Through her years of observation Montessori discovered that there are certain times during a child’s development when they focus on certain skills feverishly, sometime forgoing all others. Montessori labeled these times of intense focus Sensitive periods. Montessori observed many sensitive periods in young children pertaining to order, language, learning manners and refinement of the senses. For example it is much easier for a child to learn language or even two languages before the age of six. As an example take an adult trying to learn a new language, studying endlessly to grasp it. Then look at a child of two who can absorb the l anguage as it washes over them. This is an example of a sensitive period, it comes naturally as opposed to being teacher directed.

The absorbent mind of a the child exists for the child between the ages of 0-6. During this time period children soak up their environment by just existing in it. The child’s mind is open to all learning experiences because her brain, not fully formed, is open to all sensory input in a natural way . “The 'absorbent mind' welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!” Dr Maria Montessori

The classroom is prepared before a child enters the room and encourages a child to have freedom and independence by focusing on a child centered curriculum, as opposed to teacher directed curriculum. Each child has their own distinct pattern for learning. The classroom is set up in a way that enables each child to follow their own divergent path in harmony with and along side other children. Beginning lessons inherently focus on providing children with an independent experience that allows her to build on skills of concentration, coordination, independence, and order. The classroom is prepared in a way that children slowly gain independence as they practice each skill and gain knowledge (primarily about themselves and their environment.) It is with these skills that they build an understanding and ownership of their classroom which not only allows them an opportunity for independence, but encourages them to teach as well.

The teacher’s role in the in environment, above all, is to observe. She is watchful of the children, their needs, and the direction of the work that must be prepared. Her role is also to present lessons to children in groups or individual lessons. She also sets the tone for the classroom by providing a framework in the beginning months of each calendar year. These ground rules establish a basic understanding of respect for the environment, the work in the environment, and above all ,respect for fellow classmates. “The teacher's first duty is to watch over the environment, and this takes precedence over all the rest. Its influence is indirect, but unless it is well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.” Dr. Maria Montessori