Roll no: D16089

Name: Bint-e-fatima
Year: 2020
Module no: 1

Q .1 Discuss the life and work of Dr.Maria Montessori and why is she referred to as a lady much
ahead of her time?

ANS: Maria Montessori was born on the 31st August 1870 in Ancona, Italy. Her father was
Alessandro montesorri,he was conserative militry man,where her mother Renilde Stoppani, was
well educated and a libral woman and she always supported Maria”s education.Being a militry
man his father was transferred to different cities of Italy.So Maria got a chance to get education
in all the big cities of Italy.As her father was a conservative man and had bad attitude toward
woman education Maria joined Medical studies,and after all these years she graduated with
highest scores from the medical school of University of Rome.

She was the first woman physician in Italy in the year 1896,she has the title of the first lady
doctor in the history of italy

Soon after her medical career began, Maria became involved in the Women’s Rights movement.
She became known for her high levels of competency in treating patients, but also for the respect
she showed to patients from all social classes, Maria joined a research programme at the
psychiatric clinic of the University of Rome, This work initiated a deep interest in the needs of
children with learning disabilities,and in very short time after her medical degree Maria was
appointed as co-director of a new institution called the Orthophrenic School. .

At the age of twenty-eight Maria began advocating her controversial theory that the lack of
support for mentally and developmentally disabled children was the cause of their delinquency.
The notion of social reform became a strong theme throughout Maria's life, whether it was for
gender roles, or advocacy for children. 

In 1901 Maria began her own studies of educational philosophy and anthropology, lecturing and
teaching students. From 1904-1908 she was a lecturer at the Pedagogic School of the University
of Rome.  This period saw a rapid development of Rome, but the speculative nature of the
market led to bankruptcies and ghetto districts.  One such area was San Lorenzo, where its
children were left to run amok at home as their parents worked. In an attempt to provide the
children with activities during the day to fend of the destruction of property, Maria was offered
the opportunity to introduce her materials and practice to 'normal' children.  There, in 1907, she
opened the first Casa dei Bambini (Children's House) bringing some of the educational materials
she had developed at the Orthophrenic School.  
Maria put many different activities and other materials into the children’s environment but kept
only those that engaged them. What she came to realise was that children who were placed in an
environment where activities were designed to support their natural development had the power
to educate themselves. By 1909 Maria gave her first training course in her new approach to
around 100 students. Her notes from this period provided the material for her first book
published that same year in Italy, appearing in translation in the United States in 1912 as The
Montessori Method, and later translated into 20 languages. 

A period of great expansion in the Montessori approach now followed. Montessori societies,
training programmes and schools sprang to life all over the world, and a period of travel with
public speaking and lecturing occupied Maria, much of it in America, but also in the UK and
throughout Europe. 

Maria lived in Spain from 1917, and was joined by Mario and his wife Helen Christy, where they
raised their 4 children Mario Jr, Rolando, Marilena and Renilde. In 1929, mother and son
established the Association Montessori Internationale (AMI) to perpetuate her work.

The rise of fascism in Europe substantially impacted the progress of the Montessori movement.
By 1933 the Nazis had closed of all the Montessori schools in Germany, with Mussolini doing
the same in Italy.  Fleeing the Spanish civil war in 1936, Maria and Mario travelled to England,
then to the Netherlands where they stayed with the family of Ada Pierson, who would later
become Mario's second wife.  A three month lecture tour of India in 1939 turned to a seven year
stay when the outbreak of war had Mario interned and Maria put under house arrest, detained as
Italian citizens by the British government. In India, Maria began the development of her
approach to support the 6-12 child through 'Cosmic Education'.  Her 70th birthday request to free
Mario was granted and together they trained over a thousand Indian teachers.

In 1946 they returned to the Netherlands and the following year she addressed UNESCO on the
theme ‘Education and Peace’. Maria was nominationed for the Nobel Peace Prize in three
consecutive years: 1949, 1950 and 1951. Her last public engagement was the 9th International
Montessori Congress in London in 1951. Maria Montessori passed away at age 81 on 6th
May1952 in the Netherlands, bequeathing the legacy of her work to her son Mario.

The reason she is reffered to lady a head because of her discoveries that are being practiced all
over the world. She is alive through her methods which are still being practiced now and will in
future also. She lived in old days but was definitely “A woman much ahead of her time.
Q2: Which ae the main requirements to be considered to start a House of children?How do you
implement them?

ANS: Requirements to be considered to start a House of Children

The main requirements to be considered to start a House of Children are:

§  In adult’s world (Home) child feel himself like an alien.

§  Our Homes are designed according to adults. Children cannot access anything freely and
comfortably.

§  Children used to listened word “No” many times in a day. “Prohibition is prohibition, either
sweet or bitter.”

§  Adults try to teach children by their orders or by their words, they usually not practice
themselves.

§  Adults are sometime so busy that they have no proper time for children

§  Children can’t find proper work/activity to spend their time.

§  Providing over and extra help to children, ignoring that they want many of work done by their
own selves.

§  Children are usually not allowed to “Let me do it myself” strategy.

These are some basic problems which every child faced in their homes. So children need a
proper place where they can learn, play and get experienced.

In House of Children I will prefer to implement following thing:

1.      Respect for the child

2.      Everything should be child sized

3.      The absorbent mind

4.      Sensitive periods

5.      The prepared environment

6.      Focus on individual child

7.      Polite and reasonable behavior of teachers

8.      Parents – Teachers meeting

RESPECT FOR THE CHILD:

  Respect for the child is the keystone on which all other Montessori principles based. As
Montessori said, “As a rule, however, we do not respect children. We try to force them to follow
us without regard to their special needs. We are overbearing with them, and above all, rude; and
then we expect them to be submissive and well-behaved, knowing all the time how strong is their
instinct of imitation and how touching their faith in and admiration of us.”

Teachers show respect for children when they help them do things and learn for themselves.
When children have choices, they are able to develop the skills and abilities necessary for
effective learning independence, and positive self-esteem.

EVERYTHING SHOULD BE CHILD SIZED:

            Furniture, equipment, and supplies that children could access/used should be child sized
so that they can work all by themselves, they were self-motivated to explore, experiment, and
reach new understandings.

THE ABSORBENT MIND:

            Children are born to learn, and they have remarkable learning systems. Children learn because they are
thinking beings. But what they learn depends greatly on their teachers, experiences, and environments. We need to
understand that children can’t help learning, simply by living, children learn from their environment.

SENSITIVE PERIODS:
            Sensitive periods vary from children to children some children are more susceptible to certain behaviors and
can learn specific skills more easily others may not. Although all children experience the same sensitive periods
(e.g., a sensitive period for reading), the sequence and timing vary for each child. One role of the
teacher is to use observation to detect times of sensitivity and provide the setting for best result.

THE PREPARED ENVIRONMENT:

            Environment is extremely important at any level of the development of child. Children
learn best in a prepared environment, a place in which children can do things for themselves. It
makes learning materials and experiences available to children in an orderly format and they can
easily access them. Freedom is the essential characteristic of the prepared environment. Since
children within the environment are free to explore materials of their own choosing, they absorb
what they find there.

FOCUS ON INDIVIDUAL CHILD:

                Teachers should focus on individual child as each child is a unique entity. Each child’s
learning progress, growth, understanding, achieving a mastery of particular skill and
requirements are different.

POLITE AND REASONABLE BEHAVIOR OF TEACHERS:

                Children learn a lot firstly from their mother’s then from their teachers. The behavior
and attitude of the teacher should be polite, reasonable and helpful towards children.

PARENTS – TEACHER MEETINGS:

                There should be a close interaction between parents and teachers. Parents should know
the progress, work and activities of a child so that they can practice same in homes as well if they
want.

Q3:What are the discoveries made by Dr.Maria monterssori by observing the child?

ANS: Dr.Maria discovered the child

Dr.Maria monterssori discovered that for building child's complete personality, they need to do

activities regarding sensorial concepts, physical activities, languages, math, art, culture and many
more. After all these observation and changes first “Casa dei Bambini” (House of Children)
came out.

Main discoveries made by Maria Montessori

Dr. Maria Montessori’s, educational approach based on observation and experimentation. She
used a scientific approach. She worked tirelessly observing children, analyzing results and
developing new materials. In start she worked with mentally disabled children and achieved
astonishing results. After that she thought to work with normal children. She believed the ‘secret
of childhood’ that every child have a potential and it’s the responsibility of adults to help them
and flourish this potential. Montessori was the revolutionary who created her method from
observation, not just from old theories.
Here are some of her observations that have the most importance for early learning activities

She carefully observed the inclination of child’s interest and developed the materials/activities
accordingly.

·         She observed that child whose concentration on graded wooden cylinders was so strong that

efforts to distract him were useless. And when the child had finished he seemed rested and
happy. The child’s ability for deep concentration and love towards the work was phenomenal.

·         She also observed the child’s need for repetition which fulfilled a child’s need. She then
decided to give children the freedom to be able to accomplish their work.

·         Maria Montessori also observed that children had a great sense of order. Children put things
back to where it belonged. She respected this and allowed them to do it by placing the materials
in an open cupboard rather than locked cupboards as it was initially done. This cemented the way
for the freedom of choice for the child to choose their work. She observed that real discipline
comes through freedom.
·         When Montessori gave a lesson on blowing the nose she received great cheer from the
children. Children are always being practised about keeping their nose clean but no one has calmly
taught them how to do it. This made her realize that even small children had a sense on personal
dignity. Montessori always emphasized the respect for even the youngest child.

·         She observed that her children have more interest in academic activities instead of toys.
She noticed that children preferred work over play, especially in school timings.

·         She observed that young children are highly energetic activity powerhouses, always
seeking out experiences that will help them grow and develop. She observed that children have
the ability to select their own work/activity. They are not work for any incentives or rewards.
Their inner motivation is fair enough to motivate them for a particular work.

·         She observed that a child can learn almost everything in early childhood, as it was
previously thought, that many things are too complex for children.

·         She observed and believed that real obedience comes through love, respect and faith.
Elders/ teachers should be polite and sharp enough to understand the child’s behavior.

·         She believed that the child’s behavior depends on the environment. A child can be
disobedient, stubborn etc. or a child can be disciplined, happy and healthy. It depends on the
environment. If proper, healthy and interactive environment provided to children and their
rightful needs fulfilled, they behave normal otherwise not. The second condition is called
deviation.

·         She noticed that children are willing to do their work by their own. They feel happy and
satisfied while doing daily household activities. Like cleaning, washing etc. She concluded that
children want to learn “Help me do it myself” strategy.

·         After continues research and observation she came to know the traffic patterns of the room
arrangements for children. Room should not be congested and over loaded. Children love to sit
on floor during many activities so there should be rugs or floor mats for them.
·         She noticed that children are more comfortable with their sized furniture and things. So
whole building and rooms are designed according to children interest and comfort ability. The
furniture, washrooms etc. are designed and sized for children. Windows low to the ground and
low shelves used so that children can have the outside view and used things from shelves.

·         She discovered that for building child’s complete personality, they need to do activities
regarding sensorial concepts, physical activities, languages, math, art, culture and many more.

After all these observation and changes first “Casa dei Bambini” (House of Children) came out.
The fame of Maria Montessori, her House of Children and method quickly spread all over the
world.

Q4:What does PILES stands for when we talk of human development?Discuss the
physical,ligual and intellectual development taking place during 3to6 years of age.

ANS: The acronym PILES stands for physical, intellectual, language, emotional, social
development when we talk about the human development.

Following we will be discussing the above domain for child development for 3to6 years of age

Development in 3 to 6 years is a sub-phase of a first stage of development of children. In this

phase child bring his learned, observed and watched activities into practical format. He wants a
freedom to practice them all by himself. Adults/teachers over helped or prohibition are a great
hindrance for his development at this time. Research shows that at the end of 6 years child’s
personality completely developed.

 Physical Development during 3 to 6 years of Age: At this stage child is very active, energetic
and imaginative. The value of physical development and the role they play in a child's entire life
is very important. A young child's physical growth first begins as muscles gain strength with use
and children gradually develop coordination. The development of muscular control is the first
step in this process. It also involves activities such as:

·           Running around outside

·           Jumping on the bed

·           Grasping a parent's finger

·           Balance on one foot for sometime

·           Washes and dries hand with assistance

·           Is able to use spoon without spilling

·           Can torn pages in a book one by one

·           Kick, bounce and throw ball

·           Can put on and take off coat

·           Jump from low steps

·           Pedal and steer a tricycle

·           Walk and run forward

·           Walk on tiptoe

·           Move large toys easily

·           Go upstairs like adults, but still placed both feet on coming down

·           Able to sit crossed legs

·           Dance on music

·           Touch toes while legs straight

·           Full of energy

·           Love for outdoor games

Lingual Development during 3 to 6 years of Age: Language skills also continue to improve

during early childhood. Language is an outgrowth of a child's ability to use symbols. The more
words a child uses in sentences, the more sophisticated the child's language development.
Language develops in sequential form, phrases with inflections, simple sentences, and complex
sentences. Children learn many new words all the time. Parents, siblings, peers, teachers, and the
media provide opportunities for children to increase their vocabulary. Parents are children's very
first teachers and when it comes to language development, parents who actively engage their
babies and children in conversation can have a great impact on the child's ability to communicate
verbally. Talking to babies is a wonderful way for them to begin understanding the rhythm of
speech, laying the groundwork for later verbalization. Reading to babies and children, as well as
enjoying music with them are other ways that young kids can internalize speech patterns, tone,
and inflection, paving the way for them to become expert speakers. Most important lingual skills
learn at this stage are:

·         Tell name, age, address and sex

·         Love sing rhymes and songs

·         Reading stories again and again

·         Sentence structure improved rapidly

·         Grammar also improves continuously

·         Happy to engage in conversations

·         Understand nouns and plurals

·         Always in a questioning mode

·         Able to start counting, and know the alphabets, numbers, shapes and colors

·         Feeling happy after listening humorous stories

·         Have some difficulty in pronunciation of v, r or th.

·         Vocabulary increases

·         Speak native language correctly, sometime more than one languages

Intellectual Development during 3 to 6 years of Age: Children change more quickly than

elder’s. It seems that you can blink your eyes and your child has grown and developed. At one
moment they are throwing balls in the box the next moment they are flipping the pages of a story
book. Then they start reading of their own choices story books. Different activities and games
can enhance their intellectual development.

·         May blow bubbles in drinks

·         Know colors and different shapes

·         Use children’s scissors

·         Interested in playing with peers, understand rules and roles

·         Count objects and recognize them

·         Matches shapes, colors, alphabets and numbers

·         Solve puzzles

·         Hold pencil properly

·         Draw shape (circle etc), alphabets and features (head, face, legs, arms ) very brilliantly

·         Likes to paint and colors

·         Can build a high brick tower and bridges

·         Knows primary colours

Q5.Write a comprehensive note on the role of teacher in a Montessori classroom.

ANS:Role of a teacher

Roles of a Teacher in the Classroom. Teachers play vital roles in the lives of the students in

their classrooms. ... Teachers set the tone of their classrooms, build a warm environment, mentor
and nurture students, become role models, and listen and look for signs of trouble.

ROLE OF TEACHER IN MONTESSORI CLASSROOM

In the early 20th century, an education method that involved learning through independent
exercises with sensory objects and activities was developed. Maria Montessori, a psychologist
and educator developed this method for educating children. Now known as the Montessori
method, it uses building blocks, bells, colors and other sensory items as teaching tools. The
Montessori method requires training and certification to teach the Montessori method in public
schools, private or independent Montessori schools.

Guiding

The Montessori teacher’s role is different from the role played by traditional teachers.
Traditional teachers present a lesson to large group of students who are expected to listen and
absorb the information provided. Montessori teachers work with only one or two students at a
time providing learning material for the needs and interests of each child in the class. The
teachers advise, present a lesson or observe children quietly while they work. In this way,
children work at their own pace in a peaceful environment.

Learning

If a child is not ready, a Montessori teacher does not force the child to learn. For instance, the
teacher associates an object with its name, such as "book," and asks the child to identify the
word. If the child points to the object, the association has been made. If not, the teacher doesn't
correct the child but revisits the lesson another day. The Montessori system gives the child
time to clear the consciousness to be ready to make the association another day. The
Montessori system believes that by pushing a child, they will continue to get the association
wrong.

Skills

You need specialized skills to become a Montessori teacher. Through observation skills, you
can learn about each student’s interests, learning style and temperament. This is important in
understanding when students are receptive to learning, and you can introduce more complex
lessons. You have skills as a creative facilitator acting as a resource for children. You offer
encouragement and support them in their accomplishments to inspire advancement through the
curriculum and learn new skills. With skills to build character, you develop an environment
that nurtures qualities that help children develop logical thinking, social understanding and
problem-solving skills to become good citizens of the world.

Education
The role of a Montessori teacher is to share a system of child development through the
philosophy of guidance. You can earn Montessori certification through the American
Montessori Society (AMS). To qualify, AMS requires a bachelor's degree and a teacher
training program accredited by the Montessori Accreditation Council for Teacher Education
(MACTE). You can take the training programs through private organizations, public colleges
and private universities.

Thankyou.