Name: Saqba Amin

Roll number: D18294

Assignment: Module 8

Course: Preschool / Early childhood (3 to 6 years)

Question/Answer

Question 1: Discuss the significance of Montessori cultural exercises.

 Presentation: Naming the Continents on the Jigsaw Puzzle Map
 Answer:
Material:
 ● Jigsaw puzzle map of the hemispheres

 Exercise:
 This exercise helps teach the names of the seven continents (Asia, Africa,
Europe, Australia, North America, South America and Antarctica) and
the five oceans (Arctic Ocean, Indian Ocean, Atlantic Ocean, Pacific Ocean,
Antarctic Ocean). The teacher begins by inviting a child and has him lay out a mat
and shift the continent puzzle map to the mat. She selects and takes out three
continents which are contrasting in color, as well as in shape (also including
the child’s own continent). The Three Period Lesson is given and the exercise
continued on the following days until the child becomes well familiarized with
the name of each continent. When the child has learned the names of the
Name: Saqba Amin Roll number: D18294

first three continents, more continents are added and the Three Period
Lesson continued, while simultaneously reviewing previously learned names as well.
Once he has learned the names of all the seven continents, the names of the five
oceans are taught in the same way through the Three Period Lesson.
 Presentation: Puzzle Maps - The Continents
 Materials:
 
● A set of six wooden maps, one for each continent except Antarctica.

 
● Each
 continent is divided into puzzle pieces according to the countries.
 
● The wooden knob is approximately in the position of the capital city of
each country.
● The Puzzle Map of the World
 
Name: Saqba Amin Roll number: D18294

Exercise:
 This exercise helps children with the visual recognition of the forms of the
political divisions of the continents and helps familiarize with and memorize
the names of the countries. A child is invited by the directress to come work
with her and a mat laid rolled out with their help. He is brought over to the
puzzle maps and told that they will be working with the puzzle map of one
of the continents. The teacher begins with their home continent, for
example, Asia, pointing to it on the world map, and asking the child for this
continent’s name. She shows the child that the Asia on the world map is the
Asia that is in large (on the continent map).She tells the child that now, on
the Asia map, they can see the countries (putting the world map aside for
now). Slowly, by using the knobs, three of the puzzle pieces (three different countries,
not touching, and preferably, not the same color) are taken out. Each one is placed on
the map to the left of the puzzle, as another three pieces are taken out and replaced
in their correct spotty the child. Similarly, four pieces are replaced correctly and so on.
The child is allowed to work with the pieces of the country map, three pieces are
taken out, for e.g. China, Bangladesh and Pakistan and their names repeated. The
child is then asked to replace them, using their name, for example, “Please put back
China.” This is repeated until all of the pieces have been put back.
The child is then asked to take out the same three pieces, one by one, and by name,
for example, “Please take out Pakistan.” Once all three are out, the child is asked,
“What country would you like to put back?” (The child should respond with the name
of one of the countries.)
 This Three-Period Lesson is repeated for the other countries until the
child knows all of the countries by name. This may take some time. Once the child
knows his home continent, he can choose to work with another continent map.
 
Name: Saqba Amin Roll number: D18294

Question 2: Prepare the following material and send to your

tutor along with the assignment;

  Four part nomenclature material for the layers of the earth

Name: Saqba Amin Roll number: D18294

Two part classified of the flags ofAsia

 Name: Saqba Amin Roll number: D18294

Question 3: Name and briefly explain all the exercises that can be carried
out using the jigsaw Puzzle Maps of the Continents?
 Answer :
In a Montessori Classroom, experiences in Life Sciences (Botany and Zoology),
Physical Sciences, History, Geography, Dance and Music are given to the child under
the header of ‘Cultural Exercises’. The Montessori Cultural Studies
Curriculum provides children with an opportunity to explore the whole world
including continents, countries, people, cultures, terrain, natural phenomena,
science and arts. The Montessori Cultural Studies are aimed at helping the
children develop their personality, adapt to their culture, as well as become
an independent, useful member of his society. During the early years, a child is
quick to grasp culture and absorb most of the culture around him during 0 to 6
years. A child’s natural ability to absorb the cultural understanding and
norms of life prevalent around him are universal regardless of the fact that
the child is born in America or a primitive tribe of Africa.
 The sensitive period for culture, according to most psychologists, also sustains
through 2 to 5years of age. It is crucial to expose children to direct cultural
experiences, including ways of living, history, sciences, geography and arts,
during the absorbent period to maximize development in this area. Cultural
subjects are character forming and they cultivate the spirit of the child.
Children develop cultural values naturally and undoubtedly, but still
something lacks in today’s complex world, most of which has been designed by the
adults for the adults, which hinders the child’s fullest cultural development.
There are strong reasons to support the point that it should be the local
culture of the land which should be incorporated in the Montessori
Curriculum and not some foreign culture.
In Montessori classrooms the cultural activities are very intelligently
incorporated in the environment. Along with familiarizing children with the
culture, these meaningful and interesting activities fulfil the developmental
needs of the children.
 

Name: Saqba Amin Roll number: D18294

● Exercises of practical life (EPL): These exercises enable a child to learn how to
perform everyday living activities in a purposeful way.
 
● Sensorial Exercises: The Sensorial Materials help the child become aware of
the details.
 At first children are exposed to materials with strong contrasts such as
tall/short, rough/smooth, loud/soft. Next, the child is exposed to more
materials where the contrasts are more subtle. They work on organizing 10
objects from tallest to shortest, or lightest to darkest. Each of the Sensorial
Materials define one quality such as length, height, width, color, weight, shape,
texture, sound, or smell. The Montessori Sensorial Materials help the child
to distinguish, categorize, and relate the information to objects they already
know.
 ● Language Exercises: These exercises include a variety of gross and fine motor
skill activities that help the child develop hand and eye coordination.
Montessori modules may be taken in any order, emphasizing the fundamentals of
the phonics approach to reading, developing a child’s vocabulary, writing, and reading
skills.
 ● Mathematical Exercises:
 - Montessori Math - Memorization
 - Number Rod Addition
 - Short Bead Stair Addition
 - Addition Snake Game
 - Addition Strip Board
 - Subtraction Snake Game
 - Subtraction Strip Board
 - Short Bead Stair Multiplication
 - Multiplication Board

Name: Saqba Amin Roll number: D18294

 Cultural studies help teach children how to respect people from other races,
countries and religions. At this stage, the teacher involves the class in a
study of life and culture on earth. The curriculum then branches into
different directions, such as, geography, culture (mannerism of life), and
history. Children are taught history parallel to the concept of time.
 Question 4: Explain how land and water forms are introduced to the child.
 Answer:
Definitions of Land And Water Forms:
 1. An ISLAND is a piece of land surrounded by water.
 2. A LAKE is a body of water surrounded by land.
 3. A BAY is an inlet of the sea surrounded mostly by land.
 4. A CAPE is a piece of land jutting into body of water beyond the rest of
the coast line. 
5. A PENINSULA is a piece of land jutting out into the water and is almost
surrounded by water.
 6. A GULF is an arm of the sea extending far into the land.
 7. An ISTHMUS is a narrow strip of land which joins larger portions of land.
 8. A STRAIT is a narrow waterway connecting two larger portions of land.
 9. An ARCHIPELAGO is a group of islands.
 10.ASYSTEM OF LAKES is a formation of several lakes grouped together.
 Presentation 1 - Land and Water Form Trays:
 Material:
 ● Following
 ten models of land and water forms prepared in trays, with each land and
water form having its exact opposite.
 - Island and lake
 - Cape and bay
Name: Saqba Amin Roll number: D18294

 - Peninsula and gulf 
 - Archipelago and system of lakes
● Pictures of real examples of land and water .
● A small tray
● A jug
 ● A small bucket with water  
● A sponge or towel to dry out the trays, and clean up spills.● Box of
objects, tray and towel
 Exercise:
This exercise helps provide concrete sensorial impressions and names of major land
and water forms. To start, the directress invites a small group of children
to work with her and introduces them to the place where the land and water form
trays are kept. She first selects the island and its opposite, i.e. the lake and
shifts the material to the workplace with the help of the children (along with
the other material required for the presentation). She tells them that she is
going to pour the water in the trays carefully to make geographical land and
water forms and then does it, before pointing to the tray and telling them its
name. She should also give a brief definition of the land and water form, for example,
“A lake is a body of water which is surrounded completely by land.” alongside
Name: Saqba Amin Roll number: D18294

showing them pictures of real lakes. Next, she puts this tray aside and asks one
of the children to pour water into the other tray, giving the name of the form, its
brief definition and showing real picture examples as before. She then puts the
trays side by side and completes the Three Period Lesson. To finish up, the water
is poured back into the bucket and with the help of the children, the trays
are wiped. In the same, children may be familiarized with the names and
definitions of other geographical forms.
 Presentation 2 - Land and Water Form Cards:
 Material:
 ● A set of ten cards representing major geographical land and water forms
●Land and water form trays
 Exercise:

Alternatively, to help associate three dimensional models with two

dimensional forms on the card and to help prepare children to identify land
and water forms on flap maps, the following exercise may be used.
 The teacher begins by inviting a small group of children who have worked
with land and water form trays to work with her, as she asks them to bring land and
water form trays. She introduces them to the place where the land and water form
cards are kept, and asks a child to shift the material. The children are asked to
tell the names and give a brief definition of each model in order to review and
reinforce previous learning. The cards are taken out from the box and pileup, before a
card is selected and placed in front of the children. They are asked to place the card
beside the appropriate land and water form tray, and this exercise is continue
remaining cards have been matched against the corresponding trays. Finally, the
trays are removed and the Three Period Lesson is completed with the cards, taking
three at a time.

Question5:HowarechildrentrainedtotellthetimeinaMontessori
house?
 Answer:
The purpose of the following exercise is to help enable the children to
understand the concept of time and to be able to know as well as tell the
time on a clock.
 Material:
 Name: Saqba Amin Roll number: D18294

 ● A model clock with movable arms and changeable numerals in a box

● A series of cards, set of corresponding labels and stand
 Exercise 1:
 The teacher invites a small group of children who can count and identify numerals.
She familiarizes the children with the place where the material is kept, and
with their helps, shifts it to the workplace. She points to the empty slot for numbers
on the clock face and shows how to put the numbers in order, one by one,
starting with ‘1’. She tells them that these numbers on the clock face represent
hours.
Exercise 2:
 The directress asks the children to arrange the numerals on the clock. Once the
Children can comfortably arrange the numbers on the clock face from 1 to 12; she
demonstrate show the clock arms can move around. Pointing to the short arm, she
says, “This is the short arm. It shows what hours it is.” She moves the short arm onto
number 1 and say, “One o’clock. “Finally, she asks the children to make different
times for her, for example, “Can you please make six o’clock for me?”
 As an extension, the children may be asked to draw various clock faces
and to label them. When they have learned the concept of fractions, they
are introduced to half past, quarter past, quarter to, etc.