The Montessori Three Period Lesson

The Montessori method is based on developmentally appropriate practices, from the prepared environment to the Montessori adult's language. New vocabulary and concepts are given in what is called a Three Period Lesson. In Discovery of the Child, Dr. M lays out the three-period lesson (Montessori, 1949). 

First Period: This is where we give the child the information, whether it's the name of an object or an abstract idea. "This is a sphere." During this period, the brevity of language is so important. Brevity is concise. It puts the focus on the exact thing you are teaching the child. It isolates the difficulty of the concept. "This is blue." "This is nine." "This is /g/." 

Second Period. During this period, we ask the child to demonstrate recognition of the new vocabulary or concept. "Point to the sphere." The adult repeats the new information during this period, reinforcing new language or new concepts. For more significant ideas, this period can last for several lessons. During the second period, new activities can be introduced to reinforce the information. The child retrieves the sphere from across the room. The child matches the colors at two different locations. 

Third Period. During this stage, the child is asked to recall the information by naming it. "What's this?" Montessori guides use careful observation before the third period. They observe for signs that the child knows the information before asking them to recall it in the third period to avoid putting them on the spot. 

The three-period lesson is a simple but beautiful thing. The three-period lesson not only offers and reinforces new information, it acts as an assessment tool. When coupled with observation, the three-period lesson can be used to gauge a child's understanding of a concept. Can they bring the correct thing? Do they need more practice? Are they ready for the next concept? 

Adults can use the three-period lesson at home! Remember, children have an unlimited capacity for new vocabulary, especially when they are in their sensitive period for language. Be sure to use observation before asking the child to recall the information in the third period. There are limitless opportunities to give your child new language! 

Montessori, M. The Discovery of the Child. Kalakshetra Press, India.

Sensitive Periods: Coordination of Movement

Sensitive periods inform so much of Montessori practices. Understanding the sensitive periods of early development can support your parenting in so many positive ways. Sensitive periods occur exclusively in the first plane of development, which is birth to around age 6. During sensitive periods, children experience an explosion in certain areas of their development. These bursts in learning support the development of characteristics that they will carry with them for the rest of their life. The sensitive periods are order, language, sensory perception and coordination of movement.

The sensitive period for movement occurs from birth to around age 4.5-5. During this time, children are growing so much physically and mentally. The sensitive period for movement spans the development of all movement up to the refinement of fine motor skills.

The Montessori method supports the sensitive period for coordination of movement by providing opportunities for intelligent movement. In The 1946 London Lectures, Montessori said: “The problem is not to move, but to move in relationship with the intelligence.” (pg. 159). Intelligent movement is built into the Montessori classroom, from practical life all the way to distance games with math!

Maximum effort is an important part of the sensitive period for coordination of movement. A child’s work is maximum effort. Maximum effort explains the need to put their pants on backwards six times, the need to carry bags that weigh more than they do and the need to make six trips when one would do. Maximum effort explains your child doing things in the most physically difficult way possible! For young children, the doing is the crucial part of their development. The process of doing is how they learn. You can support your child’s sensitive period for coordination of movement by supporting their need to exert maximum effort. Find places in your day when they can take the long way to get from point a to point b. Plan for extra time to help them prepare meals or carry in groceries, even if it means the task itself takes longer. Give them opportunities to carry or push heavy loads. Create space in your routines that gives them the time to put on their shirt upside down and backwards before they get it right. Some days, it may feel impossible to fit in extra time for these things. Even just a few extra minutes to let them go at their own pace can support their sensitive period for coordination of movement.

Sensitive Periods: Language

Sensitive periods are special points of development in early childhood when children have a natural burst in certain areas of development. These sensitive periods occur in the first plane of development, which is from birth to around age 6. The four sensitive periods include order, language, coordination of movement, and sensory perception. Read more about sensitive periods and the sensitive period for order here.

Today, we are going to talk about the sensitive period for language, which occurs from birth to around age 6. Children in their sensitive period for language have an unlimited capacity for language. In the classroom environment, this is supported by providing a language rich experience, from the way the guide speaks to a child to the vocabulary given in lessons like the geometry cabinet.

Parents can support their child’s sensitive period for language at home. Offering a language rich environment at home is one of the simplest, most inexpensive ways to support your child’s language development. Here are some ways to support your child’s sensitive period for language:

• Leave the baby talk behind. From birth, use real words with your child. I know how tempting it can be to morph in to a baby voice at the sight of a newborn! But refrain! Use real words in a regular tone when speaking to your child, no matter how young they are.

• Read! There is so much evidence based research on the benefits of reading with young children. Once they can can talk, enrich your reading time even further by letting them tell the story from the pictures.

• Get outside of your home! Go on nature walks, visit museums, and try new restaurants together. Describe what you see, feel, taste and smell using rich, descriptive language. Don’t ever assume a word is too big or complex to be used with your child!

• Do not draw parallels between the way a person speaks and their level of intelligence. Children in their sensitive period for language will pick these cues up from the adults around them quickly. Expose your child to many languages and many different ways of speaking, from poetry and stories from different cultures to different genres of music. Remember, the sensitive period for language is not the sensitive period for English.