Montessori Sensitive Periods

In her observations of children, Maria Montessori discovered patterns of behaviors shared by all children. She called them “Sensitive Periods” and we use this knowledge even today to determine what work to offer children. Sensitive periods could also be thought of as developmental stages or windows of time when children have a special capacity for a particular area in their development. They may demonstrate such an energy to repeat actions that it is impossible to stop them! Unless it is a matter of health, safety or well being it is best to get out of the way and not interfere. Once a sensitive period is fulfilled, the child drops the activity and moves on. Unmet needs lead to frustration and difficulties. All ages mentioned are approximate and stages vary by individual. Sensitive periods overlap so a child may be in several stages at once.

From birth to about age 5 is the sensitive period for sensory perception. As a child's "equipment" is new the senses are sharper and children explore richly and deeply. What we may see as foolishness or recklessness with materials is in someway a sensorial exploration. To assist the child during this phase, provide access to a variety of natural objects, tastes, sights, scents and sounds -but not all at once!

Birth to age 6 is the sensitive period for language. You can help during this phase by naming things in the moment or what is currently present to enrich vocabulary. Know names of things. Avoid fantasy and abstraction. Tell your children what is going to happen. Language is not fully developed until the age of 7 so model proper grammar (but don’t correct - they will eventually get it!)

From 1 to 3 is the sensitive period for order. During this time children depend on consistency to know what to do. Whereas adults crave variety, children find variety threatening. When life is predictable, it is easier to become autonomous. Especially in the beginning of the school year we try to stick to a predictable schedule to help meet these needs. Order in the environment is also necessary so items need to be exactly the same every day.

Also happening during this time frame is the sensitive period for small detail. You may notice that imperfections bother your child or that they are fascinated by small things. For example, if your child is captivated by a ladybug, let them observe uninterrupted.

From 2 ½ to 4 is the sensitive period for the coordination of movement. It is natural for children at this stage to walk around carrying things. Children work on the mechanics of moving first with the whole body and then the hand. Teach your child to carry one object at a time. Not only will there be fewer breakages, but you give the child more opportunities to walk.

The sensitive period for social relations occurs from 2 ½ to 5. Children watch us to see how we behave as well as how we move and how we treat others. In this stage children become conscious of how others make them feel. Give your child ample opportunities to play and be around other children outside of school times.

Following close to the social phase is the sensitive period for grace and courtesy. At this stage children are open to lessons on grace and courtesy. Remember, seeing gracious behavior happening in real life situations has more of an impact than lessons in courtesy alone. This means model the behavior you wish your child to learn!

Children have a tremendous capacity for self-construction. By understanding the sensitive periods in a child’s life we can help them to do so successfully.