{"id":2234,"date":"2026-09-24T11:04:00","date_gmt":"2026-09-24T11:04:00","guid":{"rendered":"https:\/\/entri.app\/explore\/?post_type=curriculum&p=2234"},"modified":"2026-09-24T12:18:57","modified_gmt":"2026-09-24T12:18:57","slug":"the-absorbent-mind-normalization-nature-and-deviated-children","status":"publish","type":"curriculum","link":"https:\/\/entri.app\/explore\/montessori\/the-absorbent-mind-normalization-nature-and-deviated-children\/","title":{"rendered":"The Absorbent Mind, Normalization, Nature and Deviated Children"},"content":{"rendered":"

The Absorbent Mind<\/strong><\/h3>\n

The Absorbent Mind is a phenomenon found and defined by Dr. Montessori in the early twentieth century, present in children up to the age of six, which enables them to absorb knowledge quickly and effortlessly. Dr. Montessori called this process the absorbent mind, because the child essentially absorbs information about their environment unconsciously from birth to age three; between three and six, the child makes sense of and gives meaning to their learning while continuing to acquire more. The mind of the child remains in this absorbent state from birth until 5\u20136 years \u2014 the whole of the child is being formed, unselectively, during this period.<\/p>\n

Normalization Through Work<\/strong><\/h3>\n

What is the way to normalize mentally deviated children? It is ‘work.’ Concentration is the key that opens up the latent treasure within the child. Work and concentration purify all the problems considered characteristic of childhood \u2014 untidiness, disobedience, laziness, greediness, selfishness, quarrelling, and naughtiness. Work also helps creative imagination, delight in stories, attachment to a person, submissiveness, and play. Even features of childhood such as imitation, curiosity, inconsistency, and instability of attention disappear with normalization.<\/p>\n

Nature in Education<\/strong><\/h3>\n

Man has created enjoyments in social life and brought about a strong human love in community life \u2014 but man still belongs to nature. It is education that prepares the child of nature to become a child of social being. Children shouldn’t feel they’ve been taken away from their parents when put into a school; instead, they should be put into a Montessori House of Children, which functions as an extension of home. The best way of strengthening children is by immersing them in nature and allowing them their spiritual expressions and needs \u2014 needs satisfied by giving children the chance to care for plants and animals in nature.<\/p>\n

Mrs. Latter in England developed a method of child education through gardening and horticulture, which also includes art, household life, culinary preparation, and washing utensils. She stressed several key points about caring for and observing plants and animals:<\/p>\n

    \n
  • By caring for plants and animals, the child learns automatically about nature.<\/li>\n
  • Through observation of plants and animals, the child learns the phenomena of life.<\/li>\n
  • Through seeing seeds and waiting for a plant to grow, children acquire the virtue of patience and confident expectation \u2014 part of a real philosophy of life.<\/li>\n
  • Children get inspiration from the marvels of creation \u2014 a world of living things.<\/li>\n
  • Through observing and caring for plants and animals, children come to understand the development of the human race and the evolution of the individual, harmonizing with humanity’s own path from hunter to food-gatherer to farmer.<\/li>\n<\/ul>\n

    Observation and Discovery<\/strong><\/h3>\n

    Through providing long walks, a child is given the chance to observe in detail and discover the environment. The child should be informed that he is going for a walk and told where. It’s better to discuss the plan with the child \u2014 where to go, how to go, and what to do there \u2014 so that he can visualise his future actions. Let him arrange his own picnic basket and plan his journey; this plan shouldn’t be changed without his consent, since there is real creative value in his plan and in carrying it out. Letting him spontaneously observe, explore, and follow his own interest respects and inspires him \u2014 an inspiration rooted in parental love or natural affection. These observations and explorations of nature are necessary for forming correct ideas and acquiring real knowledge.<\/p>\n

    Deviated Children<\/strong><\/h3>\n

    Deviations are malformations of the body or negative mental dispositions and misbehaviour in a child. Deviation from the normal generally appears in two aspects \u2014 physical and mental. Physical deviations are visible malformations like a harelip, club foot, or hunched back, which happen due to adverse environmental factors or inherited weakness; mental deviations show up in a child’s behaviour. Several factors (situations) contribute to deviation:<\/p>\n

      \n
    • The child has the will to ask, but his movements are hindered.<\/li>\n
    • The will of adults to unnecessarily help the child.<\/li>\n
    • Children are unable to coordinate psychic and physical elements together.<\/li>\n
    • When an impatient adult scolds the child, he feels a sense of ill-being and becomes confused about how to express himself.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

      The Absorbent Mind The Absorbent Mind is a phenomenon found and defined by Dr. Montessori in the early twentieth century, present in children up to the age of six, which enables them to absorb knowledge quickly and effortlessly. Dr. Montessori called this process the absorbent mind, because the child essentially absorbs information about their environment […]<\/p>\n","protected":false},"author":3,"featured_media":0,"template":"","meta":{"_acf_changed":false},"curriculum-category":[113,114,146],"custom_linking_tags":[],"class_list":["post-2234","curriculum","type-curriculum","status-publish","hentry","curriculum-category-montessori","curriculum-category-montessori-tutorials","curriculum-category-basics-of-montessori-education"],"acf":[],"yoast_head":"\nThe Absorbent Mind, Normalization, Nature and Deviated Children - Entri Free Materials<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/entri.app\/explore\/montessori\/the-absorbent-mind-normalization-nature-and-deviated-children\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Absorbent Mind, Normalization, Nature and Deviated Children - Entri Free Materials\" \/>\n<meta property=\"og:description\" content=\"The Absorbent Mind The Absorbent Mind is a phenomenon found and defined by Dr. Montessori in the early twentieth century, present in children up to the age of six, which enables them to absorb knowledge quickly and effortlessly. 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