Sensitive periods is a term coined by the Dutch geneticist Hugo de Vries and adopted by the Italian educator Maria Montessori to refer to important periods of childhood development. Montessori believed that every human being goes through a series of leaps in learning during the pre-school years. Drawing on the work of de Vries, she attributed these behaviors to the development of specific areas of the human brain, which she called nebulae.[1] She felt this was especially true during the first few years of life, from birth (or before) to the time of essentially complete development of the brain, about age 6 or 7. Montessori observed several overlapping periods during which the child is particularly sensitive to certain types of stimuli or interactions. She describes these as "sensitive periods", a phrase coined by de Vries during his studies on animals.
According to Montessori, during a sensitive period it is very easy for children to acquire certain abilities, such as language, discrimination of sensory stimuli, and mental modeling of the environment.[2] Once the sensitive period for a particular ability is past, the development of the brain has progressed past the point at which information can be simply absorbed. The child must then be taught the ability, resulting in expenditure of conscious effort, and not producing results as great as could be produced if the sensitive period had been taken advantage of. Montessori was not very specific in her published works about the precise number, description, or timing of these sensitive periods. However, in her lectures to teacher trainees she set out several periods with the approximate ages to which they applied. More importantly, she believed, adults should observe the behavior and activities of children to discover what sensitive periods they are in.
Descriptions
editThere are many descriptions of the sensitive periods and their ages.
Periods by age
editMontessoriMom[3] uses the following chart (cited by permission):
| Age | Sensitivity |
|---|---|
| Birth to 6 years | The absorbent mind: the mind soaks up information like a sponge.
Sensory learning and experiences: the child uses all five senses - touch, taste, smell, sight, and hearing - to understand and absorb information about his or her environment. Significant changes to social relationships will occur during this time.[4] |
| 1.5 to 3 years | Language explosion: a child builds his or her future foundation for language. From 12 to 18 months, child will be speaking single word phrases and is able to understand over 50 words. At 24 months, vocabulary expands to about 200 words, with 2-3 word sentences.[5] |
| 1.5 to 4 years | Development and coordination of fine and large muscle skills, advanced developing grasp and release skill spawns an interest in any small object. At about a year, an attachment to parents will form, and the child will be in distress at the appearance of strangers and will develop anxiety from separation from parents.[6] |
| 2 to 4 years | Very mobile with greater coordination and refinement of movement, increased interest in language and communication (they enjoy telling stories), aware of spatial relationships, matching, sequence and order of objects. |
| 2.5 to 6 years | Works well incorporating all five senses for learning and adapting to environment. |
| 3 to 6 years | Interest in and admiration of the adult world: they want to copy and mimic adults, such as parents and teachers. At 3 years, attachment to parents will continue, however, distress at separation will diminish. The child will be more comfortable will strangers and at daycare.[7] |
| 4 to 5 years | Using one’s hands and fingers in cutting, writing and art. Their tactile senses are very developed and acute. Child will develop a vocabulary of about 2,000 words and use the grammar of their native language.[8] |
| 4.5 to 6 years | Reading and math readiness, and, eventually, reading and math skills. |
AMI descriptions
edit |
The Association Montessori Internationale describes the sensitive periods differently in their teacher-training lectures, arranging them by focus rather than by chronology.
Language
editThere are few theories explaining language development: 1.According to B.F. Skinner, we learn a language through imitation and reinforcement 2.Social-pragmatic theory, according to which infants communicate because "humans are social beings", "depend on one another for survival and joy" K.S. Berger 'The Developing Person Through the Life Span; eight edition; page 173' 3. As per Noam Chomsky, humans are born with “language acquisition device” that allows them to speak once they have a necessary vocabulary 4. A Hybrid Theory, according to which all previous theories are contributory and valid. [9]
The new research suggests that genetics contributes to the development of language during infancy. "This was the discovery made by scientists from the Medical Research Council (MRC) Integrative Epidemiology Unit at the University of Bristol, who in collaboration with scientists all over the world found that genetic changes near the ROBO2 gene is directly linked to the number of words spoken by children in the early stages of language development. The study has been published in Nature Communications".[10]
Babies start learning language even before birth. Up to the age of 10months they are able to distinguish the sounds not only from their own language but also other languages, after that time they can only distinguish only native sounds.[11]
From the fetal period to early years the child is extremely sensitive to vocal sounds and to movements of the vocal apparatus. Out of all the sounds in an infant's environment, the infant will be attracted to that of human sounds. Deprivation of language stimuli during this period can lead to severe language defects. Without stimulation, the synapses of Broca's area and related language-processing areas of the brain will literally waste away.
Phases:
- The first phase is called pre-linguistic, it involves babbling or cooing, and lasts from 3 to 9 months
- The second phase is one word phase, or holophase, when babies produce their first words; it lasts from about 10 to 13 months
- The two-word phase starts around 18 months. Babies can say “go home”, “bye daddy”;
- Multi-word sentences phase, around 2 years of age, when the child produces short sentences "want eat bread"
Child imitates/mimics the sounds that he or she hears in their process to learning language. At two years of age, the child has basically developed the language at hand. Parents greatly facilitate the speech development by using “infant directed speech”, universal to all languages, which is characterized by high-pitched sounds, simple and short vocabulary and exaggerated sounds. That kind of speech brings infant’s attention and facilitates learning.[12]
Order
editThe sensitive period for order operates most actively between roughly the ages of one and three years. In this period, the child is organizing a mental schema for the world. In order for firm conclusions to be drawn about the world, the child must be able to impose an order on it in a way that makes sense to the child and is consistent with the observed world of the child. If this need is not met, the child's ability to reason and learn will be precarious, since she may not be able to consider her conclusions reliable.
Order is divided into four subgroups: spatial order, social order, sensory order, and temporal order.[13]
Sensory refinement
editThis period lasts from birth to age 4. A child takes in information about the world through his senses. As the brain develops, it becomes able to discriminate between relevant and irrelevant sensory stimuli. The most efficient way to accomplish this is for the brain to pay attention to all sensory stimuli. The most repetitive (and therefore most important) of these will strengthen neural pathways, while the less common, although initially detected, will not provide enough brain activity to develop sensitivity to them. By age 4 or so, the brain has finished its "decision-making" about which stimuli are relevant, and worth attending to. Other stimuli will be ignored. This period, then, is important for helping the child attend to differences in sensory stimuli, which in turn can lead to a greater ability to impose a mental order on his environment. Experiences during sensitive period greatly influence the circuits of our brains. These experiences allow our neural circuits in presenting information that are adaptive to individuals. Also, they alter the connectivity patterns of our brains during the sensitive period which then affects the information processing capabilities of a neural circuit.[14]
Refinement of motor skills
editThis period encompasses the time between roughly 18 months and 4 years of age. By the beginning of this period, the child's gross motor skills are generally rather well developed. At this point, the continuing development of the cerebellum and motor cortex allow the child to increase her fine motor skills. Fine motor skills are those which are both deliberate and controlled movements having to do with the development and maturation of both muscle and the central nervous system.[15] Activity on the part of the child which focuses on fine muscle control (writing with a pencil, picking up and setting down small objects, and so on) will allow the child's muscular skills to develop to a quite advanced level. After this period, neural control of the muscles is relatively fixed, and improvement in fine motor skills comes only with considerable effort. Motor skills changes over time even without direct instructions.[16] Seefeldt, proposed a model that contains four stages in a progression for achieving motor efficiency. See table below.
| Phases of Motor Development | Approximate Age Periods of Development | Stages of Motor Development |
|---|---|---|
| Reflexive Movement Phase | Utero-4 months | Information encoding stage |
| 4 months-1 yr. old | Information decoding stage | |
| Rudimentary Movement Phase | Birth-1 yr. old | Pre-control stage |
| 1-2 yrs. old | Reflex inhibition stage | |
| Fundamental Movement Phase | 2-3 yrs. old | Mature Stage |
| 4-5 | Elementary Stage | |
| 6-7 | Initial Stage | |
| Sport- Related Movement Stage | 7-10 | Specific Stage |
| 11-13 | General (transitional) Stage | |
| 14 years and Up | Specialized Stage |
Sensitivity To small objects
editThis period, between roughly 18 and 30 months, might be viewed as a consequence of the overlapping of the previous two. As a consequence of the child's attention to sensory stimuli, combined with an interest in activities requiring fine motor coordination, the child takes an interest in observing and manipulating very small objects, which present a greater challenge to the senses and coordination than large ones. At about 12 to 15 months, the child develops the pincher grip, which is the ability to hold objects between the thumb and index finger, giving the child a more sophisticated ability to grasp and manipulate objects. At this point they are able to deliberately drop them and hold them to their liking. Dominance of right or left hand generally occurs during this period.[17]
Social behavior
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Parental role in social development cannot be overestimated. According to Encyclopedia Britannica, three most important qualities related to child socialization are "whether and how parents communicate their love to a child, the disciplinary techniques they use, and their behaviour as role models"[18].
Up to 2 years a child learns basic trust to her environment by receiving care and love from his caregivers. Successful completion of this stage allows a child to move forward into next stage.
From about 2.5 through 6 years, the child, having become relatively stable in his physical and emotional environment, begins to attend to the social environment. During this time, in an attempt to order this aspect of her surroundings, the child attends closely to the observed and expected behavior of individuals in a group. This attention and ordering will allow her to move through the social environment in a safe and acceptable way. Children who are, for whatever reason, largely or entirely deprived of social interaction during this period will be less socially confident and perhaps more uncomfortable around others, a feeling which may take substantial effort to overcome.
Above general description of social growth corresponds to Erik Erikson's 8 Psychosocial Stages of Development, 5 of which, related to childhood, are described below:
Trust vs. Mistrust (birth to 1 year)
In this stage babies develop basic security, optimism, and trust to others based on their basic needs like nourishment, warmth, cleanliness, and physical contact being met.
Autonomy vs. Shame and Doubt (1-3)
Children become self-sufficient in activities like feeding, walking, toileting, and talking, OR doubt their abilities.
Initiative vs. Guilt (3-6years)
In this stage children become more adventurous, want to undertake many new activities, become more imaginative and cooperative, OR are immobilized by guilt, get restricted and dependent.
Industry vs. Inferiority (6-11years)
Children learn to be competent and productive, OR feel inferior and incompetent.
Identity vs. Role Confusion (12-20years) Young people learn to answer the question who they are, they either establish identity OR are confused about their role. [19]
Successfull completion of the developmental "crisis" enables a child to move forward and be a happy, social, and successful person later on, therefore can count as sensitive or even critical time in social development.
References
edit- ^ Montessori, Maria (1949). The Absorbent Mind. Madras: Kalakshetra Press. p. 100. ISBN 978-0-8050-4156-9.
- ^ Montessori, Maria (1963). The Secret Of Childhood. New York: Ballantine Books. p. 38. ISBN 978-0-345-30583-1.
- ^ "Sensitive Periods for Learning". MontessoriMom.com.
- ^ Robson, A. L. (2002). Critical/Sensitive Periods. In N. J. Salkind (Ed.), Child Development (pp. 101-103). New York: Macmillan Reference USA. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX3401000087&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=b507ceb44def1be0c6b6a856bd9cacb4
- ^ Robson, A. L. (2002). Critical/Sensitive Periods. In N. J. Salkind (Ed.), Child Development (pp. 101-103). New York: Macmillan Reference USA. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX3401000087&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=b507ceb44def1be0c6b6a856bd9cacb4
- ^ Robson, A. L. (2002). Critical/Sensitive Periods. In N. J. Salkind (Ed.), Child Development (pp. 101-103). New York: Macmillan Reference USA. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX3401000087&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=b507ceb44def1be0c6b6a856bd9cacb4
- ^ Robson, A. L. (2002). Critical/Sensitive Periods. In N. J. Salkind (Ed.), Child Development (pp. 101-103). New York: Macmillan Reference USA. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX3401000087&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=b507ceb44def1be0c6b6a856bd9cacb4
- ^ Robson, A. L. (2002). Critical/Sensitive Periods. In N. J. Salkind (Ed.), Child Development (pp. 101-103). New York: Macmillan Reference USA. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX3401000087&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=b507ceb44def1be0c6b6a856bd9cacb4
- ^ K.S.Berger, The Developing Person Through the Life Span, 8th edition, pages 172-175
- ^ http://www.medicaldaily.com/talk-me-genetics-influence-language-development-babies-303278
- ^ http://psychology.about.com/od/developmentalpsychology/ss/early-childhood-development_5.htm
- ^ http://psychology.about.com/od/developmentalpsychology/ss/early-childhood-development_4.htm#step-heading
- ^ http://www.pdonohueshortridge.com/children/absorbent.html
- ^ http://psychology.about.com/od/developmentalpsychology/ss/early-childhood-development_4.htm#step-heading
- ^ Fine Motor Skills. (2001). In B. Strickland (Ed.), The Gale Encyclopedia of Psychology (2nd ed., pp. 250-252). Detroit: Gale. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX3406000254&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=97a89fbcaf8c9f07156e6a73b527135f
- ^ Seefeldt, V. (1986). Physical Activity & Well-being. American Alliance for Health, Physical Education, Recreation and Dance Publications, PO Box 704, Waldorf, MD 20601.
- ^ Fine Motor Skills. (2001). In B. Strickland (Ed.), The Gale Encyclopedia of Psychology (2nd ed., pp. 250-252). Detroit: Gale. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX3406000254&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=97a89fbcaf8c9f07156e6a73b527135f
- ^ http://www.britannica.com/EBchecked/topic/275332/human-behaviour/24938/Problems-in-development
- ^ K.S.Berger, The Developing Person Through the Life Span, 8th edition, page 39
- Montessori, Maria (1949). The Absorbent Mind Madras: Kalakshetra Press. p. 100. ISBN 978-0-8050-41596 Parameter error in {{ISBN}}: checksum-9