What are Sensitive Periods?

Sensitive periods are periods of time in which the child is most sensitive and receptive to certain types of learning. They give children the drive to seek out what will most benefit their learning at that moment in time.

The child is drawn to particular activities during these periods and use those to build up their knowledge and understanding. This leads to a period of internal growth, after which external growth can be seen.

These periods are of a fixed duration, and once they have passed the sensitivity to the activity passes. Learning by the child during this time is effortless, unconscious and instinctual. After this time period has passed, learning can still occur, but will require more active effort.

What are the main Sensitive Periods?

Order: from birth to 4.5 years old. Concerns the child’s need for order and is necessary to build intelligence.
Movement: from birth to 4.5 years old. Concerns both locomotion and fine motor skills.
Development and Refinement of Sensory Perceptions: from birth to 4.5 years old. Concerns the development of abstraction and the ability to classify information.
Language: from birth to 6 years old. Concerns both receptive and expressive language.

How can a Sensitive Period be identified?

The following indicates a sensitive period in a child:
- Exhibiting an intense need to do specific activity
- Becoming distressed if they prevented from doing the activity
- Repeating the activity, resulting in concentration
- Showing satisfaction and joy once the activity has been completed successfully
- Becoming indifferent to the activity once the need has been met

How does the Montessori Environment support the Sensitive Periods?

Montessori teachers provide the necessary materials for the child to explore, develop and consolidate their needs. Across the environment there are materials which appeal to the different sensitive periods a child could experience, such as spooning (movement), the brown stairs (order), the sound cylinders (development and refinement of sensory perceptions), and classified cards (language). It is the role of the teacher to observe and listen to the child and identify which sensitive periods they are currently experiencing. In doing so, they are able to present materials which will most appeal to the child’s current needs. By providing these materials and giving the child the freedom to work with them at will, the child is able to satisfy their current sensitive period, learning and developing as they do.