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MODULE 1 Introduction to montessori

1. Write biographical note on Dr. Maria Montessori in your own words.

Answer: Dr. Maria Montessori (31 Aug 1870-6 May 1952)

1. Maria Montessori was born on the 31st August 1870 in the town of Chiaravalle, Ancona
Italy. She was an Italian physician, educational reformer and pioneer in early childhood education.
Her father’s name was Alessandro Montessori, he was an accountant and served in military and
civil services he was of a conservative and orthodox nature, as the entire Europe in those days was
very conservative in attitude and treatments towards women. Her mother, Renilde Stoppani, was a
well-educated lady with liberal ideology she always supported Maria in her educational and profes-
sional career.

Maria early educational,

Elementary and technical schooling

Maria started her educational career in 1876 in public elementary school. she moved with her
mother to Rome the city of knowledge. she did not like the conventional schools as boring and
repetitive methods .Montessori wanted to study in technical school, her father did not approve it
initially but due to her mother support she got admission in technical school and graduated with ex-
ceptional performance in mathematics and sciences.

Marias medical study

Afterwards she decided to study medicine, and got 2years diploma in natural sciences, physics and
mathematics from university of Rome in 1890.

After initially being refused, with the endorsement of Pope Leo XIII, Maria was eventually given en-
try to the medical school of the University of Rome in 1892, becoming one of the first women to en-
ter in medical school in Italy. Despite facing many obstacles by her male colleagues she had to work
alone in a male dominated society and facing unsupported behavior from her traditional father, she
did not give up her goal.

Maria as first lady doctor in italy

Maria qualified as first lady doctor in July 1896 getting the degree in medicine with the highest dis-
tinction and received attention, recognition and respect from the press all over the world.

Montessori as exceptional speaker and rights activist

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Dr.maria represented Italy at the international congress for women’s right in Berlin in 1896 and be-
ing pretty well-spoken and impressive way of expression.

In 1900 she spoke against child labor, advocated women’s rights, education and introduced reforms
in work conditions in Italy. In 1897, Montessori spoke on societal responsibility for juvenile delin-
quency at the National Congress of Medicine in Turin. In 1899, Montessori was appointed a Coun-
cilor to the newly formed National League for the Protection of Retarded Children, and was invited
to lecture on Special Methods of Education for children with intellectual disabilities at the Teacher
Training School of the College of Rome.

Montessori also undertook a two-week national lecture tour to capacity audiences before promi-
nent public figures. She joined the board of the National League and was appointed as a lecturer in
Hygiene and Anthropology at one of the two teacher-training colleges for women in Italy.

Maria,s medical career:

Doctor Montessori joined the post of a surgical assistant at Santo spirito hospital in Rome.Her medi-
cal practice gave her a chance to be in contact of children of the poor and working class. She be-
came known for her high levels of competency in treating,diagnosing and respecting patients from
all social classes.

Maria,s experience in romes Asylums,

She visited Rome’s asylum in 1897 and found that some special need’s children were kept along
with mentally disturbed adults. they were living in poor condition the children’s were kept in prison
like rooms with no hygiene and facilities.

Maria put many different activities and other materials into the children’s environment but kept
only those that engaged them. What she came to realize was that children who were placed in an
environment where activities were designed to support their natural development had the power
to educate themselves.

Marias transition from a doctor to an educator

1] Marias work with special-needs children and Psychiatric clinic

In 1897, Maria joined a research program at the psychiatric clinic of the University of Rome, as a
volunteer. This work initiated a deep interest in the needs of children with learning disabilities. She
realized that lack of necessary activities and sensory stimulation made the children behave that
way, after her tremendous efforts in providing them their natural growing atmosphere the children
started behaving like super normal and responded amazingly.dr.maria work with special-needs chil-
dren started getting prominence

The Orthophrenic School:

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In 1900 the national league opened a new institution called the Orthrophrenic School, a medico-
pedagogical institute for training teachers in educating special needs children’s Maria was ap-
pointed as co-director of a new institution called the Orthophrenic School.

Doctor Maria and her colleagues applied scientific approach to discover each child’s specific needs
for materials and activities she supervised teachers training programmes. Introduced reforms
through her academic writings, speeches and in public forums. Her work was highly appreciated
and approved all over the world.

She worked hard for the children with special needs and her work brought her amazing results by
providing them purposeful activities.

In 1898 Maria gave birth to Mario, following her relationship with Giuseppe Montesano, her co-di-
rector at the school.

inspirational personalities in marias career

2. Due to her passion full education Maria started attending courses in teaching/ pedagogy she
started studying the works of previous educator’s on formal education for children under 6
years of age like Jean Jacques Rousseau, Johann Pestalozzi and Fredrich Froebel.

(The first Montessori environment was opened on the 6 January 1907 in San Lorenzo, Rome, Italy, by Dr Maria Montessori. Through Dr Montessori's
observations and work with these children she discovered their astonishing, almost effortless ability to learn. Children taught themselves! This simple
but profound truth formed the cornerstone of her life-long pursuit of educational reform.)
https://montessori.org.au/first-casa-dei-bambini

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. Maria was offered the opportunity to introduce her materials and
practice to 'normal' children.

Daycare medical officer

montesssori reputation as an educator, she was offered the position of a medical officer to run
a daycare center.that was organized for theh working class children.she faced disapproval from
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family and colleagues they believed she should continue working for special needs children.but
maria took this challenge to workfor typical children as well.

Casa dei Bambini,

jananuary 6 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.casa dei bambini was the cra-
dle of Montessori method.

Montessori was invited to oversee the care and education of a group of 50 to 60 children of lowin-
come families with working parents, in a new apartment building located in the San Lorenzo slum
district, in Rome.

The daycare turned school was later named as casa di bambini,a preschool for children age 3 to6
years.her first school became a great success and soon all Italy over schools began following her
model of education.

Maria’s pedagogy

It was based on the belief in the creative potential of children, their drive to learn and the right of
each child to be treated as an individual due to their independent will to learn. She developed physi-
cal objects called materials that the child would touch and work with. The teachers acted as guides
and would help the child understand the concept and keep order in the classroom but they did not
necessarily tell the child what to do, when to do, or exactly how they were supposed to do.

Maria observed that when her techniques were applied on children performing a task, they would de-
vote their entire focus on that and would not stop until they had completed the task. She also found
that after the child performed the mental exercise they were happier and seemed healthier. These ob-
servations helped her revise and improve her methods for educating normal children

The idea of Montessori Educational Approach gained popularity all over the world and soon
Montessori Schools were sprouting up in countries like America, Germany, France, China and India
among other nations from 1915 to 1939. She covered countries like Spain, The Netherlands and The
United Kingdom in 1939.

World War 1922 and its effects on montessori

Mussolini appreciated Montessori’s way of teaching and mandated that all schools private or public
should observe her teaching methods. But later when Maria refused to teach fascism in her schools
rather encouraged independence, Montessori schools across Italy were closed immediately and Maria
Montessori was exiled. Later in Germany too, all the Montessori schools were closed for the same
reason but they went to a further extreme, the books of her teachings and materials were burned.

Maria rebuild Education system in india.

she left Italy, went and lived in India where she would live for the rest of the war.she helped rebuild
the education system in India. During World War II, she saw a need for peace, which grew even
more that she included peace education in her teaching philosophy
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marias teaching methodology

With the help of her son Mario, Maria further solidified her method materials in the curriculum.
Montessori scorned conventional classrooms, where “children, like butterflies mounted on pins, are
fastened each to his place.”

She sought to teach children by providing them concrete material and organixig situations conducive
learning with these materials.

Importance of peace with grace and curtesy

Maria highlighted the importance of peace education. She believed that the concept of grace and
courtesy should be taught to the child at a young age. As the child gets older they are taught conflict
resolution and how to peacefully solve both personal and interpersonal problems. They're also taught
a sense of a global community rather than us versus them world.

Maria truly believed that children are the future. She believed that the establishment of lasting peace
is only the work of education. All politicians could do is keep us out of war. The fundamental idea of
Maria’s philosophy is based on the growth of the child's mind and nurturing of the child's needs for
learning. Maria thought that children could be taught in a better way rather than the traditional mem -
orizing and cramming technique. She stood up by creating a method of learning that allowed the
child to be independent.

Learning through materials

Her teaching methodology was based on learning using physical objects, helping the children im-
prove their skills that would later prepare them for the real world. She discovered that certain simple
materials aroused interest and attention in young children. These materials included beads arranged
in graduated-number units for pre-mathematics instruction; small slabs of wood designed to train the
eye in leftto-right reading movements; and graduated series of cylinders for small-muscle training.
Children between three and six years old would work spontaneously with these materials, indifferent
to distraction, from a quarter of an hour to an hour. At the end of such a period, they would not seem
tired, as after an enforced effort, but appeared refreshed and calm.

Undisciplined children became settled through such voluntary work. The materials used were de-
signed specifically to encourage individual rather than cooperative effort. Group activity occurred in
connection with shared housekeeping chores.

In the Montessori system biological and mental growth are linked. “Periods of sensitivity,” corre-
sponding to certain ages, exist when a child’s interest and mental capacity are best suited to the ac-
quisition of certain specialized knowledge.

Maria Montessori’s highest awards and recognitions

*Maria was pictured on the Italian 200lire coin and 1000lire in 1990

*
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*She was nominated consecutively for 3 years for the nobel prize.

*She received a standing ovation at a unesco conference in 1950

*The French honored her with the medal of the legion of honor.

Montessori Demise

As the World War II ended Maria returned to Europe, spending her final years in Amsterdam. She
died peacefully, in a friend’s garden in, Norwich, South Holland Netherlands on May 6th 1952 at the
age of 81. She was buried where she died as she considered herself as citizen of the world.she will be
rememberd for her dedication,efforts through her method which has helped the children of all times
to be better humans.

A woman much ahead of her time

Q2 Write a note on the first Casa dei Bambini. Also explain how did Montessori Method develop
there?

January 6, 1907 first Montessori School The Case de Bambini

In 1906, Dr. Maria Montessori, an Italian educator, physician, and scientist, who had just judged an inter-
national competition on the subjects of scientific pedagogy and experimental psychology, was invited to
join a child care center in San Lorenzo, a poor, inner city district of Rome. There, she had to engage with
the most unprivileged, and previously unschooled, children of the area
January 6, 1907, Maria opened first Montessori School “The Case de Bambini” the house of chil-
dren
In the San Lorenzo District of Rome Maria Montessori had finally the chance to test her program and
ideas with the establishment of the 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 de-
signed 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
first children’s school, the Casa dei Bambini, which opened in one of the poorest districts of Rome.
Methods of Montessori
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
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.
Focus on self-determination and self-realization
An emphasis was placed on self-determination and self-realization. This entailed developing a concern
for others and discipline and to do thlong, the children exhibited calm, peaceful behavior, periods of deep
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concentration, and a sense of order in caring for their environment. She saw that the children absorbed
knowledge from their surroundings, essentially teaching themselves. Utilizing scientific observation and ex-
perience gained from her earlier work with young children, Dr. Montessori designed unique learning materi-
als for them and created a classroom environment that fostered the children’s natural desire to learn is chil-
dren engaged in exercises in daily living. These and other exercises were to function like a ladder.

visit of asylum and introduced reforms

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.
Overwhelmed response
Six months after the inauguration of the House of Children, some of the mothers came to Maria and pleaded
that as she had already done so much for their children, and they themselves could do nothing about it be-
cause they were illiterate, would she not teach their children to read and write? At first Maria did not want
to, being as prejudiced as everyone else that the Children were far too young for it. But later she introduced
them to alphabets. Maria analyzed the words for them and showed that each sound of the words had a sym-
bol by which it could be materialized. It was then that the explosion into writing. While the children were un-
truly at first.

Marias focus on child inner urge

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 be-
came a professor, and occupied the chair of Anthropology and the Chair of Hygiene at the Magistero
Feminine 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 cur-
riculum 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 essen-
tial for her pupils.
Developed a teaching program
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 Froebel Ian lines (al-
though she also drew on Rousseau and Pestalozzi). She ought 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.
Serve the child
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).
Success of Montessori method
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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. ews of the school’s success soon spread through
Italy. On April 7, 1907, Dr. Montessori opened a second Casa dei Bambini, also in San Lorenzo. And on Octo-
ber 18, 1907, in Milan, she opened a third Casa.
Dr. Montessori succeeded brilliantly and received world acclaim.

Q3 elaborate the discoveries made by Maria Montessori by observing the child?

Maria Montessori, after her struggles in educational system and immense experimentation, Montessori
devised a methodology to make the educational system according to the needs of the child by observa-
tion. She wanted a systematic technique that should help the students to satisfy their inner urges and
learn practically.
For this purpose Maria Montessori derived technique is known as Montessori Method of teaching

Below is a detailed disclosure to all the discoveries Maria made while observing the ‘child’.
1) Child prefers work over play
Montessori observed that the children were more interested in academic materials than play-
ing with toys
2) Child’s inner need for freedom and constructive work

Maria observed that children were keen to use the educational material more than the given
time to play then it was believed that the freedom and materials play an important role for the
children to do constructive activities this element was observed repeatedly which showed a
great sense of concentration and interest by the children. If they are given freedom suited the
developmental age of the child.
3) Child values order
Child follows the rule of ‘A place for everything & everything has a place
Maria observed that child needs order and consistency around him in everything the proof came when
the children putting things back at their proper places after doing activities the order is linked with rou-
tines procedures values, and activities if order is no observed the child gets disturbed and affected nega-
tively in his personality.
4) Natural motivation of a child
It is natural that a child responds positively depends if his inner needs are fulfilled
A child needs no reward or gift materials it follows only their natural motivation to work and
To satisfy inner drives. An appropriate environment and developmental opportunities is the best
Motivation of a child they feel satisfied and motivated once their inner demands are fulfilled unlike
Grown-ups they don’t work for any reward or incentives.
5) Natural ability to choose activities
Dr Maria once recognized in her absence that children in the class started their work by selecting
materials themselves so the children have a natural capability to choose and work according to their
intellectual and physical capacity the child’s natural inner urges are always guiding him to choose the
right activities in the environment.
6) True learning with concentration
There is a close connection among interest, repetition and concentration the suitable environment
And opportunity needs the child’s interest with this interest to work results in spontaneous repeti-
tion of an activity done with interest and focused mind the natural results is concentration dr Maria
observed child’s concentration in activities is not a trivial thing even a master of 3 years old can be-
come a master of his hand the inner construction takes place when they are concentrating
7) Normalization through Purposeful activities
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Normality depends on providing rightful conditions necessary for children developments on the con-
trary child will get disturbed and developmental errors will occur the child will go in deviation only
the appropriate activities for a reasonable time in a suited environment will allow the child to work
With normality
8) Child needs activities in multiple areas
The magic of Maria’s wide ranging materials and activities was the source to developmental growth
at that time she focused on upgraded designing of materials and activities in accordance with child’s
mental capatibility these multiple areas ranging from sensorial stimulation, language, art, culture,
mathematics, literacy, sciences, to exercises of practical life
9) Child is naturally civilized and well behaved
After Montessori discovered that in scientificly prepared environment children show orderly, re-
sponsible and caring behavior and second important factor is the natural one the child is naturally
well behaved, lawful and positive.it is called normality
but if suitable conditions are missing the child becomes destructive, stubborn and disobedient it is
called deviation.
10) Child growth interrelated with independence
Dr Maria found that all efforts to grow are efforts to be independent the child requires a limited help
from parents to do their task. Unnecessary help is a hurdle between child’s needs and satisfaction. In
Montessori class rooms a rule is followed “help me do it myself” the child learns more by themselves
independently.
11) Environmental engineering is a must
Dr Maria believed that the classroom environment plays a vital role in child’s learning process she
designed the classrooms, tools and materials according to the needs of the children.
She created a child sized world miniature bowls, knives, trays, pitchers, furniture and low heighted
shelves.keeping in mind the children access and comfort the child learning can be disturbed with un-
supported environment rather than normality.
12) Treat child respectfully
De Maria encouraged the teachers and parents to treat the child respectfully she acknowledged the
fact from her observations in theirs amazing potential energetic response and positivity in their na-
ture when they were treated with respect and got listened and heard what they wanted to say. So
she said the children showed how to teach them.
13) Real obedience
Classroom discipline comes with obedience and obedience is based on getting love respect and ac-
knowledgment when obedience leads to inner happiness and self-satisfaction of a child it becomes
real obedience
14) Discipline comes through freedom
In casa dei bambini the children showed excellent behavior and sense of responsibility without the
need for rewards or punishment it was only the suitable environment of freedom to move around
freely to do purposeful activities as per their desire the true discipline is achieved through freedom
15) Children are underestimated
It was found that children were not given proper attention and their choice was not accepted which
was a big draw back in their social and educational environment dr Maria advocated the importance
and value of child’s opinion and choices and so she developed a systematic series of activities of
gross and motor skills and other areas as sciences, art, geography, mathematics the children showed
total development amazingly in these complex areas as well.
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Q4 describe sensitive periodss and write short notes on the following;

a) Sensitive Period for Language
b) Sensitive Period for Mathematics
c) Sensitive Period for Movement

sensitive periods
The term sensitive periods was used for the first time by a dutch geneticist hugo de
The term Sensitive Period was first used by a Dutch geneticist Hugo de Vries (1848-1935).
Life cycle of porthesia butterflies
During his work with the biological life cycle of the Porthesia butterflies
. He figured out that young caterpillars have a special sensitivity to light. As they grow older, their digestive
tracks mature and they lose this sensitivity as can now stay deeper in trees and feed on tougher leaves.
Hence he hypothesized that the appearance and disappearance of sensitivity, is crucial to the well-being and
survival of an organism.

This concept of sensitivity was adopted by Dr. Maria Montessori to refer to the important developmental
periods in a child. Maria noticed that during the sensitive period, child develops in certain areas, both physi-
cal and intellectual very rapidly and learns at an amazingly fast pace. She also inferred that child starts taking
interest in specific activities and repeatedly performs them during this time.
According to her the most important sensitive periods occur between birth and age six of a child. She named
them as the ‘Window of Opportunity’
The sensitivity period to a particular stimulus in the environment is short lived and does not repeat. The neu-
ral circuitry in the brain is best set up for quick and effortless acquisition of particular skills. Once the period
has elapsed, the brain never goes back to that ripe state again.
Each sensitive period brings along certain predispositions and strong inner urges to behave in a particular
way. Child repeatedly engages in the activities that satisfy those urges, ultimately resulting in acquisition of
important skills without making conscious effort.

Child is not inclined to incentives. He does not require any reward rather receives joy and satisfaction from
the process itself, during the sensitive period. When a child’s inner urge remains unaddressed, he gets dis-
turbed and shows aggression. This state was referred to as ‘Deviation’ by Maria. When a child is exposed to
suitable activities in the appropriate environment to fulfill his inner drive he displays an orderly and responsi-
ble behavior. This phenomenon is called ‘Normality’. So a suitable environment and freedom to do activities,
driven by sensitive periods help child to normalize.
Diagram

Sensitive Period for Language

Children have a remarkable tendency to learn languages. The incredible lingual progress during the early
years is because of the arousal of sensitive period for language development.
 Duration:
Sensitive Period for Language begins from 7 months in utero and continues till 6 years of age.

Effortless Learning: During the sensitive period for language, the brain has an inherent automatic learning
capacity to learn languages. The child learns all aspects of natal tongue at a surprisingly fast pace with per-
fection. All this is done without exerting any conscious effort by the child.

 Sub Categories for the Sensitive Period of Language: The period is further divided to 3 sub-periods, in-
cluding; -
1Sensitive Period for Spoken Language –
2 Sensitive Period for Writing –
3 Sensitive Period for Reading
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Sensitive Period for Listening & Spoken Language:

Sensitive Period for Listening and spoken language starts from birth and continues till approximately 3
years. According to some scientific studies the language learning begins even before birth, while the child is
still in his mother’s womb. The child begins to hear and interpret sounds in his environment during the third
trimester. He can even recognize the language his mother speaks.
Language learning is a complex process that involves mastery over several skills.
The sensitive period for listening and speaking languages can further be subdivided to shorter sensitive peri-
ods,
such as sensitive period for learning to discriminate between the sounds of our native language, takes place
during the 1st year, while the sensitive period for learning words occurs later during the second year. Child
gets fascinated upon hearing unfamiliar languages and becomes eager to learn them.
At this phase of his life, he has a God gifted ability to learn as much as 5 different languages at a time. The
child progresses from cooing to babbling to simple words to phrases to simple sentences to conversation.
Another amazing aspect is their continuously expanding vocabulary and comprehension.

An appropriate learning environment and active interaction are vital for a child to learn language.
Acquisition of languages also enhances his social confidence and gives him a feeling of being independent
and worthy. An environment rich in lingual simulation must be provided to the child by his parents and
teachers, in order to polish his communication skills. According to a scientific research, the more exposed a
child is to new words by the age of 3, the more developed his brain is and consequently the more successful
he grows to be in life

Recommended Practices for Sensitive Period for Listening and Speaking; -

Children learn the sounds/ phenomes used in a language by listening to conversation. Hence it is very im-
portant to speak in a clearly understandable tone and precise manner, avoiding baby talk. Children often
mispronounce a word, as they have just started speaking.

*Elders should not copy the child and speak with the correct accent. Every household member should play
his part in improving the communication skills of the child. Grandparents, siblings, relatives, everyone should
be engaged.

- Initiate conversation and engage the child in it. It is very important to create opportunities for the child to
speak as much as possible.

*Asking questions is a great way to start a conversation. –

*Read or sing to your child. –
*Instead of anticipating and fulfilling child’s needs, allow him to express what he wants. –

Listen to the child with full attention ant patience. A small conversation with undivided attention and mean-
ingful eye contact will held him refine his communication skills. When we show the child that what he says is
important to us, it boosts his self-esteem and confidence. –
Introduce complex vocabulary to children.

Don’t underestimate their potential and enrich them with new words as frequently as possible. Instead of
using slang, use proper words (nouns & adjectives).

 Sensitive Period for Writing:

Sensitive period for learning to write ranges from 3.5 to 4.5 years of age. It starts before the sensitive period
for reading. Various writing exercises such as tracing, writing on paper, sand trays, chalkboards etc. are intro-
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duced to the child at this phase. Children are so motivated to trace, draw and color during the time, that
they don’t even spare the walls and furniture. Moreover segmentation exercises should also be practiced at
this stage. Children are pretty interested in how words are made up of phonemes, so engage them in move-
able alphabet exercises to write words.

Sensitive period for reading

Sensitive period for reading lasts from 4.5 to 5.5 years. Child displays a large interest in reading at this
time. Library corners are organized by Montessori schools with 3 different reading levels books for the
children. As the children get mastery over one level, they are introduced to the other. Eventually child
switches from guided reading to independent reading of complex and advanced books.

diagram
Sensitive Period for Mathematics

The sensitive period for numbers starts when a child is 4, and lasts till he turns 5.5 years of age. During
this time the child is largely fascinated by numbers, quantities and mathematical operations. Numerals,
measurements and counting are something we have to deal with on daily basis.
Children during their sensitivity period display a keen interest in mathematical concepts. Maria termed
this as ‘The Mathematical Mind’, which refers to the unique ability of human mind in managing order,
exactness, estimation, quantification and calculation. If the mathematical concepts are properly intro-
duced during the sensitivity period, child develops a positive relationship with numbers. Maria believed
that child is hand minded and so created hands on mathematical material for the children relating to
counting, numerals, decimal system, mathematical operations, algebra, geometry etc.

Sensitive Period for Movement

The effort to move and acquire motor skills begins as soon as a child is born. Children have a fabulous
stamina to move around untiringly in contrast to adults. The development and coordination of their motor
skills directly depends on how much they move. As the child achieves proficiency in his gross and fine
motor skills, he becomes more independent and enjoys greater freedom from elders.

Gross Motor skills involve bigger muscles such as rolling, sitting, crawling, pulling, pushing, and walking
etc. whereas fine motor skills involve smaller muscles of the hands, fingers, and wrists such as grasping,
twisting, turning, holding, cutting and writing etc. with hand. Sensitive period of Movement is further sub-
divided to two categories; -

*Acquisition
- *Refinement

Acquisition of Gross & Fine Motor Skills

This period starts from birth and lasts till the child turns 2.5 years. During this phase, child practices to
control and coordinate his movements. Their constant vigorous movement, strengthens muscles, im-
proves hand and eye coordination and develops spatial awareness and balance. Child must be provided
with a suitable environment that is safe and attractive and encourages him to crawl, pull up and walk
around. Low furniture which the child can easily climb to or open the drawers of may be placed. Toys
should be kept at low heighted, easily accessible shelves. Fragile items must be secured so that the
child may independently move around in the house without any safety risks. Moreover child should also
be frequently brought outside.

Refinement of Gross & Fine Motor Skills

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This phase that begins from 2.5 years till 4.5 years is characterized by the precision, refinement and
better coordination of movement. The already acquired gross and motor skills are polished during this
phase. Child gradually moves from simple walking and running to skipping and walking on a line. He
learns how to use both hands in coordination such as threading beads, building towers, and spooning
beans from one jar to another etc. Montessori classrooms provide multiple opportunities to the child to
refine his gross and fine motor skills during the sensitive period by introducing appropriate material and
activities.

Q5. Write short notes on the following core concepts of Montessori education;

a) Mixed Age Group

b) Spiritual Embryo
c) Absorbent Mind
d) Prepared Environment
e) Focus on Individual Progress Answer

The Montessori educational system is based on some key principals that lay the very foundation of the
Maria’s educational philosophy. Montessori Method cannot be implemented in the true sense if any of
the below mentioned, core distinctive feature is missing.

a) Mixed Age Group Montessori concept of schooling is different from the conventional one. It aims at
introducing Mixed Age Classrooms that comprise of children with varying ages accommodated in a
single room. Rather than segregating the children on the basis of their grades/ age, they are grouped
together depending on their developmental stages of childhood.

b- Montessori Mixed Age Schooling is a Three Years Cycle and based on this concept, the classrooms
are divided into seven levels or categories;

 Level 1: Infants (birth – 18 months)

 Level 2: Toddlers (18 months – 3 years)
 Level 3: Early Childhood (3 – 6 years)
 Level 4: Lower Elementary (6 – 9 years)
 Level 5: Upper Elementary (9 – 12 years)
 Level 6: Middle School (12 - 15 years)
 Level 7: Secondary (15 – 19 years)

There are multiple advantages of schooling children in mixed age groups, according to their develop-
mental stages. A few of them are narrated below;

 In the real world we live and interact with mixed age groups, in our daily routine. If education is prepar-
ing us for real life, it should be like real life. Montessori schooling acknowledges this need. Interaction of
multi aged students in a Montessori classroom polishes their socialization skills.

 It is generally observed the children tend to learn a lot by imitating their peers. In a Montessori class-
room younger children observe the older ones and quickly progress to the next level of learning by imi-
tating them. This opportunity is missing in a conventional classroom where all students are same age.

 Students experience consistency and develop deep association with their teachers, peers and envi-
ronment throughout the three-year period in a Montessori mixed age classroom. Moreover teachers get
to know students really well, their mental capabilities and when to introduce the next step in learning.

Younger students without any hesitation or awkwardness gracefully seek help from their peers, and in
return happily assist them in tasks. Later these students following the footsteps of their older peers lend
help to their juniors.
 Discipline is exercised in its true spirit as older children abide by the code of conduct, while the
younger simply follow them.
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 Presence of younger children in the classroom helps create a sense of responsibility in the older ones.
The older students help their juniors and become morally stronger individuals.
 When same aged individuals are introduced to a class, they would all have same needs depending on
their physical development and natural urge. This creates a scarcity of resources due to high demand.
On the other hand, when multi aged students are housed together the natural process of give and take
becomes uninterrupted, since everyone does not need the same thing, in the same amount, at the same
time.
 Students tend to exercise their discretion while opting for their tasks in a better way. Since the
Montessori classroom has mixed age materials suitable for a given age only, hence it is indeed the exer-
cise of WILL and selection choice of students while opting for their work.

b) Spiritual Embryo
According to Maria Montessori the human being passes through two successive embryonic
stages in his life time
! The Physical Embryo (inside the womb) and
! The Spiritual Embryo or Psychic Embryo (after birth until 3 years of age)
Just as the physical embryonic stage is the most significant period in the human physical development,
Maria emphasized that the spiritual embryo is the most crucial phase in the psychological, spiritual and
intellectual development of a child. Dr. Montessori believed that there were striking similarities between
the two embryonic stages. –

Firstly, the embryo during both these stages needs protection. A physical embryo is protected by the
amniotic sac in the womb. Whereas a spiritual embryo needs protection, love, care and respect from the
people around it, family and surroundings where his inclinations and predispositions are not suppressed.

*Just like the fetus is most vulnerable to any harm during the embryonic stage in the womb,
Similarly the child during the spiritual embryonic stage is susceptible to negative influence by the envi-
ronment. Hence both the stages are crucial in the developmental process. –
*The physical embryo via umbilical cord absorbs nourishment and oxygen from the placenta, which has
a rich supply of blood.

spiritual embryo is nourished through senses, both in qualitative and quantitative terms. The senses in
quantitative aspect refer to amount of sensory stimulation through interaction with the environment, while
qualitative aspect is the positive or negative influences in the environment. A child should be provided
the maximum opportunity and liberty to indulge in his favorite purposeful activities, moreover a develop-
mentally appropriate environment must be prepared and offered to the child.

The child/ spiritual embryo craves for psychic development, and knowledge/ learning is the most integral
nutrient for him. A child also needs to be emotionally and physically nourished. He needs harmony in re-
lationships, prevention from abuse and violence, and respect and support from his family, in doing his lit-
tle ventures.
 Lack of a suitable environment that is rich in sensorial stimulations can result in improper social,
emotional, lingual, psychic and intellectual development of a child.

 c) Absorbent Mind
Maria observed that the child has a tremendous tendency to absorb information from his surroundings,
just like a sponge.
From birth till a child turns six, he learns at an incredibly fast pace and without much struggle. This is be-
cause during this span the natural phenomenon of neural development takes place. As we grow older
we eventually start losing this exceptional ability and our mind undergoes a transition from the absorbent
mind to the reasoning mind.

The absorbent mind lays the foundation of a child’s personality. It helps him carryout tasks of inner
construction. Absorbent mind welcomes everything around him which creates and constructs mankind.
 Madiha Awais Roll # D19694

This is why Maria said, “Child is the father of man”. The metaphors normally used for the absorbent mind
are; a sponge that soaks any kind of liquid and a camera that captures exact duplicate image of every-
thing around it.
A child’s mind and learning ability is quite different from that of an adult. Hence young children should
not be treated and taught like adults. A child’s brain undergoes extreme neuronal activity and smoothly
absorbs everything around it. Maria was of the view that a child ought to be provided with freedom and a
scientifically prepared environment, which caters his intellectual developmental needs. Rather than dic-
tating a child as in a conventional school, children should be given the liberty to opt for their desired ven-
ture in a suitable environment.

Montessori categorized the absorbent mind into 2 sub phases; -

Unconscious Absorbent Mind (Birth to 3 years) –
Conscious Absorbent Mind (3 to 6 years)

 Unconscious Absorbent Mind

During this span the brain absorbs everything without any conscious effort and knowledge. This is a
phase of child’s identity and personality construction. He improvises his language, movements, intellect,
memory and emotions. The child actively learns from his peers and tries to follow and imitate them. He
masters mimicry during this period.

 Conscious Absorbent Mind

The second phase of absorbent mind also involves the spontaneous acquisition of information but now
with a more conscious effort. During this phase the child consolidates and reassesses the knowledge he
unconsciously gathered during the previous phase. The child also becomes susceptible to adult influ-
ence and starts becoming disciplined.
At this stage a child must be exposed to a suitable environment and the freedom to exercise his
choices. Unnecessary adult involvement should be avoided and child should be given the liberty to per-
form his task independently.
One more captivating aspect of this phase is that the hand becomes the instrument of mind. The child
explores everything through his hands. He focuses on multiple learning domains such as writing, read-
ing, computations, geography, arts, science, music, culture, religion and physical activity.

The Absorbent Mind and Sensitive Periods are interlinked concepts. Each sensitive period allows
the child to absorb a particular aspect of the environment only, excluding the others. By the end of 6
years, the child’s personality is almost completely developed and he enters from the stage of absorbent
mind to reasoning mind.

c) Prepared Environment Montessori

After detailed study and based on her scientific observations devised a classroom setup that could
cater the developmental and cognitive needs of children. She referred it as the Prepared Environ-
ment.
The prepared environment consists of the following core features; -
The prepared environment is not merely a philosophical conception rather based on detailed scien-
tific study. Maria developed different Montessori material, activities and techniques and tested their
results over children just like a scientist.
Hence we can conclude that the prepared environment is a scientifically designed environment. –

The prepared environment is divided into 2 areas,

the indoor and the outdoor.

* Indoor Prepared Environment:

 Madiha Awais Roll # D19694

This setup resembles a home. Montessori environment is more like a children’s house rather than a
conventional school. Montessori realized that an environment with disproportion and inaccessible objects
is a hindrance to child’s freedom of development.Hence in a Montessori home nothing is out of propor-
tion. It is a child sized world with furniture, fixture and fittings, utensils, tools and equipment, infect every
household necessity the size suitable for a child’s use.
There are low sinks installed in wash closets and kitchen, low cloth lines for pegging laundry, child sized
cleaning and gardening equipment so that a child can participate in the chores just like an independent
member of the house.

The indoor prepared environment in Montessori houses is divided into five different subject ar-
eas;
* Language
* Mathematics,
*Practical Life,
*Sensorial Development,
* Culture and Science.
Each subject area has low shelves containing appropriate material regarding the specific subject.
The areas are maintained at a little distance apart to prevent any confusion. Additional areas like li-
brary, peace corner, hobby workshop, science point, storage area for keeping student belongings
may also be devised.

Outdoor Prepared Environment:

Outdoor prepared environment involve age appropriate activities considering the developmental
needs of children in mind. The outdoor environment should focus on care of environment, freedom of
choice, concrete hands on experience, gross and fine motor movement, practical life skills, creative
play and physical education while opting for activities. A garden should be arranged where children
can grow, harvest and yield on their own using child sized gardening tools.

Teacher should encourage children to take care of the plants. Practical life exercises can also be
performed outside like watering, growing and harvesting plants, sweeping fallen leaves, washing
pathways etc. Moreover some art activities may also be performed outdoor. Physical activities, exer-
cise, games and sports that not only improve motor skills but also instill the concept of teamwork
among students, must be introduced outdoor.

A direct connection with nature is crucial for a child’s development; hence a quiet place dedicated for
meditation or simply observing the environment around, must also be setup in a Montessori school.
 An integral part of the prepared environment is the constant maintenance of order. There is a
place for everything and everything has a place. Once a material is placed at a particular spot on
the shelf, it stays there throughout the course of three years. Only a few items should be placed
on a shelf in a way that they look orderly and easy to choose. Not only the material but consis-
tency and order should also be maintained in routines and procedures in a prepared environ-
ment. –
 Maria advocated that the children should be provided with a beautiful, calm, serene and aestheti-
cally attractive environment. Montessori classrooms are spacious with neutral colored walls and
soft lighting effect via floor and table lamps. Bright florescent lights, classrooms clustered with
furniture, walls overwhelmed with wall charts, black boards and bulletin boards are to be avoided

* Montessori houses encourage child movement .The child has the liberty to move around and
interact with each other and the environment unless he does not disturb anyone or damage anything and
maintains order. Movement is important for a child’s inner construction, normalization and development
of motor skills.
* Prepared environment facilitates and appreciates social interaction with teacher, peers and other chil-
dren. Children work together, extend and receive help which incorporates grace, respect and courtesy in
their personality.
 Madiha Awais Roll # D19694

e) Focus on Individual Progress

Every individual is unique. No two human beings are alike. We have a different genetic makeup, physical
traits and mental capabilities. In a Montessori house this uniqueness is warmly welcomed and treated
with respect and appreciation.

Montessori schools focus on child’s individual progress in the following ways;

- Provision of Self-Paced Individual Activities:

Every child in the Montessori school is treated as a distinct individual and is granted complete freedom
to exercise his choice in a prepared environment, to flourish in to a unique being. He is not pressurized
to follow specific instructions and perform delegated tasks as in a traditional school. There is no defined
curriculum, timetables or deadlines. Most of the activities are done by the child individually, at his own
pace and for as long as he likes.

Freedom within the scientifically prepared environment, along with adult supervision, nourishes the
child’s physical, mental, emotional and social capabilities.
Presence of an orderly environment and by taking responsibility hebecomes normalized. Montessori
teachers catering the individual developmental needs of their students deliver solo presentations and
lectures.
Moreover group lessons may be given to small groups of children who are in the same sensitive period.
Whole class teaching is not applicable in a Montessori house. –

No Competition:
Montessori houses respect individual differences and varying progress pace of students. No two stu-
dents are compared with one another. Montessori believed that every child is intelligent in his own way
and may have a greater aptitude in a different domain.
Competition is a negative trait being drilled in the minds of children nowadays. Human being can cre-
ate an ideal peaceful world, which is in complete harmony with all the components of the environment,
leading to the foundation of a constructive society. In a Montessori school students are taught peace,
sharing and respect. For them win- win is the most ideal situation rather then I win, you lose. –

No Examinations:
Montessori schools do not rely on examinations and tests to assess student progress rather teachers
maintain individual observation sheets and portfolios in the form of notes, pictures and videos of stu-
dents. There are no regular tests or examinations as they have their own limitations and drawback.

Firstly exams mostly focus on assessing a student’s memory and cramming skill, which is a very limited
perspective to judge an individual.
Secondly no test can measure the true potential of a child. Thirdly regular examinations invite unhealthy
competition and pressure.

- No Reward, No Punishment:
Maria prohibited the implication of reward or punishment. She believed that praise, help, or even a
glance can interrupt the child and break his tempo of the activity. As soon as the concentration has be-
gun, act as if the child does not exist.

Montessori educational philosophy aims at exercising child’s inner predispositions in selecting activities
rather than the longing of any reward or fear of punishment. Their natural inner drives are sufficient to
motivate them. The satisfaction attained from engaging in appropriate activities in a suitable environment
is a reward itself. Suppression of natural drives through rewards and punishments or through any other
means adversely affects a child, passing through his sensitive period.
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