Assignment Module 1

NAME: JAWERIA FAWAD

Roll No.: D19785

Question No.1

Write a biographical note on Dt.Maria Montessori?

Answer:

Maria Montessori was born on the 31st August 1870 in the town of Chiaravalle, Italy. Her father,
Alessandro, was an accountant in the civil service, and her mother, Renilde Stoppani, was well educated
and had a passion for reading.The Montessori family moved to Rome in 1875 and the following year
Maria was enrolled in the local state school. Breaking conventional barriers from the beginning of her
education, Maria initially had aspirations to become an engineer. When Maria graduated secondary
school, she became determined to enter medical school and become a doctor. Despite her parents’
encouragement to enter teaching, Maria wanted to study the male dominated field of medicine. After
initially being refused, with the endorsement of Pope Leo XIII, Maria was eventually given entry to the
University of Rome in 1890, becoming one of the first women in medical school in Italy. Despite facing
many obstacles due to her gender, Maria qualified as a doctor in July 1896.Soon after her medical career
began, Maria became involved in the Women’s Rights movement. She became known for her high levels
of competency in treating patients, but also for the respect she showed to patients from all social
classes. In 1897, Maria joined a research programme 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. In
particular, the work of two early 19th century Frenchmen, Jean-Marc Itard, who had made his name
working with the ‘wild boy of Aveyron’, and Edouard Séguin, his student. Maria was appointed as co-
director of a new institution called the Orthophrenic School. In 1898 Maria gave birth to Mario,
following her relationship with Giusseppe Montesano, her codirector at the school.

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

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

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

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

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

Question No.2.

Write a Note on first Casa Dei Banbini.Also explain how did Montessori Method develop there?

Answer:

Over the years, Montessori established her reputation as an educator who could accomplish miracles
with children with special needs. However, Montessori was Cbecoming increasingly interested in using
her educational approach with typical children. The opportunity came to her itself when she was offered
the position of a medical-officer to run a daycare center. This daycare center was being organized for the
working-class children, who were too young to attend public schools in San Lorenzo, one of the worst
slums of Rome.Many of her colleagues and family members disapproved of the idea. They believed that
she should continue working with special-needs children as this was what a doctor or a researcher
should do, as per the prevailed perception of that time. However, Dr. Montessori, like always, took on
the challenge and grasped the opportunity of working with typical children. It is noteworthy that she
was not even asked to educate those children, but just to look after them and keep them healthy. Even
her job title was of a "medical officer". Bringing some educational materials she had developed at the
Orthophrenic School, she established the first Montessori school in one large room with one co-worker.
It was named CASA DEI BAMBINI (The House of Children) and was inaugurated on Jan 06, 1907.

Development of Montessori Method

Now Dr. Montessori's new zest was to apply her ideas on typical children. Although Casa dei Bambini
was the cradle of Montessori method, it had some very humble beginnings. There were fifty to sixty
children from extremely underprivileged families kept in one room with one untrained teacher. Most of
them were malnourished, victims of the ignorance of their parents, distrustful of strangers, and hostile
towards the environment. They were rowdy, unsettling, and difficult to handle, as they had very little
exposure to the civilities of human culture. Almost all of them started coming to the Children's House
crying and reluctantly. Dr. Montessori had no previous experience of teaching typical children. She had
no pre-set plan of action, curriculum, or apparatus to suit the children's needs. It was amid such
horrendous circumstances that she started her journey of the discovery of the child, which would later
revolutionize the educational philosophy of her time, and the times to come.

It was an extended day school, and the children remained at the center from morning till evening while
their parents worked. They also gave the children two meals per day, bathed them regularly, and gave a
program of medical care.At this stage, Montessori did not know if her experiments would work.
However, she began by teaching the older children how to help with everyday tasks as she did in the
Orthophrenic school. She also introduced the hands-on materials of perceptual discrimination, puzzles,
and eye-hand manipulative exercises that she had used with the children with special needs.Montessori
must have had some hope of success, but the results surprised her. The materials seemed to work
miraculously. Unlike her special-needs children, who needed some kind of push to use her apparatus,
the typical children naturally got attracted to the materials she introduced. The aimless street
wanderers began to settle down. They showed longer periods of constructive activity. They were
fascinated with the puzzles and perceptual training devices.

Montessori introduced exercises of practical day-to-day living like cleaning, dressing, gardening, etc. To
her amazement, children aging three and four years took the greatest delight in learning practical
everyday life skills. She noticed that such activities made them more independent and added to their
self-respect. Their interest was developing day by day, and they progressed rapidly. They pleaded Dr.
Maria to show them more. The older children began to take care of the school. They also assisted their
teachers with the preparation and serving of meals and the maintenance of a spotless Development.

Montessori, when criticized for her method being too structured and academically demanding of young
children, laughed out saying,

"I followed these children, studying them, studied them closely, and they taught me how to teach
them."
Talking about the role of the teacher, she argued that the educator's job is to serve the child,
determining what each student needs to make the greatest progress. To her, a child who fails in school
should not be blamed, any more than a doctor should blame a patient who does not get well fast
enough. Just as it is the job of the physician to help people cure themselves, it is the educator's job to
facilitate the natural process of learning.

Montessori discovered an unlimited potential in children to learn. They began to show interest in other
areas. This compelled the already overworked doctor to spend night after night designing new materials
to keep pace with the children in geometry, geography, history, and sciences.

"Children read and do advanced mathematics in Montessori schools not because we push them, but
because this is what they do when given the correct setting and opportunity. To deny them the right
to learn because we, as adults, think that they should not is illogical and typical of the way schools
have been run before."

- Maria Montessori

Her work with the children in the first Casa dei Bambini became the basis of the development of
Montessori Method. Hundreds of visitors went away amazed at the amazing progress and excellent
behavior shown by the children. News of the school's success soon spread throughout Italy. Montessori
opened a second Casa dei Bambini on April 7, 1907, in San Lorenzo. The third Casa dei Bambini was
opened in Milan on October 18, 1907, and the chain reaction began. By 1910, Montessori schools could
be found throughout Western Europe and were being established around the world. In the United
States, the first Montessori school was opened in 1911 and was soon followed by the inauguration of
several others. By 1913, there were approximately 100 Montessori schools in the USA.

Question No.3

Elaborate the discoveries made by Dr.Maria Montessori by observing the child?

Answer:

Montessori Method wasn't so perfect since day one. Dr. Montessori followed the child and improved it
through her obsessive observation, educated guesses, and experimentation. She discovered the true
nature of the child and developed an educational system that correlates with it.

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.

Question No.4

Explain sensitive periods and write short note on

a)sensitive period for language

b)sensitive period for mathematics

c)sensitive period for movement

Answer:

The term "sensitive periods" was used for the first time by a Dutch geneticist Hugo de Vries (16 Feb
1848-21 May 1935) during his work with the developmental stages in animals. He observed that
Porthesia butterflies lay their eggs in the darkest cracks of trees. However, as soon as they hatch, the
young caterpillars move towards the tips of the branches to feed on newly sprouting tender leaf buds,
which are suitable for their small mouths and young digestive tracks.He was interested in finding out
how the young caterpillars find their way to the young leaves. He figured out through experimentation
that "young caterpillars have a special sensitivity to light, and are actually drawn to light without having
knowledge of the whereabouts of the young leaves."As they grow older and bigger, and as their
digestive tracks mature, they lose this sensitivity and stay deeper in the trees instead, as now they can
feed on tougher leaves, and ultimately have to turn into pupae. He hypothesized that in nature's grand
plan both "The Appearance" and "The Disappearance" of this sensitivity are important for the well-being
and the survival of the caterpillars. The sensitivity appears when they need to feed on tender leaf buds.
On the contrary, it disappears when they no longer need to rely on this special ability to survive. Instead,
they need to stay hidden, away from the tips of the branches, in order to protect themselves from the
predators. If the sensitive period was prolonged, they would be more vulnerable to the attacks of
predators.

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 environment we prepare for this child is speaking to them in clear language, reading to
them and allowing them to speak their needs and not anticipating their needs too much that there is no
need for the child to try to communicate verbally. This can be a common occurrence that adults are
often not aware as we try to be helpful at all times to the needs of children.
The sensitive period for learning how to write is from 3.5 to 4.5 years of age. This occurs with the
preparatory work of the child using the alphabet.

For reading, a child is learning intensely from 4.5 to 5.5. From the basis of writing they can learn to read.
It is important then that a child is read to at least once a day if possible for about 20 minutes not
necessarily continuously especially for younger children but accumulated.

b) Sensitive period for mathematics :

Our everyday life is surrounded by mathematics. From knowing our age to the number of scoops of milk
powder in a cup to more complex operations like a financial audit of a corporation to the calculation of
precise landing on the moon - we have the magic of mathematics everywhere around us. According to
Dr. Maria Montessori, the sensitive period for mathematics (numbers) is from 4 to 6 years of
age.Montessori teachers, during this time, formally introduce the math curriculum in early childhood
classrooms.During this time the child is fascinated by numbers, quantities and mathematical operations.
It seems as if the child's mathematical nature becomes suddenly active. He advances from the simple
pursuit of sensory stimulations to a more specific new interest that includes counting, numerals and
measurements.

While studying her children in the first Montessori school (Casa dei Bambini), Dr. Maria Montessori
discovered that the children were eager to acquire the mathematical concepts during this phase. They
repeatedly worked with the mathematical materials (that she had developed) for long durations with
utmost dedication and concentration. She developed a sequential range of materials for various
mathematical areas such as counting, numerals, decimal system, mathematical operations like addition,
multiplication, subtraction & division, memorization of tables, algebra, geometry, etc. We already have
discussed that she had a great aptitude for Mathematics. She went to a technical school and also
wanted to be an engineer before she decided to study medicine. Her great interest in mathematics
revealed itself in the form of hundreds of amazing Mathematical didactic materials and activities that
she developed for children. The sheer number and effectiveness of the brilliantly designed concrete
mathematical materials have not ceased to amaze expert mathematicians even in modern times. Dr.
Montessori discovered that if mathematics is properly introduced during this sensitive period, the child
develops a positive relationship with numbers, which goes on for the rest of his life. She believed the
child is hand-minded and the hand is the instrument to his brain. So all early mathematical work is based
on concrete hands-on experiences. She believed that the young child during this phase is not ready for
explanations and abstractions. It is through concrete experiences during the early years that the child
develops an understanding of abstractions concerning those concepts. In schools nowadays, it is not
uncommon to see children facing difficulties and hating mathematics, which in most cases because of
wasting away the sensitive period or introducing mathematics in the wrong way.

Children display a universal love of mathematics, which is par excellence the science of precision,
order, and intelligence. Maria Montessori

c) Sensitive period for movement

The efforts to move and acquire motor skills begin right from the hour of birth. The child can raise his
arms, grip your finger and adjust his head to find his mother's breast for milk. The child is infused with
the zest to move - swaying his legs and arms, rolling, crawling, standing and eventually walking. Those of
you who have observed children growing must be familiar with their incredible stamina to move, the
uncountable little steps and the uncountable jumps. They rush to pick up objects of interest that meet
their eyes and carry them from one place to the other all day long. Similarly, they repeatedly explore the
drawers and persistently climb up and down the furniture, etc. In a suitable environment, they acquire
and refine movement in a very short span of time.The development and coordination of their motor
skills depend directly on how much they move and use their faculties. As their movements become
better coordinated and they achieve more mastery over their gross and fine motor skills, they begin to
enjoy more freedom from adults and become more independent. This leads to further refinement of
motor skills along with rapid development in other areas. On the contrary, a child who has less control
over his movement faces more restrictions from adults, which restricts his learning and development.

Question No.5

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

a) Mixed age Group

A mixed-age environment is an important feature of Montessori education. Students work together in

The children are grouped with others of similar needs in each curricular area, working with older or
younger children as appropriate. This arrangement allows each child to learn at his or her own pace
regardless of chronological age, and allows students to learn from each other.

The older children have the opportunity to become role models and teachers for the younger children
reinforcing what they have learned themselves. The younger children learn from observing and working
with the older children. The older child finds themselves in a position of responsibility, and, by showing
younger children what he/she knows, affirms to themselves, more surely than any test, the extent of
his/her learning. In a Montessori classroom, students are free to choose their own work within limits
and remain with that work as long as their interest is engaged. As a result, the atmosphere in a
Montessori classroom is calm, non-competitive, and industrious. Such an environment fosters self-
confidence and provides a base from which cooperation, understanding, tolerance, and responsibility is
learned. Cooperation replaces competition as the driving force within these mini-societies. When three
age levels are represented in a class, children connect with others at their developmental level, not just
their numerical age.

b) Spiritual Embryo

Dr. Maria Montessori pointed out another embryonic period in human life, which begins after birth and
continues till three years of life, and referred to it as the Spiritual Embryo or the Psychic Embryo. So,
what she actually suggested was that human beings have two, not one, embryonic periods;

(i) the physical embryo; conception to 9 weeks (after conception in the womb)

(ii) the spiritual embryo; birth to three years of age.

Just like the physical embryonic stage, which is the most critical period in human physical development,
she referred to the second embryonic stage 'the spiritual embryo' as the most significant phase in the
intellectual, psychological, and spiritual life of the child.

This postnatal work is a constructive activity which is carried on in what may be called the 'formative
period' and makes the baby into a kind of spiritual embryo.

- Dr. Maria Montessori

Just like the womb protects the physical embryo, the child needs the protection, love, respect, and care
of the family and the home environment. Similarly, just like the physical embryo absorbs nourishmen
the placenta through the umbilical cord in complete totality, the spiritual embryo is nourished through
senses in complete totality in both qualitative and quantitative terms. The quantitative aspect of the
nourishment refers to the amount of sensory stimulation through interaction with the environment,
while the qualitative aspect refers to the positive or negative influences in the environment. In
qualitative terms, the adults should offer a developmentally appropriate environment, model the best
behavioral and moral practices which the children will internalize. In quantitative terms, maximum
opportunities and freedom to engage in purposeful activities in the prepared environment should be
provided to the child.

c) Absorbent Mind

The "Absorbent Mind" is one of the key concepts in Dr. Montessori's educational philosophy. Dr. Maria
Montessori used this term to refer to the incredible ability of children (from birth through approximately
age six) to quickly and spontaneously absorb information from the environment like a sponge. This is a
time of extreme neuronal activity. At no other time period in life, we learn at such an astonishing pace,
and with such great ease, ever again. As we grow older this incredible ability is ultimately lost and the
mind undergoes a transition to "The Reasoning Mind" (after age six years).

Dr. Maria Montessori divided the Absorbent Mind into two sub_phases

Unconscious Absorbent Mind

Unconscious Absorbent Mind (Birth - 3 years)

During this phase, the child absorbs everything and collects imprints from his environment
unconsciously and unknowingly. This sub-phase is a period of construction. The child constructs his
movements, language, intelligence, memory, emotions, and creative faculties unconsciously without a
choice. He also begins to construct his identity and self- image.

Conscious Absorbent Mind (3-6 years)

The second sub-phase of the absorbent mind is called the 'conscious absorbent mind'. The child's mind
continues to absorb like a sponge, but contrary to the previous stage, now he pursues various activities
more consciously. During this phase, he consolidates, organizes, classifies, and makes sense of the
knowledge he unconsciously absorbed during the previous phase. He continues absorbing from his
environment but gradually becomes more aware of his choices and the learning process. The child also
begins to become susceptible to adult influence and starts to achieve some level of obedience which
was almost impossible for him in the previous sub-phase.

d) Prepared Environment

The Montessori classroom is known as the prepared environment because it is purposefully prepared by
a trained Montessori educator to create the optimal learning environment for children. The classroom
itself is neutral, open-plan, and has a distinct sense of order, beauty and harmony. Everything has a
purpose and a place.

The wonder of Montessori learning is clearly evident when you see children interact with the prepared
environment. You won’t see a teacher directing a Montessori lesson at the front of the classroom, or all
students simultaneously seated at individual desks.

Instead, you will see children moving freely around the classroom, choosing their own activities, and
working individually or in small groups. They may choose to work at a table, or on the floor, with a small
mat to clearly delineate their workspace.

Similarly, you won’t see a teacher hovering over children correcting their work. Instead, you will see
educators standing back, keenly observing their students, and only stepping in to assist when needed.

Children are able to deeply engage in their own learning, progress at their own pace, and discover
learning outcomes through repetition and practice. Learning in the Montessori environment is largely
active, individually paced, often self-correcting, and completely tailored to the needs and interests of
each individual child.

e) Focus on individual progress

"If education were to continue along the old lines of mere transmission of knowledge, the problem
would be insoluble and there would be no hope for the world. Alone a scientific enquiry into human
personality can lead us to salvation..."
- Maria Montessori

Every child is unique. They are unique in terms of both their physical and mental abilities. They have
unique physical features such as faces, fingerprints, retinas, etc. Similarly, they have unique cognitive,
emotional, psychomotor and intellectual abilities. The same is the case with their interests and passions,
their developmental milestones, and their pace of learning. No two individuals are alike. In Montessori
houses, this uniqueness is celebrated and treated with a sense of respect and appreciation.