Uzlifat Afzal

ROLL No:-D19660
Assignment Module:-1
Q1:- Write a biographical note on DR. Maria
Montessori in your own words.

Dr. Maria Montessori was an Italian scientist (1870-1952) whose name

has now come to be inextricably linked to preschool education. Her
experiments and observation of young children at the beginning of the
twentieth century has radically changed the way we look at the child
today. Maria Montessori was born in a small town called Chiaravalle in
the Province of Ancona on August 31, 1870. The time of her birth was a
time of great turmoil, of nationalist fervour and unity. New social
influences were sweeping through the newly unified nation under a
popular monarchy. The world of science in Europe was expanding in all
directions. The internal organs of the opened human body were being
studied. The layers of the earth were being excavated and laid bare. The
structure of matter was being closely examined. Darwin had forced
biology to a new frontier with the Origin of the Species. Machines
driven by the power of coal and electricity were conquering the world.
Society had changed forever and this had triggered the process of social
and economic restructuring at every level. Western science was dealing
with the truth of the physical world and this had forced close
examination of theology and spiritual beliefs. New universal
philosophies like Theosophy, Fabianism Free Masonry were beginning
to embrace a wider vision of the struggle of humanity across time and
space. The young Maria’s parents were Alessandro Montessori, a
civil servant and Renilde Stoppani, a well educated woman. The family
moved to Rome when Maria was five years old. At the age of 16, she
attended a technical school, with an unusual interest in engineering.
Developing a keen interest in natural science Maria became determined
to enter medical school. Overcoming many challenges both within the
family and in wider society, in 1896 she became the first woman in Italy
to qualify as a medical doctor. As a doctor and an assistant in a
psychiatric clinic, Maria Montessori visited asylums and came into
contact with mentally retarded children. Within a short time she became
co-director of the Orthophrenic School and became involved in the
education of children with difficulties in learning. In the course of her
pedagogical studies she became familiar with the ideas of Rousseau,
Pestalozzi and Froebel. She was particularly interested in the work of
two Frenchmen Jean-Marc Itard and Edouard Séguin. Emphasizing
the education of the senses, these scientists had spoken of the need to
respect each individual child and of the importance of developing
perceptual and motor skills. At this time, construction began on a new
development in San Lorenzo, a poor area in Rome. The children of the
workers damaged and vandalized the building sites while their parents
were at work. The developers persuaded Dr. Montessori to open a school
to provide these children with some occupation. The casa dei bambini
was opened on January 06, 1907. The casa dei bambini employed no
teacher, just the porter ’s daughter, to take care of the entire group of
around 40 children who had been gathered together. Dr. Montessori
equipped the school with some of the materials she had used in her
earlier work in the Orthophrenic school. The children were between
2½ to 6 years. Observing them, Dr. Montessori discovered that the
children worked with the materials without being prompted and often
exhibited signs of deep concentration. She came to realise that, if in a
suitable environment which nurtured developmental laws, children
educated themselves without being taught by a teacher. For children of
this age who were in a mixed age community the environment was the
teacher. The children in the casa dei bambini made extraordinary
progress and the news of young children learning to write and read on
their own brought Maria Montessori fame across the world. Within a
very short time, what began in San Lorenzo, now known as the
Montessori method, spread rapidly. Dr. Montessori went on to declare
that she had ‘discovered the child ’ and glimpsed ‘the secret of
childhood. ’ The school attracted eminent visitors – royalty,
statesmen and academicians. Mussolini became a prominent member of
the Opera National Montessori in Rome. Many Montessori schools were
set up. From then on Dr. Montessori ’s life became dedicated to this
educational experiment. She ran training courses for teachers from
different parts of the world. Those were difficult times in Europe. Dr.
Montessori, first living through World War I bore witness to the rise of
Fascism and Nazism. Dr. Montessori founded the Association
Montessori International (AMI) in 1929. The objective of the
organization – to uphold, propagate and further pedagogical principles
and practice for the full development of the human being –
represented her broad social mission and her belief in the freedom of the
individual. Dr. Montessori believed that raising children in a harmonious
environment prepared to fulfill their needs would create a better society
and a better future.
Q2:- Write a note on the first casa die Bambini. Also
explain how did Montessori method develop there.
The First Casa dei Bambini:- 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.
The following is a summary of a talk by Dr. Maria Montessori to her
students on the 6th January 1942, celebrating the anniversary of the
inauguration day of the first House of Children: Today is the anniversary
of the opening of the first House of Children. When I tell you briefly
how it started, the few words of its history will seem like a fairy-tale, but
their message may also prove useful. Many times people ask with doubt
in their minds whether the method is suitable for poor children and
whether it is at all adaptable to them. In order that you may be able to
answer such questions, I should like you to have a small idea of how our
work started, of the indirect way in which it has arisen. It came about in
a strange way, I have pondered much about it and tried to understand the
reason for it. I don't know if it is an indication of destiny, or if it was
established by fate itself. All that I know is that it has something to do
with the House itself. It may seem curious that I express it in this way
but I do so to render the ensuing story clear. Many years ago, Rome was
a capital of a state in very rapid development, which manifested itself in
a mania for building. Every small available space was utilised to build
houses, every little open square. One of the many was delimited on one
side by the old Roman walls which had witnessed many battles and on
the other by the modern cemetery. This area was the last place to be
filled, no doubt because of the superstition that it was not lucky to live
near the dead, for fear of ghosts and also for hygienic reasons. But
probably because of the beautiful and historical situation, one building
society decided to stake its money into building there. It was a
tremendous scheme, five houses on the scale of palaces, 5 or 6 stories
high. But the idea had been too vast so that the society went bankrupt
before the building were completed and the scheme failed. The work
was interrupted and left to stand. There were only the walls with open
holes for doors and windows, there was no plumbing and the erections
stood as a sort of skeleton. For many years this enormous skeleton
remained abandoned and neglected. It became a shelter for homeless
beggars, a hiding place for evildoers who wished to avoid recognition
and who if discovered, could easily escape in this labyrinth. Criminals of
all sorts, thieves and murderers, took refuge in them. People lived there
in the same conditions as the cavemen of old did in their caves. All those
who were homeless, and those who wished to hide, found shelter within
those walls. Even the police did not go near them, or dared to, as they
did not know their way within these grim walls of crime and horror.
Slowly, the number grew, until thousands of people crowded in these
abandoned buildings. People were found dead, murdered or succumbed
to diseases; the place became a breeding place of infection for the whole
land; a centre of crime and of the lowest prostitution. The "Quartiere di
San Lorenzo" became known as the shame of Italy. People were too
afraid to do anything about it; no one knew what happened within those
dark walls. There were no small shops for provisions anywhere near, no
itinerant vendor would go there to sell. Even the lowest labourer, or the
poorest fisherman would seem as princes in comparison, for however
poor, they would have at least some honest livelihood whereas those
who lived inside that gloom had no work, no means to pay, their only
livelihood was derived from crime. The problem of clearing this pit of
inhumanity demanded a solution. Another building society of very
wealthy bankers, considered the problem and decided that as the walls
already stood, only a small expenditure would be necessary to make
fruitful whatever capital was invested. The district, due to its ill--repute,
would of course never become a fashionable quarter, therefore only
small renovations were necessary to render it habitable for these people
already so unfortunate. Regarding it thus as a business venture, they
started with one building which they discovered would house a thousand
people. They used some whitewash, put in some doors and windows,
and laid in a few water pipes and drains. It was estimated that in this
area lived at least 10,000 people, therefore how could they discriminate
which among them would be the best? They chose the married ones who
by reason of their relation with one another would be the most human.
As it happened there were only very few children. It seems perhaps
logical that under such conditions although there were thousands of men
and women there should be only fifty children. But these children, wild
and uncivilised as they were, presented a serious problem of damage to
the houses. Left alone while the parents went to work, they were free to
carry out any wild fancy. So the director of the concern decided that the
only obvious thing to keep them out of mischief was to collect all the
children and confine them. One room was set aside for this purpose,
resembling in every way a children's prison. It was hoped that a person
would be found with enough social courage to tackle the problem. I in
my capacity of medical officer of hygiene was approached to take an
interest in the work. Having considered the situation I demanded that at
least the commonest aids in hygiene, food and sanitation be made
available. At the time it had become fashionable among society ladies to
interest themselves in social uplift. They were approached to do
something to collect funds, because we were confronted with the strange
problem that while the bankers had agreed to invest money to improve
the housing situation, they were not at all interested in education. One
could not expect any returns from money, put into anything with an
educational purpose. Although society had embraced the ideal of
improving the condition of these unfortunate people, the children had
been forgotten. There were no toys, no school, no teacher. There was
nothing for them. I was able to find one woman of 40 years, whose help
I asked and who I put in charge. On the 6th of January 1907 this room
was inaugurated to collect the 50 children. The room had already been in
use for little time but it was inaugurated on that day. Throughout Italy
the 6th of January is looked upon as "the" day of feast for the children. It
was on this day that the three Kings arrived before the Child Christ and
offered him their gifts. It is celebrated as the Feast of Epiphany. It was
striking at the time this interest of society imbued with the idea that their
giving hygienic houses to the homeless would be the means of purifying
the evil core in their midst, consisting of a group of ten-thousand
criminals and pitiful humanity. I also was imbued with this sentiment.
But while everyone had had the idea that by giving houses and
sanitation, the people would be purified, no one had taken in
consideration the children; no one had thought to bring toys or food for
them. When the children, ranging between the ages of 2 to 6 entered,
they were dressed all alike in some thick, heavy, blue drill. They were
frightened and being hindered by the stiff material, could move neither
arms nor legs freely. Apart of their own community they had never seen
any people. To get them to move together, they were made to hold
hands. The first unwilling child was pulled, thus dragging along the
whole line of the rest. All of them were crying miserably. The sympathy
of the society ladies was aroused and they expressed the hope that in a
few months they would improve. I had been asked to make a speech for
the occasion. Earlier that day, remembering that it was the feast of the
Epiphany, I had read the lesson in my mass book. When I made my
speech I read it as an omen for the work to follow. "Arise, be
enlightened, O Jerusalem; for thy light is come, and the glory of the
Lord is risen upon thee, for behold darkness shall cover the earth, and a
mist the people; but the Lord shall arise upon thee, and His glory shall
be seen upon thee. And the Gentiles shall walk in thy light, and kings in
the brightness of thy rising. Lift up thy eyes round about, and see; all
these are gathered together, they are come to thee: thy sons shall come
from afar, and thy daughters shall rise up at thy side. Then shalt thou
see, and abound and thy heart shall wonder and be enlarged, when the
multitude of the sea shall be converted to thee, the strength of the
Gentiles shall come to thee. The multitude of camels shall cover thee,
the dromedaries of Madian and Epha; all they from Saba shall come,
bringing gold and frankincense, and showing forth praise to the Lord." I
don't know what came over me but I had a vision and inspired by it, I
was enflamed and said that this work we were undertaking would prove
to be very important and that some day people would come from all
parts to see it. In reporting this new whim of society, the press also
mentioned that Dr. Montessori had made a beautiful speech, but what an
exaggeration in what she had said! It was from then that the real work
began. Remember that all these children were completely illiterate. Their
parents were also illiterate and they were born and grown in the
environment, I have described. What happened more than thirty years
ago now will always remain a mystery to me. I have tried since then to
understand what took place in those children. Certainly there was
nothing of what is to be found now in any House of Children. There
were only rough large tables. I brought them some of the materials
which had been used for our work in experimental psychology, the items
which we use today as sensorial material and materials for the exercises
of practical life. I merely wanted to study the children's reactions. I
asked the woman in charge not to interfere with them in any way as
otherwise I would not be able to observe them, Someone brought them
paper and coloured pencils but in itself this was not the explanation of
the further events. There was no one who loved them, I myself only
visited them once a week and during the day the children had no
communication with their parents. The children were quiet, they had no
interference either from the teacher or from the parents, but their
environment contrasted vividly from that which they had been used to;
compared to that of their previous life; it seemed fantastically beautiful.
The walls were white, there was a green plot of grass outside, though no
one had yet thought to plant flowers in it, but most beautiful of all was
the fact that they had interesting occupations in which no one, no one at
all, interfered. They were left alone and little by little the children began
to work with concentration and the transformation they underwent, was
noticeable. From timid and wild as they were before, the children
became sociable and communicative. They showed a different
relationship with each other, of which I have written in my books. Their
personalities grew and, strange though it may seem, they showed
extraordinary understanding, activity, vivacity and confidence. They
were happy and joyous. This fact was noticed after a while by the
mothers who came to tell us about it. As the children had had no one to
teach them or interfere with their actions, they acted spontaneously, their
manners were natural. But the most outstanding thing about these
strange children of the St. Lawrence Quarter was their obvious gratitude.
I was as much surprised by this as everyone else. When I entered the
room all the children sprang to greet me and cried their welcome.
Nobody had taught them any manner of good behaviour. And the
strangest thing of all was that although nobody had cared for them
physically, they flourished in health as if they had been secretly fed on
some nourishing food, And so they had, but in their spirit. These
children began to notice things in their homes, a spot of dirt on their
mother's dress, untidiness in the room. They told their mothers not to
hang the washing in the windows but to put flowers there instead. Their
influence spread into the homes, so that after a while also these became
transformed. Six months after the inauguration of the House of Children,
some of the mothers came to me and pleaded that as I had already done
so much for their children, and they themselves could do nothing about
it because they were illiterate, would I not teach their children to read
and write? At first I did not want to, being as prejudiced as everyone else
that the Children were far too young for it. But I gave them the alphabet
in the way I have told you. As then it was something new for me also, I
analyzed the words for them and showed that each sound of the words
had a symbol by which it could be materialized. It was then that the
explosion into writing occurred. The news spread and the whole world
became interested in this phenomenal activity of writing of these
children who were so young and whom nobody had taught. The people
realized that they were confronted by a phenomenon that could not be
explained for besides writing, these children worked all the time without
being forced by anyone to do so. This was a great revelation but it was
not the only contribution of the children. It was also they, who created
the lesson of silence. They seemed to be a new type of children. Their
fame spread and in consequence all kinds of people visited the House of
Children, including State ministers and their wives, with whom the
children behaved graciously and beautifully, without anyone urging
then, that even the newspapers in Italy and abroad became excited. So
the news spread, until finally also the Queen became interested. She
came to that quarter so ill famed that it was considered hell's doors, to
see for herself the children about whom she had heard wonders. What
was the wonder due to? No one could state it clearly. But it conquered
me for ever, because it penetrated my heart as a new light. One day I
looked at them with eyes which saw them differently and I asked
myself: "Who are you, are you the same children you were before?" And
I said within myself: "Perhaps you are those children of whom it was
said that they would come to save humanity. If so, I shall follow you."
Since then, I am she who tries to grasp their message and to follow
them. And in order to follow them, I changed my whole life. I was
nearly 40. I had in front of me a doctors' career and a professorship at
the University. But I left all, because I felt compelled to follow them,
and to find others who could follow them, for I saw that in them lay the
secret of the soul. You must realise that what happened was something
so great and so stirring that its importance could never be sufficiently
recognized. That it will never be sufficiently studied, is certain, for it is
the secret of life itself. We cannot fully know its causes. It is not
possible that it came because of my method, for at the time my method
did not yet exist. This is the clearest proof that it was a revelation that
emanated from the children themselves. My educational method has
grown from these as well as from many other revelations, given by the
children, You know from what I have told you, that all the details
included in the method, have come from the efforts to follow the child.
The new path has been shown us. No one knows exactly how it arose, it
just came into being and showed us the new way. It has nothing to do
with any educational method of the past, nor with any educational
method of the future. It stands alone as the contribution of the child
himself. Perhaps it is the first of its kind, which has been built by him
step by step. It cannot have come from an adult person; the thought, the
very principle that the adult should stand aside to make room for the
child, could never have come from the adult. Anyone who wants to
follow my method must understand that he should not honour me but
follow the child as his leader. Maria Montessori.
Q3:-Eleborate the discoveries made by Dr. Maria
Montessori by observing the child?
Maria Montessori made a lot of discoveries by observing the children.
She is a founder of Montessori education. She conducted a lot of
experiments and observed children by spending a lot of time with them.
She discovered several aspects of children. She has specified some of
the discoveries she had made during her work. According to Maria
Montessori children work until they reach to their goal. They are very
enthusiastic about the work which makes them select and concentrate on
different activities which lead them to make them perfect in their inner
development. The teacher or an adult should follow the child rather them
to motivate him to do work. When a child works in different areas of
human activity at specific time that lead them to develop the awareness
and usage of doing. The teacher should not ignore their inner urge of
doing activities. When a child does activities again and again or when
there is a spontaneous repetition of an activity is done with great interest
the result is concentration .The child concentrates more when they found
right conditions. And condition is just a beginning not an end. Maria
discovered that children really need an order in their life. She found out
when she saw her children putting their things back to their places; same
in the case of values, functions and other human activities. The child
wants to learn by practice that is the truth, the need to see it being
practiced. Montessori students in this age, built up their personalities,
they needed consistency in all aspects of environment. Normality refers
to human power working in unison or in collaboration. Dr. Maria says
that during the early childhood it is possible to rectify any
developmental error and bring the child back to normality. The child
should work individually and with freedom. All activities are very
important to bring child back to normality. A child needs those activities
which help him to develop sensorial concepts, language, arithmetic art,
and culture. These are very important for building of child’s
personality. Montessori found that these activities can bring intelligence
in the children as they love to perform these activities. A child could
assimilate that the knowledge which people think that this kind of
knowledge is too complex for the children but according to Maria
Montessori if that knowledge present in rightful manner or condition,
that would be easy for them to digest. Montessori figure out that
discipline should not be imposed on children. If a child is satisfied, he
would start respect others. He may learn discipline unintentionally. Real
discipline comes along with freedom. If a child is satisfied he or she
starts respect elders because real obedience is based on love, respect and
faith. She was confident that the child’s behavior rely on the
environment. If a child couldn't get the environment for development,
when his or her inner needs do not fulfill, he becomes stubborn,
disobedient and destructive. So we should provide him or her suitable
environment and condition for development and Montessori is the right
place for that. She discovered that children love to do their household
work.They believe in a statement that “ Help me Do it myself ―
but parents don’t pay any heed towards this. So, she says we should
trust the child. Maria had a view that we should provide a very good
environment to the student in order to attain good result. For this
purpose, she used child size table and chair rather than heavy desk. She
discovered the child wants everything according to its size. Tables were
so small and light in weight so two children could easily move it.
Another very important point which she had discovered is traffic pattern.
She figure out that a room where children had to stay, it should not be
congested and overloaded. The children love to sit on the floor so that
’s why she put a lot of rugs and mats for children where they sit and
do activities. Maria observed that the building and outside environment
should be according to the size of a child. For instance toilet, low sink,
windows, shelves, garden tools etc. designed in child sized.
Q4:- Explain Sensitive Periods and short notes of
the following;
a) Sensitive Period for Language
b) Sensitive Period for Mathematics
c) Sensitive Period for Movement
a) Sensitive Period for Language:- The sensitive
period for language is from 7 months in utero up to 5.5 to 6 years of age.
There are several aspects of language from spoken language, to written
language and reading. This is an integral part of a child’s life to be able
to use words to use words or language in order to communicate. It is the
progression from babbling to single words to phrases to two or three
word sentences, with a continuously expanding vocabulary and
comprehension. A second language is also learnt very easily at this time.
The sensitive period for learning to speak is from is from 7 months
to 2.5-3 years of age. The prenatal influence on language
development is important. By age three the child is ideally
speaking 2-3 word sentences
The sensitive period for learning to write is from 3.5 to 4.5 years of age.
This begins when the child learns the alphabet, and then sight words,
which form the foundation for reading and writing skills.

For reading, a child is intensely interested from 4.5 to 5.5 years of age.
Reading skills are often developed after a child learns to write as it involves
visual tracking skills.

To support language development at home, it is important to immerse your

child in an environment that is rich in language stimulation. This involves
speaking to your child in clear language, singing and reading with them,
and allowing them to speak their needs instead of anticipating them.

b) Sensitive Period for Mathematics:- 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.

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.”

C) Sensitive Period for Movement:- The sensitive

period for movement can be divided into two phases. From birth to 2.5
years, children are sensitive to gross and fine motor development. This
begins when the infant child learns to crawl, pull up, and eventually walk
without assistance. Over time, children also develop fine motor skills
through repeating activities that strengthen their hand muscles and improve
hand-eye coordination.

From 2.5 to 4.5 years of age, children enter the sensitive period for
refinement and coordination of movement. This is when the child begins to
hold items using both hands, develop the pincer grip, and control and
coordinate movement.

To support the development of fine and gross motor skills, it is important to

provide your child with regular visits to the park or an outdoor environment.
At home, you can encourage sensitive periods for movement by providing
your child with opportunities to practice tasks, such as drawing or writing,
washing hands, threading, and jumping.

It is natural for children to wiggle, touch things, and explore the world
around them. Any true Montessori environment encourages children to
move about freely, within reasonable limits of appropriate behavior. Much
of the time they select work that captures their interest and attention,
although teachers also strive to draw their attention and capture their
interest in new challenges and areas of inquiry. And even within this
atmosphere of spontaneous activity, students do eventually have to master
the basic skills of their culture, even if they would prefer to avoid them.
During this time, children are growing so much physically and
mentally. The sensitive period for movement spans the development of
all movement up to the refinement of fine motor skills.

The Montessori method supports the sensitive period for coordination of

movement by providing opportunities for intelligent movement. In The
1946 London Lectures, Montessori said: “The problem is not to move,
but to move in relationship with the intelligence.” (pg. 159). Intelligent
movement is built into the Montessori classroom, from practical life all
the way to distance games with math.
Q5:- Write a short notes on the following core
concepts of Mixed Age Group;
a) Spiritual Embryo
b) Absorbent Mind
c) Prepared Environment
d) Focus on Individual Progress

Mixed-Age Grouping:- By definition, mixed age grouping is

the practice, found in Montessori, British Infant, Rural, and Progressive
schools, of placing children who are at least one year apart in age in the
same classroom group. The benefits are numerous and usually evident to
parents and teachers and children — however, it can sometimes require
a deliberate re-examination of the concept of school. Horace Mann
brought to America, in the second half of the 19th Century, the factory
model of education that was meant to be more efficient, more cost
effective, ensure uniformity of experiences, and be easier for
administrators to monitor. Industrialization of farming and
manufacturing was sweeping the country and it changed radically the
way we think about children and schools as well. As Progressive
educators see it, the consideration missing from the factory model school
is the children — and what is best for them. The Progressive education
movement was a reform movement that started 40 years later, which set
out to put children at the center of the school experience. Research
Shows the Many Benefits to Children There is no research that we are
aware of showing that stratifying children narrowly by age is better for
their learning and growth. Rather, there are multiple studies as well as
anthropological research that demonstrate the benefits to children of
“family― and spontaneous mixed groups. Children have
opportunities to observe, emulate, and imitate a wide range of
competencies; older members are able to be leaders and tutors; and there
are many more possibilities of relationships for those who match,
complement, or supplement a child’s needs or styles. Furthermore,
the normative pressures are greatly reduced in mixed age groupings.
This can be a relevant issue for some families, for example, where a
daughter may prefer to play with boys — a tendency that could be
socially tricky when limited to a same-age group. Barrie Thorne’s
research (Gender Play: Girls and Boys in School) shows that children
have less “stereotypical gender play― when they are in mixed-age
groups such as found in neighborhoods and church/synagogue groups.
When ages are mixed, a wider range of behavior is likely to be accepted
and tolerated. Further, Miquon’s affective goals of cooperation and
minimization of competitive behavior are supported in broader age
groups. “In a meta-analysis of 122 studies on the comparative effects
of cooperative, competitive, and individualistic goal structures on
achievement, it has been found that cooperation is by far the most
effective in enhancing achievement ― (Lew, Mesch, Johnson and
Johnson). The most common concern from parents about vertical groups
is that their older children won ’t be challenged. In fact, quite the
opposite is true. Here at Miquon, we see that the transition from being a
younger to an older member of a vertical group provides so many
possibilities for learning. One of the lifelong positives is that older
children learn to be leaders and take on the subtler attributes required to
facilitate group discussions and decision making. A study of 7, 9, and 11
year olds in a group process of reaching consensus on the appropriate
ordering of a set of pictures showed that the 9 year olds exhibited more
organizing statements, solicitation of preferences, and group choice
suggestions when they were with 7 year olds than when they were with
the older children. And they did not use simple dominance to control the
decision, but solicited younger children ’s opinions on how to order
the pictures. The study concludes, “ Many children do not possess the
skills and characteristics that enable them to emerge as a leader in a
group of peers. With sufficient age disparity, however, any child can
attain leadership status with younger children ― (Straight and French).
Mixed-Ages in the Classroom Because mixed-age classrooms are
multidimensional, as one can see from walking into any Miquon room,
there are a wide range of activities in which varying levels of skill can
be applied, and a variety of assessments and performance criteria are
used and are valued by everyone in the group. Recently, a team research
project was taking place in a fifth-sixth grade classroom, in which
mixed-skill groups of children are sharing the work of gathering
information about the medieval kingdoms of West Africa. A wide range
of source materials was supplied, to enable every child, 5th or 6th
grader, fluent or hard-working reader, to engage with the topic at a level
that is appropriately challenging for them. The shared work of
organizing and presenting the information allows for differing
contributions and skills from each team member to come to the fore. The
enormous and fruitful realm of choice — where children can have real
input about what work they do and when and how they do it —
reinforces the academic benefits of mixing ages in school. Long-lasting
Benefits We see that the friendships engendered in this special
community can transcend age and are sustained far beyond the Miquon
years. In her senior year of high school, a recent Miquon graduate
reported that she leaned heavily on her network of former Miquon
classmates to give her the inside scoop on college life, as her vertical
classmates were freshmen in college at the time. And we do see
something similar at Miquon, when our recently graduated students
return to share news of their middle schools with our 6th graders —
reassuring and supporting them as they begin to make the transition
away from Miquon.
Spiritual Embryo:- Maria Montessori introduces the concept of
“spiritual embryo” explaining that the newborn has to do a
psychological work as the embryo did a physical work. She insists on
the word “formative” and calls the postnatal period, a “formative period”
which it makes the baby in a kind of “spiritual embryo”. So, the man has
2 embryonic periods: one antenatal, like other animals, which included a
physical work; one postnatal that only human species has it. The
human’s baby has a prolonged infancy. That’s the difference between
human and other species. Montessori insists on that difference between
all other animals and humans. For her, it’s a barrier between species. She
said (p60) “His appearance on earth was a jump in life: the starting point
for new destinies”. Then, she explains what constitutes another species.
It’s always a difference, not a likeness. It’s something new, original. She
gives the example of mammals and birds compared to dinosaurs. The
dinosaurs have always abandoned theirs eggs. On the contrary, the birds
take care of their eggs. And the mammals do more; they have the baby
in their body until he’s ready to be born. And the human, part of the
mammal’s species, has something new: a double embryonic life. After
having explained the concept of spiritual embryo, Maria Montessori
extend that spirituality to the man himself. For her (p61), following the
Indian philosophy, “the whole man develops within a kind of spiritual
halo”. His work is linked to his spirit, to his intelligence. Like she said
(p61) “if the nature of man is to be ruled by a spiritual halo which
enfolds him, if he depends on this and all his behaviour derives from it”,
then we must take care of baby’s mental life and not just his body. Next,
she looks at how we are in relation with our environment and 2 new
concept: “mneme” and “absorbent mind”.

Absorbent Mind:- The Absorbent Mind is an analysis of the

physical and psychological aspect of a child’s growth during the most
significant period of life. During this period the child learns motor co-
ordination, language, the making of social adjustment, the setting of
work habits, and the beginning of routines that set pattern for life. Maria
Montessori illustrates the unique mental powers of young children which
enable them to construct and establish all the aspects of human
personality. The child has a different relation to his environment than
adults. Adults remember, admire their environment, they can think about
it. But the child absorbs it. This vital kind of memory is called by Sir
Percy Nunn, the “Mneme”. To understand that concept, she gives us the
example of how we learn our mother tongue. The child learns to speak
not consciously, not because he has studied it. He absorbs his language.
That’s a phenomenon totally different that a mnemonic activity. Maria
Montessori said (p62) “There is in the child a special kind of sensitivity
which lead him to absorb everything about him, and it is this work of
observing and absorbing that alone enables him to adapt himself to life”.
The first period of child’s life is a period of adaptation. He adapts
himself to his own environment, to his culture, to the country where he
lives. Maria Montessori distinguishes that adaptation from the one of the
adult. If an adult lives abroad, like the missionaries for example, he will
never adapt himself like he did when he was a baby or young child. He
will never be as happy as he is in his own country. She insists on the
love of his own country than man has. “He feels he belongs to this
country” (p63). Here again, she gives a very speaking example about
Italian workers, home sick when they had to work out of their village.
This absorbent form of mind shapes the child and adapts him to any kind
of social order, climate or country. The child absorbs the customs and
habits and local manners of the land in which he lives, until he has
formed the typical individual of his place and time. Theses acquisitions
are not natural or inborn. Maria Montessori gives an example of that
when she explained the Indian traditions that we can respect as an adult
but not really understand totally. The cow is sacred in India. We can
respect that veneration, but we still eat cows. These kinds of beliefs and
feelings form an integral part of ourselves. What makes a man a typical
Indian, a typical Italian, a typical American is formed during his infancy,
in virtue to the Mneme. Every personal trait absorbed by the child is
fixed forever. It’s part of him. The Mneme creates the individual’s
special characteristics and keeps them alive in him. This faculty of
adaptation explains how the child is adapted to his time. One adult from
ancient times could not live in the world of our days. But a child could.

Prepared Environment:- The environment, in addition to the

student and the classroom guide, is the “third teacher.― Just as
every child effortlessly absorbs his native language, so he absorbs the
ideas guiding the design of his environment. “Impressions do not
merely enter his mind, they form it, they incarnate themselves in him."
Maria Montessori Creating a child's world It’s common to recognize
that young children are highly perceptive and unusually sensitive to their
surroundings. Montessori agreed, and took this a step further: she
believed that children use their early experiences to build the very
foundations of their minds. If the child finds herself in a world of beauty
and order, she can use this to form a wordless confidence that the wider
world is beautiful and knowable. She is afforded the opportunity to
make clear choices from attractive options, to understand where things
go and predict where to find them, to focus her attention and efforts on
interesting materials, and to succeed at what she sets out to do. She
pours her energy into purposeful endeavors that serve her needs and
delight her soul — whether a delicious snack prepared with care, or a
vase of flowers arranged just so. Through a thousand small actions and
impressions every day, she takes this beauty and order into herself.
Conversely, if the child finds her world uncared for and in disarray, she
will be bombarded with a cacophony of meaningless and disconnected
objects, with unpredictability, and with distraction — and might
unknowingly fall into patterns of insecurity and dependency to cope
with what she takes to be a chaotic world. These kinds of preverbal
beliefs run deep, creating a powerful implicit worldview in the child, a
philosophy that guides her as she is starting off and that can linger and
echo throughout her life. Modern developmental psychology has
catalogued how one’s early experiences can be profoundly
impactful, shaping the ways we relate to others (e.g. via our attachment
styles) or even understand our own potential (e.g. via our growth or
fixed mindset). Many educators have come to recognize the power of the
environment and even the classroom aesthetic in shaping the
development of their students. Montessori was an earlier pioneer and
progenitor of this perspective on early experiences. As she put it: all
children must create themselves, and they do so using the material they
find in the world around them. This is why good Montessori educators
take tremendous care of the environments they design for their children.
Every tool, every ornament, every piece of furniture is meticulously
selected and arranged such that students are able to independently know
it and access it. And more than that, it’s designed to instill in
students a sense of reverence: that their everyday interactions with the
world are purposeful and profound. The materials selected are beautiful,
breakable, and precious, begging to be treated with care. Children are
taught to take stewardship of their environment; they are taught this
through continuous modeling by all of the adults in the school, who are
trained to showcase their grace and respect. The same principles apply to
parents who are applying Montessori principles to their home
environment: there’s a consciousness of an aesthetic and a
simplicity, and an awareness of how to maximize the child’s
independence in engaging with her world at home. The reason for all
this attention to the environment is the unique opportunity it affords to:
Give children striking impressions of organization and order, and thus
inspire analogous inner habits of mind. Shelves are ordered functionally,
and then from least to most difficult. Each activity on the shelf is
organized into trays and baskets. Relatedly, instill in children an
appreciation for cleanliness and clarity. Montessori classrooms are
simplified and uncluttered. They are home to many activities and
practices that invite children to participate in actively maintaining this
state. Create in children the experience of a world of exciting values, a
world they can understand, love, access, and use. Children are natural
explorers, and in the right kind of environment, that tendency can seed a
lifelong curiosity and a real benevolence toward a world that they know
is full of excitement and beauty. Each environment must not only be
designed to instantiate principals of beauty and order, not only filled
with quality furnishings and materials, not only decorated to be a
beautiful home-like (or beautiful at-home) environment for children —
it must be maintained with effort. The only thing that can inspire such
effort — in the face of the countless competing priorities intrinsic to
early childhood education — is the absolute conviction that doing so
matters. Dr. Montessori held just such a conviction: that the
environment, in addition to the student and the classroom guide, is the
“ third teacher .― Just as every child effortlessly absorbs his native
language, so he absorbs the ideas guiding the design of his environment.
Our task at Guidepost is to support educators and parents in creating for
each child a world worthy of her absorption.

Focus on Individual Progress:-A Focus on individual

Progress and Development: within a Montessori program, children
progress at their own pace, moving on to the next step in each area of
learning as they are ready. While the child lives within a larger
community of children, each student is viewed as a universe of one. The
principal purpose of Montessori education is to develop the child’
natural thirst of knowledge, to develop a sense of order, nurture
functional creativity, boost self-confidence and importantly, help
develop structure, independence in learning. In Montessori, students
rarely learn from texts or workbooks. In all cases, direct personal hands-on
contact with either real things under study or with concrete models that
bring abstract concepts to life allow children to learn with much deeper
understanding. In Montessori classrooms, children not only select their own
work most of the time, but also continue to work with tasks, returning to
continue their work over many weeks or months, until finally the work is “so
easy for them” that they can teach it to younger children. This is one of
many ways that Montessori educators use to confirm that students have
reached mastery of each skill. Children do not work for grades or external
rewards, nor do they simply complete assignments given them by their
teachers. Children learn because they are interested in things, and
because all children share a desire to become competent and independent
human beings.