Assignment Module# 01

Syeda Hina Batool

Roll # D19117
Q # 01: Write a biographical note on Dr. Maria Montessori in your
own words.
Answer:-
Maria Montessori was an Italian physician, educator, and innovator, acclaimed for her educational
method that builds on the way children learn naturally.

She opened the first Montessori school—the Casa dei Bambini, or Children’s House—in Rome on
January 6, 1907. Subsequently, she traveled the world and wrote extensively about her approach to
education, attracting many devotees. There are now thousands of Montessori schools in countries
worldwide.

Maria Montessori was born on August 31, 1870, in the provincial town of Chiaravalle, Italy. Her
father was a financial manager for a state-run industry. Her mother, raised in a family that prized
education, was well schooled and an avid reader—unusual for Italian women of that time. The same
thirst for knowledge took root in young Maria, and she immersed herself in many fields of study
before creating the educational method that bears her name.

Beginning in early childhood, Maria lived in Rome, growing up in a paradise of libraries, museums,
and fine schools.

Maria was a sterling student, confident, ambitious, and unwilling to be limited by traditional
expectations for women. At age 13 she entered an all-boys technical institute to prepare for a career
in engineering.

In time, however, she changed her mind, deciding to become a doctor instead. She applied to the
University of Rome’s medical program, but was rejected. Maria took additional courses to better
prepare her for entrance to the medical school and persevered. With great effort she gained
admittance, opening the door a bit wider for future women in the field.

When she graduated from medical school in 1896, Maria was among Italy’s first female physicians.
Though she was not the first female medical school graduate, as reported by many of her biographers,
it does not detract from her accomplishment. Defying conventions, norms, and expectations to
successfully make her way in this rigorous, male-dominated field required tremendous strength,
dedication, and perseverance.

Maria’s early medical practice focused on psychiatry. She later developed an interest in education,
attending classes on pedagogy and immersing herself in educational theory. Her studies led her to
observe, and call into question, the prevailing methods of teaching children with intellectual and
developmental disabilities.
The opportunity to improve on these methods came in 1900, when she was appointed co-director of a
new training institute for special education teachers. Maria approached the task scientifically,
carefully observing and experimenting to learn which teaching methods worked best. Many of the
children made unexpected gains, and the program was proclaimed a success.

In 1907, Maria accepted a challenge to open a full-day childcare center in San Lorenzo, a poor inner-
city district of Rome. The students were under-served youngsters, ages 3 – 7, who were left to their
own devices while their parents went out to work. This center, the first of its kind in the nation, and a
high-quality learning environment, became the first Casa dei Bambini.

The children were unruly at first, but soon showed great interest in working with puzzles, learning to
prepare meals, and manipulating learning materials Maria had designed. She observed how the
children absorbed knowledge from their surroundings, essentially teaching themselves.

Using scientific observation and experience gained from her earlier work with young children, Maria
designed learning materials and a classroom environment that fostered the children’s natural desire to
learn and provided freedom for them to choose their own materials.

To the surprise of many, the children in Maria’s programs thrived, exhibiting concentration,
attention, and spontaneous self-discipline. The “Montessori Method” began to attract the attention of
prominent educators, journalists, and public figures. By 1910, Montessori schools could be found
throughout Western Europe and were being established around the world, including in the United
States where the first Montessori school opened in Tarrytown, NY, in 1911.

Maria dedicated herself to advancing her child-centered approach to education. She lectured widely,
wrote articles and books, and developed a program to prepare teachers in the Montessori Method.
Through her efforts and the work of her followers, Montessori education was adopted worldwide.

As a public figure, Maria also campaigned vigorously on behalf of women’s rights. She wrote and
spoke frequently on the need for greater opportunities for women, and was recognized in Italy and
beyond as a leading feminist voice.

Maria Montessori pursued her ideals in turbulent times. Living through war and political upheaval
inspired her to add peace education to the Montessori curriculum. But she could do little to avoid
being ensnared in world events. Traveling in India in 1940, when hostilities between Italy and Great
Britain broke out, she was forced to live in exile for the remainder of the war. There she took the
opportunity to train teachers in her method.

At war’s end she returned to Europe, spending her final years in Amsterdam. She died peacefully, in
a friend’s garden, on May 6, 1952.
Assignment Module# 01
Syeda Hina Batool
Roll # D19117
Q # 02: Write a note on the first Casa dei Bambini. Also explain how
did Montessori method develop there.
Answer:-
Maria Montessori (1870-1952) devised a method of early childhood education, whose
approach has been refined in countless schools throughout the world. She developed the
principle that was also to inform her general educational program: first the education of the
senses, then the education of the intellect.
Montessori had studied philosophy and psychology and graduated in 1896 from Rome
University Medical School. She was the first Italian woman to qualify as a physician, and was
first appointed assistant doctor at the Rome University Psychiatric Clinic. She developed an
interest in the diseases of children. In 1901, she became Director of the new orthophrenic
school, attached to the University of Rome. The school was formerly used as the asylum for
the “deficient and insane” children of the working class and poor, most of whom were
probably retarded or autistic. She insisted that the staff recognize her patients’ need for
stimulation, purposeful activity, and self-esteem.
Her experiences convinced her that children were capable of sustained concentration. They
enjoyed order and prefer work to play. She set up a program to teach the young children how
to care for themselves and their environment. She initiated a wave of reform in a system that
formerly had served merely to confine mentally handicapped youngsters in empty rooms.
Maria Montessori rapidly became well known. She began to accept speaking engagements
throughout Europe on behalf of the women’s movement, peace efforts, and child labor law
reform. In 1904 she became a professor, and occupied the chair of Anthropology and the
Chair of Hygiene at the Magistero Femminile in Rome, one of the women’s colleges in Italy.
The Ministry of Education invited her to give a series of lectures at Rome University on the
education of exceptional children. In these lectures, she set down the foundations of scientific
pedagogy and was subsequently asked by the state to found and head a school for
exceptional children. Montessori’s curriculum included three major types of activity and
experience: practical, sensory, and formal skills and studies. She designed the special
materials and scientifically-prepared environment she deemed essential for her pupils.
She developed a teaching program that enabled ‘defective’ or ‘ineducable’ children to read
and write. In the case of the latter she argued for the development of training for teachers
along Froebelian lines (although she also drew on Rousseau and Pestalozzi) She sought to
teach skills not by having children repeatedly try it, but by developing exercises that would
prepare them for success. These exercises would then be expanded: looking becomes
reading; touching becomes writing.
In the Casa Dei Bambini, the students came from the slums of Rome and were generally
described as disadvantaged. This Children’s House and those that followed were designed to
provide a stimulating environment for children to live and learn, and take responsibility for
themselves. An emphasis was placed on self-determination and self-realization. This entailed
developing a concern for others and discipline and to do this children engaged in exercises in
daily living. These and other exercises were to function like a ladder – allowing the child to
pick up the challenge and to judge their progress. ‘The essential thing is for the task to arouse
such an interest that it engages the child’s whole personality’ (Maria Montessori – The
Absorbent Mind).
In the Casa dei Bambini, the educator served as a director of activities rather than as a
teacher in the conventional sense. Montessori argued that the educator’s job is to serve the
child; determining what each one needs to make the greatest progress, to facilitate the natural
process of learning. The teacher was the ‘keeper’ of the environment. He or she was to be a
trained observer of children. The activities of the director are geared to each child rather than
to group-centered teaching and learning (here there are a number of parallels with Dewey).
The success of her method then caused her to ask questions of ‘normal’ education. She
believed she could apply her revolutionary ideas to the education of the normal child, and to
this end she embarked on a program of intensive studies at Rome University. Dr. Montessori
succeeded brilliantly and received world acclaim.
Many elements of modern education have been adapted from Montessori’s theories. She is
credited with the development of the open classroom, individualized education, manipulative
learning materials, teaching toys, and programmed instruction. In the last thirty-five years
educators in Europe and North America begun to recognize the consistency between the
Montessori approach with what we have learned from research into child development.
Since 1907, Montessori Schools have been established in over fifty countries. After her death
in 1952, her works have achieved greater popularity than ever before, and the growth of
Montessori schools in North America is reaching phenomenal proportions. Ottawa Montessori
Schools have retained the purity of Dr. Montessori’s principles of education. More and more,
psychological research is confirming Montessori’s observations about the unfolding of
learning in the child. Her method of instruction was a carefully organized one that followed her
discovery of the patterns of human growth and development.
Between 1912 and the end of her life, she put her ideas into twenty-five books and pamphlets
on various aspects of her educational theory and practice. Of particular note are Dr.
Montessori’s writings on Education for Peace that led to her nomination for the Nobel Peace
Prize in 1948. It was Dr. Montessori’s belief that if worldwide peace and harmony were ever to
occur, we must start with the young child. One has only to observe a Montessori class of
mixed religions and ethnic backgrounds all working and socializing in harmony to know this is
true. Today there is a growing consensus among psychologists and developmental educators
that many of her ideas were decades ahead of their time.
 Assignment Module# 01
Syeda Hina Batool
Roll # D19117
Q # 03: Elaborate the discoveries made by Dr. Maria Montessori by
observing the child?
Answer:-
Dr. Maria Montessori’s, educational approach based on observation and experimentation. She used a
scientific approach. She worked tirelessly observing children, analysing 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 behaviour.

• She believed that the child’s behaviour 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.
Assignment Module# 01
Syeda Hina Batool
Roll # D19117
Q # 04: Explain sensitive periods and write short notes of the
following;
a) Sensitive Period for Language
b) Sensitive Period for Mathematics
c) Sensitive Period for Movement
Answer:-

a) Sensitive Period for Mathematics

The human mind is by nature mathematical. From birth we learn the meaning of phrases such as
“how old are you?” and “we’re leaving in one hour.” The capabilities of the mathematics mind are
present in the mind of the child. An infant is able to understand the difference between one and
many. A toddler is able to sensorially distinguish between small and large quantities. A preschooler
is able to identify the symbols for numbers and begin to physically quantify ‘how many’ that
symbol means. Numbers themselves cannot be easily defined, but come to be understood from
experiences with concrete objects that eventually become abstract ideas.

Doctor Maria Montessori believed that children come to absorb mathematical concepts naturally.
She recognised that there were specific sensitive periods in a child’s development whereby the
acquisition of mathematical concepts were eagerly explored through repetition of activities with
concrete, scientifically developed, didactic materials. Doctor Maria Montessori designed concrete
mathematical materials to represent all levels of quantities and mathematical concepts after she
observed that children who are interested in counting, like to move items as they enumerate them.
In the Montessori learning environment, the children not only sees and learns the symbol for a
number, they hold the quantity in their hand. For most children, the sensitive development period
for learning mathematical concepts is between the age of four and six years.

Through the Montessori Curriculum areas of Practical Life, Sensorial and Mathematics, children
experience the concepts of order, measurement, calculations, numeric symbol recognition,
counting, and exactness. There are six key skill areas within the Montessori Mathematics
Curriculum, including: numeration (numbers 1 – 10), the decimal system, the tradition names, the
arithmetic tablets, and the passage to abstraction and fraction. In order to help each child achieve
their full mathematical potential, it is the role of the Montessori teacher to set up and organise the
materials in a way that is progressive and sequential. Young Montessori students learn about
precision and exactness by measuring how many water drop it takes to fill a vessel (i.e. ice cube
tray). These Practical Life activities not only help children to gain independence, but also provide
indirect foundations for higher level maths skills.

As children develop in the Montessori learning environment, they become ready to encounter
more concrete mathematics materials that explore abstract thought, beginning with quantity.
Quantity is first presented to the child in the form of variables to avoid confusion. The Montessori
teacher will use a material, such as the Number Rods, in order to introduce quantities from one to
ten. The red and blue partitions of the Number Rods make the quantity countable. The number
rods are then given a name and a number. As the child works with the rods, they begin to realise
that the first rod is the unit of measurement, with which the other rods can be measured. In this
way, Montessori students learn about the mathematics through their hands.

As Doctor Maria Montessori said: “This system in which a child is constantly moving objects with his
hands and actively exercising his senses, also takes into account a child’s special aptitude for
mathematics. When they leave the material, the children very easily reach the point where they wish to
write out the operation. They thus carry out an abstract mental operation and acquire a kind of natural
and spontaneous inclination for mental calculation.”