very young child to work hard to do the same. |
As soon as the child can sit up the hands are freed for important work and we should provide for this need. Over many years of the Montessori Assistants to Infancy work around the globe materials, made of natural products instead of plastic, have been developed that charm the child and at the same time provide a motive for concentration, problem solving, and the repetition of movements of the hand and arm and whole body that help the mental and physical development of the child. |
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When an adult holds a child's hand to walk the child becomes dependent on the adult for exercise that he can do at any time if a bar like this one is provided. And the hidden message can be "I want you to walk." instead of "Your stage of development is perfect for you. You are fine just the way you are." it is much better to provide an environment in which a child can decide when and for how long to practice each new skill, such as pulling up. |
This walker wagon (old style, no longer made) has been weighted with free weights to it does not move. Placed on the living room rug it gives the child the opportunity to practicing acquiring balance while bulling up while observing the daily life of the family. In this video you will see the child setting a task for himself—pulling up while holding a toy in each hand! |
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MORE FIRST YEAR INFORMATION ARTICLE: Baby Einstein, Not So Smart After all: article on Baby Einstein Videos: Einstein Videos WEANING: An interesting article written by Susan Stephenson, and a fellow Assistants to Infancy (Birth to Three) teacher. This is a PDF file: weaning TOILET LEARNING: In the Montessori 0-3 program children are not "trained" to use the toilet, but they are taught the natural steps. An article by a Birth to Three teacher in Amsterdam: toilet learning BIRTH TO THREE MATERIALS: for the home or infant community: materials
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This child in this picture was practicing walking with the walker wagon throughout the day. You will see him in the video. But when the family went on a plane trip that dad held on to the top of the stroller at the airport so the child could practice walking holding on the to the stroller. Now, when they go for walks at home, the child pushes the stroller. The walks are slow, but the parents are providing for the needs of the child to "work." |
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MORE BIRTH TO THREE YEARS INFORMATION GENERAL MONTESSORI INFORMATION ADOLESCENTS LEARNING ABOUT PARENTING |
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