During this stage of life is when they begin to develop the desire to achieve greater levels of independence, resulting in self-confidence through physical interactions with his environment. Physical manipulation of the environment facilitates the cohesive development of mind and body. The home environment and the classroom environment can provide the motives of activity that foster the natural development of mind and body integration. There is so much that the children do in the classroom regarding food preparation and setting up for lunch. The skills that they are learning in the classroom can be practiced at home as well!
Social development begins as a function of adaptation. A child’s first years of life is about their own construction. This process begins at birth and is done unconsciously by means of the absorbent mind. Maria Montessori referred to the child at the stage of birth to three years as “psychic embryo” and the child from three to six years old as “social embryo”. The first stage refers to the child developing their inner self, then after that they begin to develop more socially.
As the nervous system continues developing, voluntary movement replaces involuntary movement. Myelination plays a major part. Myelin is a fatty tissue substance that develops around the nerve fibers to help those nerves maintain a firm and consistent movement—like it is storing information and the more fatty tissue there is the more safe that information will be and the more repetition of this information, the more fatty tissue will form to secure it.