In Montessori education, we have a subtle art for connecting children to new concepts, a technique we call the Three Period Lesson. This structured approach is designed to introduce and reinforce new concepts in a way that works with children’s natural learning tendencies. It consists of three distinct phases, each serving a crucial purpose in the learning process.: Naming, Association, and Recall, empowering children as active learners.

The First Period: Naming

In this part of the lesson, we focus on helping children associate the item or sensorial perception with its name. This is basically a statement of vocabulary, but its simplicity should not disguise the significant importance of this period. Proper execution is vital to success, and as such, Montessori Guides execute this part of the lesson with exactitude. We take great care to avoid any peripheral information that would only cause confusion. The emphasis here is on clear articulation and repetition, allowing children to absorb the information through auditory and visual cues.

If the lesson is focused on sensorial perception, we first help a child awaken that sense before giving any vocabulary. For example, if we are introducing a young child to the vocabulary for temperature, we use a set of thermic bottles. We first isolate the hottest and coldest of the bottles. We feel the “hot” bottle, invite the child to feel it, and state: “This is hot.” Then we have the same procedure with the cold bottle, first feeling, then stating: “This is cold.” If necessary, we may repeat the experience, associating the bottle with its attribute: “Hot…. Cold.” We take great care to pronounce the vocabulary or attributes clearly and distinctly so that children can easily absorb the vocabulary. We also make sure to avoid any additional descriptions or explanations.

The purpose of the first period is to help children connect the sensory data stored in the right hemisphere of the brain with its precise language stored in the left hemisphere of the brain. This neural connection fixes the perception in children’s minds and provides an index to the sensorial impression, making it accessible to the conscious mind.

The Second Period: Association

In this phase, we focus on having children recognize the object in correspondence to the language. It is a way for us to see if a child has successfully associated the perception with its name, as presented in the first period. In the second period, we use the vocabulary in a series of lively and fun declarative commands that encourage repetition. 

For example, if presenting large and small with a cylinder block, we might ask: “Which cylinder is large?” “Which one is small?” “Put the large one here.” “Put the small one here.” “Show me the large one.” “Point to the small one.” This activity has a game-like feel and allows children to repeatedly hear and associate the vocabulary with the corresponding attribute or object. 

During this period, we do not ask children to recall the vocabulary. Because active participation reinforces the association between the name and the object or concept, this period is about reinforcement. It is the longest of the three periods and is the most important one in terms of aiding children’s memory. Each time a child hears the vocabulary and associates it with the corresponding attribute/object, it activates the necessary synaptic connections in the brain and strengthens neural pathways. 

If a child is unsuccessful in the second stage, we have two choices: return to the first period or gracefully end the lesson and offer it another day. It might be that a child needs more time to work with the materials sensorially. Regardless, if the child isn’t experiencing success at this stage, we recognize that we need to re-associate the sensory impression with the name. We don’t point out the error to a child, though, because that only serves to embarrass the child or cause them to feel defeated. Nor is it helpful to continue with the lesson, for if the associations are not happening, more repetition would only serve to cause further confusion.

The Third Period: Recall

This last part of the lesson is just a quick test and verifies that a child has successfully retained the association given in the first period. For the first time, we no longer provide the vocabulary, and instead, the child must produce it from their memory. We ask: “What is this?” If the child can successfully answer, then we can verify that the association has been created. If the child is unsuccessful, we end the lesson by repeating the first period. This is not done as a means of correction but to ensure the child leaves the material with an accurate impression. 

Once the Three Period Lesson ends, we allow children to continue working with the material. Often, we see that they have renewed enthusiasm for the material after making these new mental associations.

A Powerful Approach

By following this structured approach, we provide children with multiple opportunities to engage with new information and reinforce their learning through repetition and active participation. This approach is powerful and effective for three main reasons: 

Respect for the Child's Learning Pace

The three-period lesson respects the individual pace of each child's learning journey. We cater to children's diverse needs and abilities by breaking down new concepts into manageable steps.

Promotion of Active Engagement

The Three Period Lesson encourages active engagement and participation through interactive questioning and hands-on activities. Children are not passive recipients of information but rather active participants in their learning process, leading to deeper understanding and retention.

Facilitation of Meaningful Connections

By associating new concepts with real-life objects or experiences, the Three Period Lesson helps children make meaningful connections between abstract ideas and concrete examples. This approach fosters holistic understanding and lays the groundwork for future learning.

Above all, the beauty of the Three Period Lesson lies in its simplicity and effectiveness. The technique is subtle yet consistent, the lessons are brief yet powerful, and the language is precise yet expansive. Ultimately, the Three Period Lesson empowers children to become active learners, capable of exploring the world with curiosity and confidence.