In several of Montessori’s writings and lectures she refers to “the child who is not yet there.”  What do we think she meant by this phrase?  What child was she referring to?  Could this phrase also apply to adults/teachers new to Montessori?

We know that in order for a child’s true nature to evolve, to become evident, the process has a few pre-requisites.

1. The child needs to function in an environment that completely supports her developmental needs – in all aspects: physically, emotionally, intellectually, socially, etc.
2. The child must have the freedom (within certain social limits) to follow her interest in choosing an activity
3. There needs to be long periods of time in which the child can work with their chosen materials – without any kind of interruptions, including some adult saying, “you are doing great work”; “how wonderful that you are working with that material again”; “you must really be enjoying this material”

When this cycle is allowed to unfold, concentration develops in a child – concentration which can then be witnessed in the use of other materials.  This is when we begin to see evidence of the child who exhibits the characteristics of a child following their own, unique pattern of development.  Montessori referred to this state as a state of normalisation - meaning corresponding to the laws of nature’s path. A normalised child is defined in Montessori terms as one on the path of normal development e.g. in accordance with the laws of nature.  (The term today is more frequently used when referring to databases).

What evolved were characteristics that Montessori observed over time and that she began to refer to as the normal characteristics of childhood. Characteristics such as calmness, a love of work, concentration, able to make spontaneous choices, a love of order, independence, sociable and co-operative, a love of silence, reflective, attached to reality, love of nature, sublimination of the possessive instinct typical of 2-year-olds, obedient and has a developed will, but especially JOYFUL.

These are the characteristics that Montessori began to see in the children in the first Children’s Houses.  These observed characteristics were not and are not the presumed characteristics of children, but they are still evident today in children living in a space offering the afore mentioned pre-requisites. When we see a child exhibiting behaviours that are not the best, not socially acceptable, at a deep level we have to see “the child who is not yet there” and trust that a “normalised” child will evolve if we create the supportive space.

This “seeing the true child” comes from training to be a keen observer.  This training begins when a Montessori Teacher Training course is taken but that is only a beginning.  To be a scientific observer requires practice, awareness of self, others and the environment, and a willingness to continue to practice the skill of observing until it has become habitual.  When observation is habitual, the adult does not “step in” too soon, trusts the child/ren to work out challenges, encourages only when needed, and is aware when no encouragement is needed.  Montessori often stated that the true indicator of an effective and successful adult/teacher is when he/she realizes that, for the most part, they are no longer needed; they trust that the children are capable to carry on with their developmental work, supporting each other when needed.  The phrase “not yet there” is applicable to adults at the beginning of their practice.  We know that adults, given the support needed while honing the skill of scientific observation, can evolve to “see the child who is not yet there” as their own journey to become an observant adult progresses.

Judi Orion, AMI 3–6 Trainer and AMI Director of Training