‭ xploring the Nature of the Elementary Child in Montessori Education:‬

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‭Understanding Gender Differences at Ages 6 to 9‬

‭Essay #1‬

‭by‬

‭Nurul Illianida Binti Roslan‬

‭6th April 2024‬

‭ xploring the Nature of the Elementary Child in Montessori Education: Understanding‬
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‭Gender Differences at Ages 6 to 9‬

‭In her philosophical outlook, man’s cosmic task is to continue the work of creation‬
‭on earth, to discover with his intelligence the endless latent possibilities of the‬
‭world’s further creations and make them manifest in new forms. It is in this way‬
‭man creates his cultural environment. This conception of man encompasses his‬
‭potential greatness as a creator, as well as his smallness and limitations in relation‬
‭to God and His creation.‬

‭ s we observe, the education for 6 to 9-year-old children evolved from their previous‬
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‭stage of development. They just do not change in terms of their physical appearances‬
‭but there are huge changes in terms of their psychic abilities, emotional and social‬
‭skills. There are also slightly different changes in characteristics between boys and girls‬
‭at this stage. Overall, this is the stage where the beauty of Cosmic Education is revealed‬
‭to the children.‬

‭Education between the ages of six and twelve is not a direct continuation of what‬
‭has gone before, though to be built upon that basis.‬

‭Understanding the nature of Elementary children at the age of 6-12 years old‬

‭Love the knowledge‬

‭ ontessori education perceives the Elementary child as possessing unique‬

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‭characteristics and developmental needs. At this stage, psychologically, there are‬
‭changes in their personality, where children demonstrate a natural curiosity towards the‬
‭culture. This is the best stage to cultivate the knowledge in them. They love any‬
‭knowledge that can spark their interest at this stage. They are so eager to learn.‬
‭growing sense of independence.‬

‭… the child’s mind being like a fertile field, ready to receive what will germinate‬
‭into culture. But if neglected during this period, or frustrated in its vital needs,‬
‭the child’s mind becomes artificially dulled, henceforth to resist imparted‬
‭knowledge.‬
‭Creating the judgment‬

‭ his is the stage where they develop their judgment toward the moral education that‬
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‭they receive. In the previous stage, they just accepted any moral education that had‬
‭been taught to them. They will no longer absorb the impression with ease, but they will‬
‭make their judgment, and sometimes the judgments are quite contrary to the teacher’s‬
‭judgment. They will process the judgment according to their understanding. They try to‬
‭distinguish between good and evil by their judgment, and their powers. It is not easy to‬
‭discipline the child at this stage but we use the concept of active discipline.‬

‭We claim that an individual is disciplined when he is the master of himself and‬
‭when he must follow the rules of life.‬

‭Being rebellious‬

‭ ince they have their own different set of minds regarding moral education, they start to‬
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‭be rebellious people. Most of the mothers and teachers are having a difficult time facing‬
‭them. They start to become impertinent and rudely domineering. They are not only‬
‭hungry for knowledge but also in terms of finding the correct way for them to‬
‭distinguish between good and bad.‬

‭Become a leader‬

‭ his is the stage where the children love to socialize with other children. They associate‬
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‭themselves with others in some sort of organized activity. They love to cooperate and‬
‭collaborate with their friends in one activity. Just give them a group activity and they can‬
‭cooperate and collaborate amazingly. They love to do the activity together and appoint a‬
‭leader. The leader can form such a strong group and everyone can obey the leader.‬

‭Imagination is like a flaming ball‬

‭ his is the stage where their imagination is like a flaming ball. It is wild and waiting for‬
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‭something to feed the flaming ball with knowledge. They will love any imaginative‬
‭stories and they ask a lot of questions that can spark their imagination. This is the most‬
‭suitable time to tell them about Cosmic Education. They love to listen to stories about‬
‭the universe, history, and culture.‬
‭Independence and responsibility‬

‭ he children love to learn through their activities. Once they get the mental freedom,‬
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‭they will focus on their work. We give them freedom of choice but with limitations and‬
‭do not question their choice unless there are a few justifications that is suitable for‬
‭them to accept. They are building up their mind by their mental activity.‬

‭It was clear to me that some “energy”, peculiar to children at that age, had become‬
‭manifest and consequently existed.‬

‭The different characteristics between 6 to 9 years old girls and boys‬

‭ hile Montessori education emphasizes the individuality of each child, regardless of‬
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‭gender, there are observed differences in the characteristics and behaviors of boys and‬
‭girls aged 6 to 9.‬

‭Learning Styles‬

‭ oys often demonstrate a preference for hands-on, active learning experiences. But they‬
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‭are lacking with motor skills like beading and sewing. Putting this activity as part of their‬
‭daily life practices makes them engage with motor skills. They thrive in environments‬
‭that allow them to engage in physical activities, explore spatial concepts, and‬
‭manipulate objects to understand abstract ideas. This makes them better in‬
‭Mathematics compared to Language. The boys have a better understanding of verbal‬
‭pictures.‬

‭ irls tend to excel in verbal communication and enjoy activities that involve language,‬
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‭storytelling, and social interaction. They may prefer cooperative learning settings and‬
‭excel in tasks that require attention to detail and organization. To make the girls better‬
‭in perceptual learning, giving them puzzles will give them more opportunities.‬

‭Interests and Preferences‬

‭ oys are often drawn to subjects and activities that involve movement, competition, and‬
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‭problem-solving challenges. The boys can perform virtual tasks better when sufficient‬
‭bright light is provided. The boys work better in circling the answer while they do their‬
‭test.‬
‭ irls may exhibit a preference for activities that emphasize creativity, nurturing, and‬
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‭emotional expression. They may enjoy art, music, literature, and role-playing games that‬
‭allow them to explore their interests and emotions. The girls can still perform their tasks‬
‭in low light. The girls prefer reading the questions and listening to answer the questions.‬

‭Social Dynamics‬

‭ oys tend to engage in more active, rough-and-tumble play and may establish‬
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‭hierarchies or dominance within peer groups. They may demonstrate assertiveness and‬
‭competitiveness in social interactions while also forming strong bonds through shared‬
‭activities and interests. The boys need to explain and remind them of the rules in the‬
‭class.‬

‭ irls often prioritize cooperation, empathy, and relationship-building in their social‬

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‭interactions. They may engage in collaborative play, express emotions openly, and‬
‭demonstrate sensitivity toward others' feelings and perspectives. The girls, are less‬
‭bound to the rules because they can remember the rules from the first time we remind‬
‭them.‬

‭Communication Styles‬

‭ oys may exhibit a more direct and assertive communication style, focusing on‬
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‭problem-solving and conveying information concisely. They may prefer verbal‬
‭communication and may excel in activities such as debate, public speaking, and‬
‭presenting.‬

‭ irls often demonstrate strong verbal skills and may excel in expressive‬
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‭communication, including storytelling, discussion, and negotiation. They may value‬
‭active listening, empathy, and inclusivity in their interactions with peers and adults.‬
‭Conclusion‬

I‭n conclusion, in the Montessori approach to education, understanding the nature of the‬
‭Elementary child is essential to creating supportive learning environments that nurture‬
‭their individual strengths and interests.‬

‭ hile boys and girls aged 6 to 9 share many common characteristics and‬
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‭developmental needs, there are observed differences in their learning styles, interests,‬
‭social dynamics, and communication styles.‬

‭ y recognizing and respecting these differences, educators can tailor their teaching‬
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‭methods and classroom practices to cater to the diverse needs of all children, fostering‬
‭a culture of inclusivity, equity, and respect within the Montessori community.‬
‭References:‬

‭ .‬
1 ‭ ontessori, Mario, M, Jr., “Education For Human Development”, p.4‬
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‭2.‬ ‭Montessori, Maria, “To Educate The Human Potential”, p.11‬
‭3.‬ ‭Montessori, Maria, “The Discovery of the Child”, p.49‬
‭4.‬ ‭Montessori, Maria, “The Formation of Man”, p.23‬

‭Bibliography:‬

‭Montessori, Maria. The Discovery of the Child. New York: Ballantine Books, 1967.‬

‭Montessori, Maria, The Formation of Man, Montessori-Pierson Publishing, 1955‬

‭Montessori, Maria, To Educate the Human Potential, Aakar Books, 1948‬

‭Montessori, Mario, M, Jr., Education For Human Development, Clio Press Oxford, 1976‬