Montessori's early education thought was used in our educational institutions and family education intentionally or unintentionally. The following is a further explanation of the essence of these thoughts.

First, children have natural growth potential.

Although the child is weak, it is not a piece of soil, nor is it an ignorant and incompetent person. They can only rely on the mercy of adults. They have internal "internal vitality" or "internal potential", or summed up as "human potential"

This vitality is an active, active and developing existence with infinite power.

Potential vitality will gradually differentiate into complex psychological phenomena, and on this basis, form their own personality and behavior patterns.

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Second, children have an "absorbing mind"

If we realize that children have this potential, how does this potential vitality of children differentiate into various complex psychological phenomena and functions?

Because children have an absorbing mind, it is this absorbing psychology that helps children gain various experiences about the environment, make it a part of their own psychology, and form their own personality and behavior patterns on this basis.

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(1) What is absorptive thinking?

In other words, children have the ability to learn, or children have the ability to absorb experience from their physical and social environment.

From infancy, children have a strong absorption of every experience, and this absorption is direct. In the process of children absorbing experience, psychology gradually develops.

Therefore, children directly absorb experience from their material and social environment, and at the same time develop their inner spiritual strength.

For example, children have a strong ability to absorb sound, rhythm and language structure. When the environment is full of sounds, babies can distinguish human voices naturally and unconsciously.

Gradually, children can remember the sounds, rhythms, words, semantics and syntax of their mother tongue without any conscious effort or direct guidance from adults.

Children, at least in the early stage of development, have no conscious memory, but they must unconsciously absorb human language structure through experience, and this absorption is powerful and direct.

This powerful psychological structure occurs between birth and 6 years old, and it includes two stages:

The first stage is from birth to 3 years old, when the child is in the stage of unconscious absorption.

During this period, children explore the environment through feelings and actions, while learning the language of their culture.

Children will remember these experiences, but they don't realize it. In other words, these experiences cannot be consciously extracted because of children's use needs.

Montessori pointed out, "If we call adult psychology conscious psychology, then we must call the psychology of children (under 3 years old) unconscious psychology. But unconscious psychology is not necessarily low-level. Unconscious psychology is probably the smartest. "

After the age of 3, children's strong absorption began to become conscious and purposeful.

At this time, the child becomes a practical and emotional explorer. He can notice the relationship between things and compare them.

At this time, children classify and refine sensory experience, and bring the past experience into consciousness.

In this way, "he gradually constructs his own psychology until it has the ability to remember, understand and think."

(2) Absorbing the mind is gradually developed through children's "work" or "activities".

Nurturers must realize that only when children are in full contact with the environment can they achieve real development through their own active exploration and practice.

Provide a prepared environment for children's development.

In Montessori's view, children are eternal learners.

They "absorb all kinds of information from their surroundings and integrate it into themselves. In a well-designed environment that arouses learners' interest, children will interact with the environment purposefully and freely, and at the same time generate their own ideas, which will bring positive development to children.

This well-designed and prepared learning environment includes physical environment and psychological environment.

The physical environment is orderly and proportional to the child's body size. In addition, the physical environment should be aesthetic. Visually, it must be harmonious.

Psychological environment is an activity to stimulate a peaceful psychological atmosphere and inspire children to concentrate; Respond to children truly and gently, and respect each child and their needs; Help children form a "good match" between children and activity materials.

. This requires caregivers (including families and educational institutions) to provide the following environment.

1, free environment

Only free environmental experience can make people have the possibility of development.

Because only by providing freedom can children choose the most interesting activity materials and experiences at any time. Then, adults can observe children's interests and activities, understand children's personality and development, and improve the environment at any time to meet children's needs.

Because only children can freely choose the work (activity) they are interested in, this kind of work can meet their internal development needs, and children's attention will be focused on this kind of work.

At this time, the child's attention is prolonged, so that self-discipline is developed.

2. An orderly environment

Every day's activities are carried out according to the daily cycle, and children can find activity materials where they expect. Active materials are specially designed to be symmetrical, and the rules of ground activity control behavior are predictable.

3. Real and natural environment

She believes that the development of children's imagination is based on perception and real-world experience, rather than the illusory world created by adults.

Therefore, Montessori believes that the activity materials that children take must be authentic and feel real. Avoid using inferior materials or materials that reflect illusory things.

Children must be allowed to live in the real world, not the imaginary world.

Therefore, in the environment provided by Montessori, the tools provided for children are real and operable, and match the child's body size.

For example, brooms, garbage shovels, glass bowls and cups commonly used in Montessori classrooms are all directly proportional to the size of children. Montessori teaching AIDS often use strong hardwood, glass and high-quality plastic (at the corresponding age stage).

Teachers are also encouraged to use high-quality and authentic materials in teacher training.

4. Beautiful and harmonious environment

Montessori advocates that not only the active materials should have aesthetic feeling, but also the environment itself should have a completely harmonious atmosphere. Montessori education environment must be clean, attractive and well prepared. For children, this environment must be vivid, but it does not appear messy and over-stimulated. Besides beauty, Montessori also advocates that the whole environment should be peaceful and nourishing.

The main purpose of reading Montessori's educational thought is to better localize and transform it, and take the part of its essence that is suitable for China's national conditions, thus creating such an educational environment.

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