Human Needs and Tendencies

Human Needs and Tendencies

~ Order ~ Orientation ~ Exploration ~ Curiosity ~ Communication ~ Work and Concentration ~ Movement ~ Repetition ~ Exactness and Calculation ~ Self-perfection ~ Abstraction and Imagination ~

Dr. Maria Montessori stated “society is in a state of chaos, due to both the impact of new and conflicting ideas which come from all sides... So the general feeling is that no longer is anything permanent” (p. #1). It could be argued that each generation, in general, feels this way. One look at the day’s headlines, and depending on your point of view, it could appear that the planet is imploding. While today societal values are different and more permissive, innocent children have not changed much over many generations. 

Humans have needs and yearnings, which are universal. Certain needs are essential to live. The requirement for food, shelter, safety and love trump all. When these basic needs are met, humans can reach higher and achieve greater fulfillment. This relates to the renowned theory of the famous Psychologist Maslow's hierarchy of needs.

 This universally accepted idea states that when these foundational needs are met, then the individual can reach the greater heights of esteem and self-actualization. At this stage the individual realizes confidence and the respect of others. Conversely, failure to meet the fundamental needs, especially in children and during the developmental stage, leads to feelings of inadequacy and a host of other physiological and psychological difficulties. The basic tenets of Montessori closely follow these ideas. The goal in education therefore should be to closely monitor and watch for signs of success in the fundamental needs of children. When this has been assured, the child has the potential to strive for growth, independence, identity and the excellence of self-actualization. Effective education therefore enhances the best of human tendencies and suppresses those, which have proven detrimental to reaching an individual’s true potential. 

Human tendencies have evolved because of the need for protection and security. This evolution and the struggle of daily life have led humans to levels of innovation and prosperity never imagined. Physical and emotional needs go hand in hand. While human tendencies have led to tremendous material gains, they also have served to allow humans to cope with emotional issues and turmoil. These mechanisms are precisely what have allowed humans to flourish and prosper in harsh conditions in an increasingly hostile world. 

Tendencies to be examined and explored (in no specific order):

· Order 

· Orientation 

· Exploration 

· Curiosity 

· Communication 

· Work and Concentration 

· Movement 

· Repetition 

· Exactness and Calculation 

· Self-perfection 

· Abstraction and Imagination 

Order

equates to predictability. This gives the individual the notion of what to expect and how to understand their environment. This leads to self -confidence. Order helps us see relationships and how life fits together. Order frees up time to allow exploration and contemplation and critical thinking. An infant learns order primarily as order is demonstrated by an adult figure. Order acts as an inner compass to the child, developing direction and trust, as expressed by Montessori (1957) “ The first tendencies of the child is to build something within himself which enables him not only to put himself in relation with his surroundings, but which, for the rest if his life, acts as a sort of inner compass related to all sorts if things.” (p. #21). External order creates internal order, providing clarity of thought, leading to effective functioning of clarity in the mind. 

Tendencies help individuals in adaptation to new situations through orientation. Orientation helps answer the question “what is my role?” Orientation acts as a landmark in finding a reference point. Orientation gives one direction in becoming a member of a group and or society. This gives one a feeling of belonging and security.

Exploration and curiosity are human traits that are explored through our senses. One mentally observes through their senses as a means to seek survival, as well as pursue progress and meaning. Montessori explains (1957) “Man has explored everything in his environment, always driven of course by his needs. “(p. # 21). Exploration leads to new thinking, ideas and innovation. The areas of exploration in children need to be rich, however limited. Curiosity is the strong desire to want to find out more. Curiosity stimulates individuals, takes away boredom and leads to something new.

Communication is key in human development. Communication is the drive to share ideas. People have been communicating since the beginning of time, dating back to petroglyphs and pictographs. Communication allows one to express themselves through language, laughter, touch, art, and movement. Language is a way for one to convey thoughts and ideas logically and systematically. Man alone kept from communicating with others withers on the vine. A prisoner experiencing solitary confinement suffers greatly for this very reason. 

Language is evolving continuously in many unique ways, helping us grow and expand. Communication is a way to gain and share knowledge. It is a way to bond spiritually, socially, morally, religiously and with traditions. Language is not determined by genetics, it is determined by immersion. Montessori (1957) "These tendencies can be helped or hindered towards the fulfillment of their tasks. One of man’s tendencies for instance is to speak, but nature does not dictate what language he shall speak. That depends on the society he will grow up in when he is a child. " (p. #15)

Through hard work individuals achieve what they want. Work and concentration are purposeful activities that provide a very clear goal and end with a purpose. According to Montessori (1992), “Work is linked with man’s creativity and is a universal phenomenon characteristic of the human species.” (p.# 12) The child is more active than passive when concentrating, providing dignity and purpose in ones life. Direct activity gives a child hands on experiences, which leads to independence in mental functionality. Work gives a person great fulfillment. This fulfillment leads to joy, mindfulness, vitality, calmness and self-satisfaction. When the idea of “working” comes from within and individual it becomes irresistible, leading to satisfaction. 

Concentration is when one gives his full attention to something he is working on. This is done when there are no distractions. Concentration removes the feeling of restlessness in one’s spirit. Therefore working through concentration aids in the search for meaning in one’s life. Order, orientation and good work habits contribute in supporting concentration. 

Movement is physical motion of the body. Participation and inclusion of movement comes from one’s instincts; the life force of direct activities. Manipulation by way of movement is essential in order to physically grasp an item. To experience something on a deeper level we must handle it and experience the item by directly contacting it. Manipulation is done through our physical senses. 

Repetition is crucial in helping an individual remember something. Humans have the desire to do things exactly and perfectly. Repetition and practice become exactness, aiding one in gaining control. When there is repetition mastering the task becomes apparent because of persistence. This determination creates confidence and skills in a human

Exactness and Calculation is when the mind coordinates logical thinking and expression through precise actions. Precision is the drive that helps refine skills and techniques by finding the right way to do something, through trial and error. Exactness is achieved through practice and repetition creating competency and polish. When a person reaches this exactness through repetition, the effort becomes more efficient. This efficiency helps one accomplish the most logical way to do something with little to no wasted energy.

The calculation of something aids in reaching exactness. The tendency to make a mathematical estimation is an activity that takes place in measuring accuracy. This is done through timings and predictability from past experiences and observations. Being able to predict something accurately through calculation creates fulfillment and precision. Maria Montessori shares that every human being has a mathematical mind. The mathematical mind gives one the desire and urge to estimate in order to become accurate in predictions.

Abstraction is the mental ability to be able to consider something specific apart from a particular instance. An example of this is the understanding of what a dog is. There are many types of dogs. Dogs are large and small in size. Dogs can have long hair and short hair. Although these animals are varying dramatically in their physical appearance, a human is able to grasp the concept that any type of dog is still a dog no matter what its size. A child is able to grasp and adapt to this non concrete concept at a very young age. Abstraction is a strong characteristic making humans unique to other animals. Abstraction provides humans a great means to communication. Abstraction is the manifestation and the possession of a mathematical mind.

Imagination in the mind is an abstraction of ideas. The imagination has the ability to create something in our minds that does not exist in reality. Imagination is based on a reality that enables someone to adapt culturally instead of biologically or genetically.

Perfection and self-perfection is what leads to exactness. The superior performance of an individual is obvious when all the above tendencies are implemented. Self-perfection is when a human is exploring and striving for things beyond the mundane expectations of everyday life. It is going above and beyond what is expected, thus providing self-satisfaction. It is a human tendency to search for the meaning of life. In seeking self-perfection and mastery of oneself is the highest form of human desire. Achieving or attempting to “reach for the stars” is the person’s way become great. In a young child we first notice self-perfection through the act of self-control of sensory and motor by controlling urges and the will of the body to do what one wants it to do.

A tendency common in all humans is the natural internal guide essential for survival and fulfillment. Human tendency’s present them at birth and continue throughout life. These tendencies are activated daily based on what is available in ones environment. Depending on the stage of ones life, human tendencies will manifest in the ways the individual allows.

***Note to take home***

The adult’s role in the environment is to allow freedoms in these inclinations, which allows the child to prosper, mentally and physically. This will allow the individual to succeed and thrive. In children it is important that the adult never physically provides more substance to the eye and or ear, then to the hand. By allowing the child to develop all tendencies, it is vital that the adult creates freedoms in activity in the environment. Accessibility and freedom allows the child to choose what they want to focus on.  Montessori explains this concept by stating (1992) ”Education has a fundamental role in the formation of man, and its foremost aim should be to offer adequate aid and stimulation to the intricate process of inner construction.”  (p.# 44)

The Four Planes of Development

Doctor Maria Montessori spent twenty years testing, observing and creating what we now call 

The Four Planes Of Development. 

Understanding that there are four planes in the development of a child, will help form the building blocks essential for the child's true growth. As Montessori (1971) states. “With regard to the child, education should correspond to them, so that instead of dividing the schools into nursery, primary, secondary and university, we should divide education places and each of these should correspond to the phases the developing individual goes through.” (p.#3).

The personality and identity of a person is influenced by education, observation, absorption and growth. According to Maria Montessori, there are four stages in every child’s life where mental advancement, physical advancement and maturity occurs. These four phases in the child’s life commence at birth and continue to progress through the age of twenty-four. 

The most dramatic and influential phase is during the first and third plane of development, where children are creating and consolidating their mind, body and spirit. The environment a child is exposed to from beginning, will directly effects who the child will become as an adult. A child is influenced by what he or she absorbed and will internally engrave these early impressions into their being.

The four phases of development are extremely similar to the formation of a butterfly. The butterfly's life cycle consists of four very different, yet equally important periods: The egg, larva, pupa and adult butterfly. The child and butterfly alike need each stage of growth to advance. What is important during the egg stage of a butterfly may not be important during the pupa stage, however they directly affect each other and are extremely influential in the creation of the butterfly. 

Montessori (2007) states, “Development is a series of rebirths. There comes a time when ones psychic personality ends, and another begins.” (p.17)

The First Plane of Development

The First Plane of Development occurs from birth to the age of six. This first stage is the most important phase and is where the personality of the individual is formed. This is a very sensitive period in the child’s life.

In the first plane there are two sub phases: 0-3 and 3-6. In each sub phase the child experiences changes physically and psychologically.The mind of a child is very powerful and will absorb and internalize all the information it is presented. The gifts and powers of the absorbent mind are effortless and non discriminatory. A child is like a sponge, soaking up everything with ease, creating impressions, habits and personal values as a foundation.

According to Montessori (2007) “This absorbent mind is indeed a marvelous gift to humanity! By merely living and without any concise effort the individual absorbs from the environment.” (p.#. 64).

The first sub phase (0-3):

Physically during this stage the child is chunky and or chubby, specifically in the cheeks and knees. The head of the baby is one-third the size of the body, making it very disproportionate. The size difference in the head and body make it very hard for the infant to move independently.

Psychologically the infant is making huge strides through exploring the social and emotional aspect of their environment. There is a natural order to the development that is taking place during the absorption of information, thus developing the intellect of a child. In this period the child is sorting through, organizing and classifying things, which are developing the basis of language. The child is a sensorial explorer through real, direct facts of the real world. The child is seeking out what things are, and need facts.

According to Montessori (2007) “The child remembers things, but in order to remember something, it is necessary to have a memory, and this is something this child has not. On the contrary, he has to construct it. Before one can appreciate how the ordering of words in a sentence affects it’s meaning, one must be able to reason.” (p#23)

The second sub phase (3-6):

Physically the individual is experiencing great change in their personality. By the age of three they are physically much different and the head is much more proportionate, yet still larger in comparison to the body. This disproportion makes walking very unstable. By the age of six the child’s body is longer and leaner and movement is much more fluid.

Psychologically from three to six the child will begin to act on their environment. During this age there is a need for social interaction and it is vital to provide activities and social outings for the child. Participation with children their age is very important. The child is in a phase of exploration and becomes much more focused compared to the first sub phase.

***Note to take home***

As adults we play an enormous role in the contribution to progressive advancement in a child’s life.The environment in which the child is exposed to during the first plane of development is essential for enrichment and influence. The infant needs to feel included and supported in order to achieve confidence and trust in themselves and others. The alert baby needs space and room to move about and look around. It is extremely important, specifically during the first few days after birth, that the child is introduced to order, routine and practicality. This creates a sense of comfort and security to the individual.

The first plane of development is where the child is budding with ideas for the first three years, and from three to six the child is perfecting these concepts, and allowing the intellect to continue to grow into the second phase of development. The most ideal place for a child to be during the first three years is at home preferably with two parents. The parents or caretakers must provide love, predictability, encouragement, trust and touch to ensure positive growth. As adults it is important to respect others as well as oneself, because our actions will influence the child.  The ultimate goal is collaboration without confrontation. We need to be respectful as opposed to being forceful. Support in independent progress is important, but needs to strike a balanced in order to avoid unlimited choice.

The Second Plane of Development

The Second Plane of Development occurs during the early years of childhood, commencing at age six through the age of twelve. There is obvious development mentally and physical stability.

Physically the hair starts to change; it becomes darker and coarser. The child starts to lose their baby teeth and grow their adult teeth. The face becomes much more delicate and soft.  The bones of the child at this age start to harden because of the ossification process and will break much easier than in the first plane of development. These years are wonderful because the child has stable health, in fact it can be considered the healthiest period in ones life. In this stage, the social life becomes much more important and the child begins to acquire a focus on cultural information. The child seeks information. For example, children do not only want the names of things, in truth they seek more detail in the facts and reasons of things. The child is seeking the information on how things work. Montessori said that in this stage the child is less gentle and he or she is considered to be in the stage of “rudeness”.  The child has the ability to offend or hurt others because he becomes discourteous and domineering and will sometimes speak without thinking first. Imagination is the greatest tool for the child in the second phase of development. Montessori’s explanation for this conduct is the child’s need for mental independence and the desire to distinguish good from bad by the child’s own powers without subjective authority.  During this phase the child becomes very direct and blunt.

***Note to take home***

This phase is the time of the most intellectual pursuits of the child. The role of adult is to offer an education by exposing the child to many cultures. The imagination of the child allows for an understanding of life from the beginning, providing independence and personal impressions. 

The child needs to be given the freedom and independence to go out and experience things outside of the classroom. This reasoning mind is exploring intellectually reasons and causes, which is a great tool for the imagination. Giving the child freedom and independence in “going out into the world”.  

The Third Plane of Development

The Third Plane of Development is during the adolescent years of the child’s life, starting from 12 years old through 18. Similar to the first plane of development there are two sub phases and it is a major transformation of the child. This is also a more sensitive period where the child reverts back to "learning how to walk again". This is when the child is going through puberty, which is a time of adjustment in a profound way. The adolescent is becoming a young adult searching for a meaning in life.

The first sub phase in the third plane of development is more fragile than the second sub phase. This is when the child is twelve through fifteen and brain weight is growing.

Physically the adolescent changes normally into a lanky uncoordinated individual. Hormones occur, thus creating insecurities due to emotional ups and downs and the new physical developments, i.e.: breasts, facial hair, acne, etc. This child is very focused on the future, challenging where they fit in.  In this phase, a lot of sleep is critical!

Psychologically there is a very strong sense of urgency in the discovery of “who am I?” Patience is slowly beginning to develop.

The second sub phase takes place from sixteen through eighteen. This is when the adolescent is deciphering empathy versus altruism. This time is important as they begin to challenge ideas and follow what is true to their heart. This is the time when one is looking at how they can change the world or participate in activism and humanitarian practices.  This is an age where one is very enthusiastic in learning about the opposite sex and or starts to develop and find awareness in friendship with the opposite sex. The development in the second sub phase of the third plane is where one truly starts to “find themselves” and participate in a reality-like environment. 

According to Montessori, (1971) “The children pass from sentiment towards the numerous individuals that surround him in his second vast environment, in which he witnessed how the physical world and human society functioned, to an abstract social sentiment from Man in general”. (p.#12). 

***Note to take home***

The role the adult is to assist in whatever way the adolescent seeks. The goal is to assist the child into becoming an adult. The adult needs to be a mentor and an example, one that the adolescent will feel comfortable confiding in. The adult must act as a good listener and support the young adult in the pursuit of his or her goals, holding back from any biases or harsh opinions from their reality or past.

There is a Montessori prepared environment for children at this age, called Erdkinder, or the "Farm School". This school is a way for children to participate in the real-world, while still being sheltered by an adult format. 

The Fourth Plane of Development

The Fourth Plane of Development occurs during the maturity period of the child’s life, starting from eighteen through twenty-four. At this time self becomes secondary to society and their intellectual level has expanded immensely. 

Physically the young adult is fully developed, strong and robust. The individual is at his or her peak. The child has overcome materialism, possessiveness and competition; this is a time of great integrity. There is a dedication on moral consciousness having set goals that they are now acting on. There is a strong desire to contribute and to assist of others.

***Note to take home***

During the fourth plane of development the role of the adult is to help assist and become an aid to the young adults life. Youth at this stage should be given all that is necessary to help in their development. Education is a key to life and all individuals deserve the opportunities necessary for personal growth. Independence is essential for all children and it is important that we provide the assistance necessary to enable this trait to the greatest extent possible.

Maria Montessori (1971) states, “We must take man himself, take him with patience and confidence, across all the planes of education. We must put everything before him, the school, culture, religion, and the world itself. We must help him develop within himself that which will make him capable of understanding. It is not merely words; it is a labor of education. This will be the preparation for peace ~ for peace cannot exist without justice and without men endowed with a strong personality and a strong conscience.” (p.# 16).

References to my posts

Montessori, Maria (2007). The Absorbent Mind Amsterdam: Montessori-Person. (Original work published 1949).

Montessori, Maria (2007) The Formation of Man Amsterdam: Montessori-Person. (Original work published 1955).

Montessori, Maria (1971) The Four Planes of Education Amsterdam: Mario Montessori (Ed.). (Original lecture given published 1938-1939).

Montessori, Maria (2012). 1946 London Lectures (Volume 17) Amsterdam: Montessori-Person. (Original lectures given in 1946).

Montessori, M. M. (1992). Education For Human Development: Understanding Montessori (Volume II) Amsterdam: Montessori-Person. (Original work published 1976).

Montessori, M. M. (1957). The Human Tendencies and Montessori Education Amsterdam: Montessori International. (Original lecture given 1956).

The Absorbent Mind

The Absorbent Mind is a beautiful book written by Maria Montessori. I want to share a few main points with you all!

“The greatness of the human personality begins at birth”

(Maria Montessori, The Absorbent Mind)

What is the Absorbent Mind? 

Maria Montessori believed that humans are born with temporary sensorial powers, and they are activated at the beginning of life. These powers have the potential to assist in the healthy development of the human. From birth, the child begins to create her own self-identity. Identity is not instinctual in any child; it is created through growth and development.

There are two Sub-phases within the Absorbent Mind

The Spiritual Embryo and the Development of Consciousness.

The Unconscious Absorbent Mind  (Spiritual Embryo) emerges from birth through three years old. The Conscious Absorbent Mind follows from three to six years old. 

Maria Montessori states, “Every personal trait absorbed by the child becomes fixed forever, and even if reason later disclaims it, something of it remains in the unconscious mind. For nothing that is formed in infancy can be wholly eradicated”. (p# 65).

1) The Spiritual Embryo:

From birth to three years of age, everything comes very easily to the child. The child is creating the foundation of his intelligence subconsciously. Nature provides the gifts of unconsciousness, thus creating the human personality and brainpower. The child’s task at this time is to build up the conscious through what is absorbed from the outside world. The child will instantaneously absorb whatever is available to the child at the immediate moment. This is an effortless action in totality. An example of this is language, which is absorbed all at one time of a child life, and there is no sequence or discrimination.

Montessori explains the spiritual embryo (2007) as, “A piece of formative work which corresponds in the psychological sphere.” (p#. 55.)

A beautiful analogy of what is going on in a young child's mind is an image of an iceberg. The surface view of the iceberg, although great, is much smaller than what you would see under the surface. The same goes for the child: what she absorbs at a young age is so much more than perceived. 

***Note to take home***

 From birth to three is when the child is predominantly observing everything that we do. It is our job, as the adult to help the life of the child unfold. We must set positive, loving and graceful examples.

2) Developing Consciousness:

The conscious absorbent mind, is developed during the ages three to six. This enables children the ability to make decision on their own. This is a time when the child’s senses begin to awaken and movement of the body is developed. At this point the children are able to make a conscious choice for themselves deliberately. The child seeks help, only to help them do it on their own deliberately and consciously.

Some examples of these two sub phases are created through:

 *Movement*

*Language* 

*Culture*

Movement is sometimes overlooked, however it is just as important to incorporate into the developing mind. The muscular system is one of the main portions of the nervous system; therefore exercising the muscular system through movement is so important in the early years of a child’s life. Movement helps develop the mind.

Language is a form of muscular movement and it is the process of thoughts being expressed through movement. Language is the development of the human intelligence. M. Montessori explains language as a nebular energy (2007), “Thanks to the nebular energy of language, the child begins to distinguish the sounds of spoken language from the sounds and noises which reach him, all mixed together… He can incarnate the language he hears just as perfectly as if it were a racial characteristic.” (p #. 72). The child does not inherit a predetermined language; he inherits the ability to construct a language by the unconscious absorption of the mind. The child’s first words come from the absorbent mind. They are words that the infant has been taking in from birth and over time the subconscious internalizes this word into his memory, finally stating it out loud. 

Maintaining an environment that is familiar to the cultural surrounding of the child is so important for the absorbent mind. Young children have an exclusive specific interest in things that are very familiar to what they have already absorbed. With an environment of order and familiarity of ones culture, the mind can focus with great ease.

There are 3 Characteristics of the Absorbent Mind

*Creative*

*Non-discriminatory*

*Global/ Instantaneous*

The Absorbent mind takes in the surrounding environment by what the child sees and hears, creating functions that do not yet exist. The creativity of the Absorbent mind is the construction of the human being. A non-discriminatory thought is that which the child takes in. They internalize this thought by whatever they see or hear without judgment, by accepting whatever is true. The child’s mind does not discriminate good as opposed to bad, they accept all of their surroundings, based on what is available to them. 

There are Two Principle Tasks of the A.M.

*Self-construction*

*Adaptation*

Self-construction is the way for the child to create and develop himself, while adaptation is when the child adapts to the culture and time period in its own life. It is very important for humans to adapt to their environment.

***Note to take home***

The main role of the adult is to allow your child to become involved in everything possible. It is so important to give your child time and space to internalize all of this new information. The birth of the child renews mankind and he becomes the evolutionary link for our future! It is so important to present the child with enough stimulation in a prepared environment to provide optimal growth. The personality of a child will properly develop from a prepared environment. Maria Montessori states (2012), “The only thing the absorbent mind needs is the life of the individual; give him life and an environment and he will absorb all that is in it.” (p# 52)