Obstacles
Obstacles
Use for works on the conditions of the environment that hinder or interrupt the child's spontaneous constructive activity, concentration, conquest of independence, or natural (normalized) course of development.
The concept is part of Montessori's broader developmental framework in which the child constructs themselves through self-chosen activity in a [[prepared environment] adapted to their developmental needs.
Obstacles refer to any barriers that prevent the child's natural development and self-construction. These can include unnecessary adult intervention, an unprepared environment, or any condition that blocks constructive developmental activity. Montessori believed that when obstacles are removed—such as allowing freedom of choice, respect for the child's natural uninterrupted work cycle, and suitably challenging materials—the child's potential unfolds naturally. The work of the adult is to observe and identify obstacles and adjust the environment accordingly.
Montessori, M. (2007). The absorbent mind. Montessori-Pierson Publishing Company. (Original work published 1949)
Montessori, M. (2017). The secret of childhood. Montessori-Pierson Publishing Company. (Original work published 1936)
Montessori, M. (2019). Citizen of the world: Key Montessori readings. Montessori-Pierson Publishing Company.
Hughes, N. (1990). Obstacle hunting: A “practical” for teachers. The NAMTA Journal, 15(2), 37–42. https://archives.montessori-ami.org/do/fece086f-9124-49b4-8675-4f9bdc76f4ca
O’Shaughnessy, M., & Patell, H. (2016). Interview with Hilla Patell on the history of the observation. The NAMTA Journal, 41(3), 43–55. https://files.eric.ed.gov/fulltext/EJ1125297.pdf
Rathunde, K. (2001). Montessori education and optimal experience: A framework for new research. The NAMTA Journal, 26(1), 11–43. https://archives.montessori-ami.org/do/e1ab7148-dbb5-4623-8748-302665e0f4a5
Arvanitis, A., Barrable, A., & Touloumakos, A. K. (2023). The relationship between autonomy support and structure in early childhood nature-based settings: Practices and challenges. Learning Environments Research. https://doi.org/10.1007/s10984-023-09470-0
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4–12 years old. Science (New York, N.Y.), 333(6045), 959–964. https://doi.org/10.1126/science.1204529
Lillard, A. S., Heise, M. J., Richey, E. M., Tong, X., Hart, A., & Bray, P. M. (2017). Montessori preschool elevates and equalizes child outcomes: A longitudinal study. Frontiers in Psychology, 8, Article 1783. https://doi.org/10.3389/fpsyg.2017.01783
Non-preferred terms
- UFFT↸ Obstacles to development
- UFA↸ Developmental obstacles
Broader Terms
Related terms
- RT⇆ Deviations
- RT⇆ Normalization
- RT⇆ Prepared environment
- ERIC Thesaurus Barriers
