About the Montessori Approach in Early Learning

The origin or the word “cosmic” comes from the Greek kosikos, from kosmos, meaning order and therefore in Montessori when speaking of Cosmic education, we are referring to the child’s journey to discovering order and an overall view of past, present, and future, bringing the information together in a way that makes sense.

Cosmic tasks fulfil humans needs in all aspects of physical, mental, and spiritual, while contributing a way to the creation of order in the universe. All humans have an underlying urge to be of use and to be a part of our world in all aspects giving us a sense of belonging and importance and we carry out the cosmic task whether it be consciously or not that contributes to the world although this may not always be in a positive light as with pollution, mining of natural recourses, global warming, imbalance in the ecosystem…

 The Montessori environment caters for all aspects of cosmic education, in physical: in the form of the environment that they can touch, see, smell and manipulate with their hands allowing both sides of the brain to be stimulated as they work systematically through concrete experiences and work towards more abstract ideas. The mental or emotional that allows the child to be at peace with the world and “blind” to skin colour, religious differences and see what truly matter, that we are all human and have the same 7 basic needs for life rather than cultural difference that divides, they seek similarities that bring the world together in acceptance, the freedom of choice the environment provides that promotes self-confidence, independence, social skills, an understanding of what was before and what is now, new appreciation for everything around them and gratitude for those that contribute to our daily lives. trifecta, spiritual where the child is given the information for them to figure out for themselves that everything follows a plan that is specific to a task or function and is carried out with an effect on the universe. What is Ecology, but the study of relations of organisms to one another and to their physical surroundings.

We see how all things are interconnected and therefore it is so important to provide the child this comprehensive education that caters for the child holistically and give them the understanding they seek and a respect for our world and all the unique lives it holds. Children in a 3 to 6 environment have questions that can could fill a dictionary twice over therefore, it is important to develop their imagination and reasoning skills and the Montessori environment has been prepared for exactly that, to allow the child to find the answers they seek in a safe environment that promotes their development correctly and does not make learning a tedious task but rather a key to life. We all play a part in this world no matter how small it may seem, and everything has importance from the animate to all inanimate objects, from the sun to the tiny, microscopic organisms, from the annoying fly to the cow and the coral that formed the land. Maria Montessori believed that this higher purpose that she spoke of was to conform to a master plan that all things are moving towards. We all play a part in this world and have a cosmic task to accomplish the child’s cosmic task is realised as they are exposed to science and technology in all forms and how they are used to develop humanity and at times destroy it too, it gives the child an understanding of the cosmic vision of humanity and that the child can help to take care of the world.

 A child who picks a dandelion and enjoys the task of blowing it, to watch the seeds float away in the wind, may not know that picking the plant is damaging it yet blowing the fluffy white pieces that delicately drift in the wind is helping it to spread it seeds.

If no one takes the time to give the child the opportunity to learn the importance of our universe and all that is in it, they may never realise for themselves the importance. Some may say that “But, we can tell the child not to pick the flower” yes, as this may be true, but there are also repercussions to this approach of the child developing a fear towards nature and later avoiding it all together due to a lack of understanding. Allow the child to explore his environment while giving the knowledge of what is around him and let the child then see for himself, learn hands on and experience the joy of nature and that love, and respect may be instilled for life.

The prepared environment needs to meet the stages of the child’s development, and this will in turn allow the child to naturally make sense of the world they live in and begin to comprehend what their cosmic task in the world may be. Therefore, we do not see it as a “teaching method” but rather a child soul that has been freed and an environment that allows the child to act and follow their own natural course with the guidance and protection that assists in protecting this natural development and love for learning.

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