The first plane of development, from birth to age six, is the most critical and formative period of life. In the words of Dr. Maria Montessori, “that is the time when man’s intelligence itself, his greatest implement, is being formed” (The Absorbent Mind). During this phase of life, the young person works to self-construct, becoming a person adapted to her world. Nature endows the child with unconscious powers to support her in this work. Special, transitory energies guide and guarantee development. They unconsciously drive the child, while a distinct intelligence enables her to take it all in. Montessori discovered and named these powers, terming the special psyche of the first plane child the absorbent mind. Molly O'Shaughnessy, a world renowned Montessorian and trainer, defines the absorbent mind "as a unique kind of mentality that allows the child to absorb knowledge quickly and effortlessly."
Through her experiences, the child collects impressions in her mind, directly incorporating her environment into her psychic life. She constructs herself both physically and mentally. She creates her own “mental muscles” (The Absorbent Mind). From birth through age two, the child builds her psychic self. As Montessori explains, “we are not dealing with something that develops, but with a fact of formation; something nonexistent has to be produced, starting from nothing” (The Absorbent Mind). At this age, the child possesses a capacity for learning far greater than than that of adults. Through movement, her internal and external development integrate.
This process unfolds naturally as the child finds the entire environment interesting. Incapable of judging, she loves everything around her. She absorbs it all without discrimination. When writing about the absorbent mind, Montessori frequently borrowed a term used by Sir Percy Nunn. A British educationalist, Nunn often employed the word mneme to discuss the unconscious powers of memory characteristic of the developing person. Montessori explored this concept further, discovering an incredible capacity for permanent retention unique to the child from birth through age six. She recognized the importance of sensorial experiences, absorbed but not necessarily remembered. Through extensive observation around the world, she found that these early impressions remain in the subconscious forever. In other words, the child incarnates these first experiences; they become a part of her.
To illustrate this concept, Montessori considered the child’s development of language. Before a baby utters her first words, her mind is full of memories -- sensorial and non-verbal. As Montessori writes, “the child does not ‘remember’ sounds, but he incarnates them, and can then reproduce them to perfection” (The Absorbent Mind). The child does not choose what language she will speak. Driven by some internal force, the developing person takes in her surroundings with ease and in totality. Aided by the senses, the child gathers and stores impressions. She absorbs everything completely and without discrimination. She lays the foundation of her intelligence and character.
Montessori referred to the child from birth to three as the unconscious creator. During this powerful and important period, all that is absorbed becomes permanent. These beginning years are a time of creation and of total dependence. The vulnerable child asks the caregiver to provide an environment containing all that she needs to function. In turn, the growing human develops the ability to learn consciously.
From three to six years of age, the conscious worker emerges. Montessori identified this range as a time of refinement. When given the opportunity to engage in real and constructive activity, the child demonstrates many hidden powers. Through experience, she begins to develop an awareness of herself and her actions. As she establishes her will, she begins to make more conscious choices.
The absorbent mind acts globally, as evidenced by a child's ability to learn language wherever she enters the world. Furthermore, this unique mentality propels the child to establish contact with whatever it encounters, be that simple or complex. Like a camera, the absorbent mind captures and develops impressions in darkness, in the unconscious. Through real life experiences, these impressions come to life. Through experiences in the real world, this deeply ingrained knowledge comes into the child's consciousness.
