Theory – The Absorbent Mind

THE ABSORBENT MIND

In her years of teaching in India (1939-1945), physicist-turned-teacher Dr. Maria

Montessori introduced the field of education to her idea of the Absorbent Mind. The concept was

later expanded upon in her 1959 book of the same name.

Dr. Montessori concluded that the human mind during the first 6 years of life was

experiencing a vast expansion of consciousness in a short amount of time, as the five senses

focus and the brain develops. If the brain is compared to a sponge, this is the time period during

which a human being’s mind is more ‘absorbent.”

Impressions are made that last a lifetime in these formative years. Humans learn

unconsciously to interact with their world, at a rate much faster than many would have

previously believed.

“The child has a different relation to his environment from ours... the child absorbs

it. The things he sees are not just remembered; they form part of his soul. He incarnates

in himself all in the world about him that his eyes see and his ears hear.”1

What does this mean for education? Opportunities arise to teach: non-verbal and verbal

communication, small and large motor control, and socioemotional skills, just to name a few.

THE UNCONSCIOUS ABSORBENT MIND

One cannot discuss the Absorbent Mind without also referring to Montessori’s

amorphous chart outlining the Four Stages of Human Development colloquially known as The

1
Dr. Maria Montessori, The Absorbent Mind. p. 56

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 Theory – The Absorbent Mind

Bulb Diagram (see above). We can see, when we zoom in on the period with which we are

concerned (birth-6 years old), an awakening of sorts in human potential. A potential drawn from

the astronomically-named Nebulae, to form into the first half of the absorbent mind: The

Unconscious Absorbent Mind.

From 0-3 years, in a period known as Infancy (also called the Fourth Trimester), human

memories are nearly irretrievable, in that human minds have not yet developed consciously to

attain self-awareness. This period has yet another name – The Spiritual Embryo, as humans are

said to draw from their worlds into their spirits, just as babies in the womb absorb nutrients from

their mothers.

During this time, motor functions, socialization habits, and even transcendent concepts

like math and musicianship – all arise from experiences drawn from these first few years.

Experiences that children bring about themselves through discovery and play. For play, as they

say, is the work of the child.

HORME & MNEME

To state simply, The Horme refers to humankind’s powerful unconscious drive to explore

the world around it- the unconscious life force which pushes people forward to grow and

succeed. The Mneme refers to the subconscious memory of the child. This is the storehouse, the

vault, the file cabinet- it has been called many things. Social workers refer to a box of balloons,

with thoughts drifting into the air, seemingly boosted with helium of effervescence. Your

subconscious memory retains impressions that form an integral part of an individual. Your

mental capacity is protected because your conscious memory has yet to develop.

Michael A. Clapis – Two Summer Blended Course for AMI Primary Certification, 2022
 Theory – The Absorbent Mind

“The teacher...must be able to make prudent observations, to assist a child by going up to,

or withdrawing from, him, and by speaking or keeping silence in accordance with his

needs. She must acquire a moral alertness which has not hitherto been demanded by any

other system, and this is revealed in her tranquility, patience, charity, and humility. Not

words, but virtues, are her main qualifications.”2

Children from birth to 3 years of age see patterns grown from their environments. One of

these patterns is language. Children absorb sounds, syllables, gestures, parts of speech, and

syntax through unconscious absorption. These communication methods are refined later in life,

during the Conscious Absorbent Period. But for now, there is no capacity for written language.

Speaking and listening are what the child observes, so spoken language comes first as a way to

express oneself.

It is not only verbal language, but body language that is absorbed at this time. This

method of expression transitions nicely into the period of Movement.

During the unconscious absorbent period, children maintain a constant ‘grip’ to the

surrounding world using their hands. They use their hands to interact with objects: from opening

doors, to holding utensils, putting on their clothing, and so on.

In the period of birth to 3 years of age, a child’s sense of order is established by

continuity and consistency. Children are not yet aware of their place in the greater world, but

instead are concerned with maintaining equilibrium in their immediate real-world surroundings.

THE CONSCIOUS ABSORBENT MIND

2
Montessori, Maria. The Discovery of the Child p151Dr. Annette Haines, Montessori-Pierson Publishing 2012

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 Theory – The Absorbent Mind

From ages 3 to 6, Maria Montessori discovered, children begin the second half of their

journey through the world. They develop egos and becomes conscious of oneself. They make

choices with a developing will. Everything previously absorbed is now categorized in periods of

intense concentration, wherein a child wants to learn a new skill or knowledge. These are known

as The Sensitive Periods.

Maria Montessori knew that different skills had different timespans wherein children

would most strongly develop. They develop written language, refine movements of the hand and

body, absorb culture and mathematics, expand upon their understanding of order, and achieve a

result of Normalization as the child makes room to fit in their surrounding world.

Speaking of this world, the prepared environment (classroom) is designed to provide

emotional security, stimulation, and freedom of choice to all who enter.

The Absorbent Mind, as described by Maria Montessori, is characterized by several key features

that shape its influence on the construction of personality and adaptation during human

development.

CHARACTERISTICS

One of the primary characteristics of the Absorbent Mind is its extraordinary capacity for

effortless and unconscious learning. Montessori observed that children from birth to around six

years old have a remarkable ability to absorb information from their environment without

conscious effort or formal instruction. They do this through their senses, which are highly

attuned and receptive during this period. The mind acts like a sponge, effortlessly soaking up

impressions, experiences, and knowledge from the surrounding world.

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 Theory – The Absorbent Mind

The Absorbent Mind is also characterized by a high degree of sensitivity and receptivity.

Montessori referred to specific periods within the Absorbent Mind as "Sensitive Periods," during

which children have a heightened interest and inclination to engage with specific areas of

learning. For example, there may be a sensitive period for language acquisition, movement,

order, or social interactions. During these sensitive periods, children exhibit a strong inner

motivation and focus to explore and master specific skills or concepts. This sensitivity allows for

deep and lasting impressions to be formed, shaping the child's development.

The Absorbent Mind also plays a crucial role in the construction of personality.

Montessori believed that the experiences and impressions absorbed during the early years

become an integral part of a child's being. The child not only remembers these experiences but

also incorporates them into their sense of self and personality. The child incarnates the world

around them, and the absorbed knowledge and experiences form the foundation of their

individuality, shaping their attitudes, beliefs, and values.

Furthermore, the Absorbent Mind influences the process of adaptation. Montessori

recognized that children have an innate drive to adapt and adjust to their environment. Through

the Absorbent Mind, children assimilate and internalize the culture, customs, and norms of their

surroundings. They absorb the patterns of behavior, language, social interactions, and values

prevalent in their environment. This absorption allows children to adapt and fit into their social

and cultural context.

The Absorbent Mind acts as a bridge between the child and their environment, facilitating

their integration and development as a social being.

Overall, the Absorbent Mind's characteristics, such as its capacity for effortless learning,

sensitivity, and receptivity, have a profound impact on the construction of personality and

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 Theory – The Absorbent Mind

adaptation during human development. By recognizing and nurturing the Absorbent Mind,

educators and caregivers can create environments that optimize learning opportunities and

support the child's holistic development. Through rich and stimulating experiences, children can

absorb and internalize knowledge, develop their individuality, and successfully adapt to their

social and cultural contexts.

CONCLUSION

From this point on, man works from within himself to strive for functional independence:

children make sense of the world based on the totality of their impressions, as they press on into

the world as still-forming adults.

Michael A. Clapis – Two Summer Blended Course for AMI Primary Certification, 2022