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Assignment module 1
Question no 1: write the biographical note on dr.maria Montessori in
your own words?
QUICK FACTS
 Name: Maria Montessori
 Birth Year: 1870
 Birth date: August 31, 1870
 Birth City: Chiaravalle
 Birth Country: Italy
 Gender: Female
 Best Known For: Italian physician Maria Montessori was a pioneer of theories
in early childhood education, which are still implemented in Montessori
schools all over the globe.
 Industries
o Education and Academia
o Writing and Publishing
 Astrological Sign: Virgo
 Schools
o University of Rome
 Nationalities
o Italian
 Death Year: 1952
 Death date: May 6, 1952
 Death City: Noordwijk aan Zee
 Death Country: Netherlands
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Maria biography:

Montessori birth:
Maria Montessori was born in Ancon a, Italy, in 1870. When she was 12, her
parents moved to Rome and encouraged her to become a teacher, the only career
open to women at the time. She was first interested in mathematics, and decided on
engineering, but eventually became interested in biology and finally determined to
enter medical school.

Montessori education :
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In 1896 she became the first woman to graduate from the University of Rome
Medical School and joined the staff of the University's Psychiatric Clinic. As part
of her duties, she visited children committed to the insane asylums. She became
convinced these mentally deficient children could profit from special education and
studied the work of pioneers Jean Itard and Edouard Seguin.
Montessori was named director of the State Orthophrentic School in 1889. She
worked with the children there for two years. All day she taught in the school and
then worked preparing new materials, making notes and observations and reflecting
on her work. These two years she regarded as her "true degree" in education. To
her amazement, she found these children could learn many things that had seemed
impossible. This conviction led Montessori to devote her energies to the field of
education for the remainder of her life.
Dr. Montessori returned to the University of Rome to study philosophy,
psychology, and anthropology. She also served on the staff of the Women's
Training College in Rome (one of the two women's colleges in Italy at that time),
practiced in the clinics and hospitals in Rome and carried on a private practice of
her own.

In 1907 she was asked to direct a day-care center in a housing project in the slum
section of San Lorenzo, Italy. Montessori accepted, seeing this as her opportunity
to begin her work with normal children.

She was to have the care of sixty children between the ages of 3 - 7 while their
illiterate parents were working. The sparse furniture was similar to that used in an
office or home, and the only education equipment was the pieces of sensorial
apparatus, Montessori had used with her mentally defective children.
Montessori says she had no special system of instruction she wished to test at this
point. She wanted to compare the reactions of normal children to her special
equipment with those of her mental defectives. She attempted to set up as natural
an environment as possible for the children, and then relied on her own
observations of what occurred. After instructing the teacher in the use of the
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sensorial apparatus, she remained in the background, and waited for the children to
reveal themselves to her.

There was one startling development of direct academic significance. Montessori

had not intended to expose children so small to any activity bearing on writing and
reading: the mothers began to beg her to do so. She finally gave the four-and-five-
year old some sandpaper letters to manipulate, and trace over with their
fingers. Some children eventually began to connect sounds with the letters, and to
try to sound out and put together words.

Soon they had taught themselves to write. They would read the words they had
written, but were uninterested in those anyone else had written. They then began to
read with the same enthusiasm that they had written, reading every extraneous item
in their environment - street signs in shops, etc. They showed little interest in
books; however, until one day a child showed the other children a torn page from a
book. He announced there was a "story" on it, and read it to the others. It was then
that they seemed to understand the meaning of books.

They began reading them with the explosion of energy they had previously
exhibited in writing and reading words encountered at random in their
environment. The process was interesting on three counts: one, spontaneity and
direction of this activity from the beginning belonged to the children; two, the usual
process of reading preceding writing was reversed; three, the children involved
were only four and five years old.

Word of Montessori's work spread rapidly. Visitors from all over the world
arrived at the Montessori schools to verify with their own eyes the reports of these
"remarkable children." Montessori began a life of world travel - establishing
schools and teacher training centers, lecturing, and writing. The first
comprehensive account of her work, The Montessori Method, was published in
1909.

In observing all these developments in the children, Montessori felt she had
identified significant and hitherto unknown facts about children's behavior. She
also knew that, in order to consider these developments as representing universal
truths, she must study them under different conditions and be able to reproduce
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them. In this spirit that same year, a second school was opened in San Lorenzo, a
third in Milan, and a fourth in Rome in 1908, the latter for children of well-to-do
parents. By 1909, all of Italian Switzerland began using Montessori's methods in
their orphan asylums and children's houses.

Montessori made her first visit to the United States for a brief lecture tour in 1912.

An American Montessori association was formed with Mrs. Alexander Graham

Bell as President, and Miss Margaret Wilson, President Woodrow Wilson's
daughter, as Secretary. So pleased was Montessori with her reception here she
returned in 1915, this time to give a training course in California. During this visit
a Montessori class was set up at the San Francisco World's Fair and received much
attention.
During the years 1916-1918, Montessori herself traveled between Spain, where she
was directing the Seminari Laboratori de Pedagogia at Barcelona, and the United
States. Except for the temporary closing of Montessori schools in countries taken
over by the Nazi and Fascist regimes, Montessori continued to flourish in other
parts of the world without interruption. Much of the work today is directed by the
Association Montessori Internationale with headquarters in Amsterdam.

Montessori was appointed Government Inspector of Schools in Italy in

1922. However, she was increasingly exploited by the Fascist regime, and by 1931
she had begun to work chiefly out of Barcelona, and she established permanent
residence in the Netherlands. Her work was interrupted in 1939 when she went to
India to give a six-month training course, and was interned there as an Italian
national for the duration of World War II. She established many schools, however,
in India, and today it is an active Montessori center. Montessori died in the
Netherlands in 1952 receiving in her later year’s honorary degrees and tributes for
her work throughout the world.
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Question no 2:
Write a note on casa dei Bambini? Also explain how did Montessori
Method develop there?
Answer:

Casa dei Bambini:

This year, Italian educator Maria Montessori had finally the chance to test her
program and ideas with the establishment of the first children’s school, the Casa
dei Bambini, which opened in one of the poorest districts of Rome.
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Maria Montessori (1870-1952) devised a method of early childhood education,

whose approach has been refined in countless schools throughout the world. She
developed the principle that was also to inform her general educational program:
first the education of the senses, then the education of the intellect.

Montessori had studied philosophy and psychology and graduated in 1896 from
Rome University Medical School. She was the first Italian woman to qualify as a
physician, and was first appointed assistant doctor at the Rome University
Psychiatric Clinic. She developed an interest in the diseases of children. In 1901,
she became Director of the new orthophrenic school, attached to the University of
Rome. The school was formerly used as the asylum for the “deficient and insane”
children of the working class and poor, most of whom were probably retarded or
autistic. She insisted that the staff recognize her patients’ need for stimulation,
purposeful activity, and self-esteem.

Her experiences convinced her that children were capable of sustained

concentration. They enjoyed order and prefer work to play. She set up a program to
teach the young children how to care for themselves and their environment. She
initiated a wave of reform in a system that formerly had served merely to confine
mentally handicapped youngsters in empty rooms.
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Maria Montessori rapidly became well known. She began to accept speaking
engagements throughout Europe on behalf of the women’s movement, peace
efforts, and child labor law reform. In 1904 she became a professor, and occupied
the chair of Anthropology and the Chair of Hygiene at the Magisterial Femminile in
Rome, one of the women’s colleges in Italy.

The Ministry of Education invited her to give a series of lectures at Rome

University on the education of exceptional children. In these lectures, she set down
the foundations of scientific pedagogy and was subsequently asked by the state to
found and head a school for exceptional children. Montessori’s curriculum included
three major types of activity and experience: practical, sensory, and formal skills
and studies. She designed the special materials and scientifically-prepared
environment she deemed essential for her pupils.

She developed a teaching program that enabled ‘defective’ or ‘in educable’

children to read and write. In the case of the latter she argued for the development
of training for teachers along Froebel Ian lines (although she also drew on Rousseau
and Pestalozzi) she sought to teach skills not by having children repeatedly try it,
but by developing exercises that would prepare them for success. These exercises
would then be expanded: looking becomes reading; touching becomes writing.
In the Casa Dei Bambini, the students came from the slums of Rome and were
generally described as disadvantaged. This Children’s House and those that
followed were designed to provide a stimulating environment for children to live
and learn, and take responsibility for them. An emphasis was placed on self-
determination and self-realization

This entailed developing a concern for others and discipline and to do this children
engaged in exercises in daily living. These and other exercises were to function like
a ladder – allowing the child to pick up the challenge and to judge their progress.
‘The essential thing is for the task to arouse such an interest that it engages the
child’s whole personality’ (Maria Montessori – The Absorbent Mind).

n the Casa die 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
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facilitate the natural process of learning. The teacher was the ‘keeper’ of the
environment. He or she was to be a trained observer of children. The activities of
the director are geared to each child rather than to group-centered teaching and
learning (here there are a number of parallels with Dewey). The success of her
method then caused her to ask questions of ‘normal’ education. She believed she
could apply her revolutionary ideas to the education of the normal child, and to this
end she embarked on a program of intensive studies at Rome University. Dr.
Montessori succeeded brilliantly and received world acclaim.

Many elements of modern education have been adapted from Montessori’s theories.
She is credited with the development of the open classroom, individualized
education, manipulative learning materials, teaching toys, and programmed
instruction. In the last thirty-five years educators in Europe and North America
begun to recognize the consistency between the Montessori approach with what we
have learned from research into child development.

Since 1907, Montessori Schools have been established in over fifty countries. After
her death in 1952, her works have achieved greater popularity than ever before, and
the growth of Montessori schools in North America is reaching phenomenal
proportions. Ottawa Montessori Schools have retained the purity of Dr.
Montessori’s principles of education. More and more, psychological research is
confirming Montessori’s observations about the unfolding of learning in the child.
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Her method of instruction was a carefully organized one that followed her
discovery of the patterns of human growth and development.

Between 1912 and the end of her life, she put her ideas into twenty-five books and
pamphlets on various aspects of her educational theory and practice. Of particular
note are Dr. Montessori’s writings on Education for Peace that led to her
nomination for the Nobel Peace Prize in 1948. It was Dr. Montessori’s belief that if
worldwide peace and harmony were ever to occur, we must start with the young
child. One has only to observe a Montessori class of mixed religions and ethnic
backgrounds all working and socializing in harmony to know this is true.
Today there is a growing consensus among psychologists and developmental
educators that many of her ideas were decades ahead of their time.

Question no 3:

Elaborate 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.

 Concentration:
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.
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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.

 Need order :
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.

 Freedom of choice:
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.

 Sensorial concept:
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.

 Inner satisfaction:

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.
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If a child is satisfied he or she starts respect elders because real obedience is based
on love, respect and faith.

 Right environment:

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 notes of the following?
a) Sensitive period for language
b) Sensitive period for mathematics
c) Sensitive period for movement
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Sensitive periods :
A sensitive period refers to a special sensitivity which a creature acquires in its
infantile state, while it is still in a process of evolution. It is a transient disposition
and limited to the acquisition of a particular trait. Once this trait, or characteristic,
has been acquired, this special sensitivity disappears.

Very specific characteristic of a living creature is thus attained with the help of a
passing impulse or potency. Growth is therefore not to be attributed to a vague
inherited predetermination but to efforts that are carefully guided by periodic, or
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transient, instincts. These give direction by furnishing an impulse toward a

determined kind of activity that can differ notably from the adult of that species.”
During a sensitive period, the child is deeply interested into a specific subject. It is
therefore extremely easy for the child to acquire certain abilities related to this
interest.The child has an intense interest for repeating certain actions. A new skill
will emerge out of this repetition. Sensitive periods do not appear in a linear way.
They can overlap. When the sensitive period is over, the intense desire is gone and
the opportunity to learn deeply and easily is gone.

It does not mean that all is lost! For example, it is easier for a child to learn a
second language in his early years. If the child did not have that opportunity, then
learning another language will require a conscious effort.

Sensitive periods or window of opportunities is a term used in neuropsychology

and our current knowledge of the brain shows that there is a specific period for
language acquisition, development of movements and cognitive perception.
Both ways to use the term sensitive period are based on the same idea that children
have a specific way to learn in their early years and that there is a specific time
frame when learning should occur.

In the Montessori community, depending on the training, there is still a debate

about what can be considered a “sensitive period” and when they occur. Maria
Montessori, in her writings, wasn’t clear about when each of these sensitive periods
appear.

Sensitive period of language:

This sensitive period lasts from birth (even in utero) to 6. Today’s sciences
corroborate the existence of a sensitive period to language. Neuroscience has shown
that the window of opportunity for language acquisition begins to shut at around 5
years old.
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Maria Montessori used to say that Montessori said that “the only language men will
ever speak perfectly is the one they learn in babyhood, when no one can teach them
anything.

During the sensitive period to language, it is also very easy for a young child to
learn another language.

A child by the age of 6, will have acquired an extensive vocabulary, basic sentences
patterns and the inflections and accent of his mother’s tongue. That is with almost
no direct teaching!

Language refers not only to the oral language but also to reading and writing. Maria
Montessori observed that children started to write then to read.

It is particularly important to talk to your child in adult to child manner, using the
proper vocabulary and not a baby language.

Books, reading, storytelling and puppets are great activities that help the child to
develop his language.

Sensitive period to movement:

This sensitive period lasts from birth to 5 years old. The sensitive period for
movement can be divided into different phases.

First phase – from birth to 2.5 years of age

The first phase, the acquisition of gross and fine motor skills, walking and the use
of the hands, lasts from birth to 2.5 years of age.

The environment that we prepare gives the opportunities for the child to crawl, pull
up and to move freely.
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We must allow freedom of movement and avoid the trap of baby devices like
playpens and jumparoos, that are supposed to keep our baby safe. Those devices are
only convenient for us. Although, the way we parent today may force us to use
them as we are often parenting on our own for long hours. If you need a playpen or
jumparoos to keep your child safe while you take a shower, try to limit the use to
very short period of time.

We encourage walking with or without assistance. Toddlers do not need baby

walkers.

We have to give them toys or materials that improve the movement of the hand and
improve eye/hand coordination.

We need to give our children constant opportunities, so they can refine their skills.

Second phase – from 2.5 to 4.5 years of age

The second phase, the coordination and refinement of gross and fine motor skills,
lasts from 2.5 to 4.5 years of age.

This is when the child starts using both hands in coordination of fine movements.
He is now able to hold small items with pincer grip and release voluntary.

Gross motor skills consist of coordination of walking, jumping running and

balancing while carrying a jug of water, for example.

The child acquires this coordination through repetition of purposeful motor activity.
Regular visits to the park and outdoor environments are likely to help with this
sensitive period.Children go through phases of maximum effort During this period.
They want to carry heavy loads and they want to push.

Sensitive period of mathmatics

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Maria Montessori’s use of the term, ‘The Mathematical Mind,’ refers to the unique
tendencies of the human mind, such as order, exactness, exploration, and
orientation. Humans also have the unique abilities to imagine, create, and think
abstractly. Montessori designed her math materials to incorporate the natural
capabilities of a All children have mathematical tendencies, and all children should
be able to enjoy mathematical studies.
Dr. Montessori proposed that the introduction of mathematics during the period of
the absorbent mind (0-6 years) enables the child to form positive associations with
numbers, which can be carried on throughout life. The key is to provide the child
with hands-on experiences. For the young child, an explanation is not enough. Dr.
Montessori wrote:

“Education is a natural process carried out by the child and is not acquired by
listening to words but by experiences in the environment.”

Montessori demonstrated that if a child has access to concrete mathematical

materials in his early years, she can come to her own understanding of abstraction
concerning the concept. On the other hand, these same skills and facts may require
long hours of laborious work if introduced later in abstract forms or simply asked to
memorize. child’s mathematical mind. To make a mathematical abstraction, the
child must have a prepared foundation of experiences of order, sequence, and
sensorial experience of things around her. So it is no accident that the basic
materials of the Sensorial apparatus are based on the quantity of ten. Likewise, the
area of Practical Life nurtures the mathematical mind of the child through its
precision and order. Many materials in the Montessori environment have indirect
aims that contribute to the development of the mathematical mind.

At a certain point in development, usually around the age of four, the child enters
the sensitive period for numbers, and the child’s mathematical nature awakens. She
graduates from purely sensorial explorations to interest in specific measuring and
counting. Once begun, the child progresses through the math materials sequentially.
The first group of exercises is work with numbers 1 to 10. The child learns the
quantities from 1 to 10 through a very concrete experience with the number rods.
After this, we introduce symbols and the child learns to associate quantity and
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symbol with the number rods and cards. The sandpaper numbers isolate the symbols
for the quantities, and tracing them prepares the hand for writing numerals.

Question no 5:

Write short note on following core concepts of Montessori education?

a) Mixed age group

b) Spiritual embryo
c) Absorbent mind
d) Prepared environment
e) Focus on individual progress

Core concepts of Montessori education:

The Montessori Theory is a method of teaching developed by Maria Montessori

where the key principles are Independence, Observation, and Following the Child,
Correcting the Child, Prepared Environment and Absorbent Mind.

 Mixed age group:

Traditionally, schools group children by age. In any one classroom, children are
usually all the same age, with the largest gap in age being 6 months to a year.
Children all learn the same material at the same time and the curriculum is based on
the pace of the average student – children feel left behind if they struggle with a
concept, and they feel bored by repetition of something they have already mastered.
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Mixed-age classrooms include a range of ages in the same classroom. Usually,

children’s ages vary by about 2 or 3 years. Dr. Montessori was one of the first
advocates of mixed-age classrooms. She noticed that interaction among children of
different ages brought many positive benefits to the classroom. In her own
words, Montessori said:

“The main thing is that the groups should contain different ages because it has great
influence on the cultural development of the child. This is obtained by the relations
of the children among themselves.”

Benefits of Mixed-Age Classrooms

In our experience, mixed-age classrooms offer 6 amazing benefits to children who
are lucky enough to enjoy them. Check out 6 benefits of mixed-age classrooms
below:

1. Improved Academic Outcomes

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According to Montessori “There are many things which no teacher can convey to a
child of three, but a child of five can do it with ease.” In other words, the multi-age
classroom gives children the chance to learn from each other.

. Boosts Social Skills

A four-year-old watches as two six-year-olds negotiate over who’s going to use a

material next. The two six-year-olds calmly talk through the issue and come to an
agreement. This is a wonderful teaching moment for the younger child, who can
absorb social skills such as compromising, using polite words, and more, from the
older students. These interactions are a daily occurrence in multi-age classrooms!

Furthermore, research shows that older children often develop a mentor role in
mixed-age classrooms, helping everyone practice pro-social behaviors such as
sharing, helping, and more!

3. Encourages Emotional Well-being

Another benefit to a multi-age classroom is that there is less competition. Children

in the same age group tend to compare themselves to one another a lot! With a
mixed-age group, the focus is on discovery and the joy of learning. Without all of
the comparing, children are able to relax and enjoy the learning process. Because
each child is working at their own pace, they can focus on their own learning goals
and progress. This can help relieve

4. Builds Self-Confidence

In our mixed-age classrooms, the younger children look up to the older ones as role
models and the older children look forward to the opportunity to be mentors. This
mentorship role helps older children develop self-confidence and leadership skills.

5. Provides Stability

Children remain with the same teacher and group for a 3-year cycle, allowing each
educator to better observe the unique needs of students and to more clearly
understand and encourage the development of their individual learning styles.
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Mixed-age classrooms provide more stability, as the children form solid

relationships and a sense of community with both their peers and their teachers.

6. Offers a Real-World Experience:

How often do people divide by age group in the real world? Not too often! Mixed-
age classrooms better prepare children for the “real world,” in which they’ll interact
with other people of a range of ages, experiences, and abilities.

some of the anxiety many school children feel about academics.

 Spiritual embryo:

Dr. Montessori believed “a child’s education should begin at birth.” As evidence of

a child’s psychic development, she looks to the length of time it takes newborns to
develop physically. Other animals can run, walk, communicate in a fraction of the
time it takes humans to do the same. The reason humans take so long is our ability
to be individualized. “Every man has his own creative spirit that makes him a work
of art. But there is need of much toil and labor.”
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Those movements, which take longer to master, are voluntary and not instinctual.
“A child develops not simply as a member of the human species, but as a person.”
Children are capable of becoming anything and that potential is present from birth.
Look at the wide eyes of a baby. They absorb everything, preparing to speak and to
walk. These impulses to absorb and learn are as delicate as the child. “Just as a
physical embryo needs its mother’s womb in which to grow, so the spiritual embryo
needs to be protected by an external environment that is warm with love and rich in
nourishment, where everything is disposed to welcome and nothing to harm it.”
Children mold themselves by interacting with their surroundings. By taking
seriously the notion that children shape themselves, our roles as caretaker’s shifts
from the shapers of children to being their guides. Rather than pointing out where
they should go, we must listen to where the child wants to go, and help them to
arrive safely.
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 The absorbent mind:

The absorbent mind describes a child's ability to take in information through their
environment and their experiences by using their own “mental muscles” This ability
begins from the moment of birth and lasts till the age of about six.
This occurs in the first plane of development and is divided into two subcategories.
From ages 0-3, a child is considered an unconscious absorber. From the ages 3-6,
the child absorbs information in a conscious manner.

Parents hear the phrase and often interpret it to mean that they should take
advantage of this period of rapid brain development and teach their child everything
the parent knows, or even worse, everything under the sun.

Maria Montessori and the unconscious absorbent mind:

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Dr. Montessori noted in her book by the same name that a newborn progresses from
being able to do essentially nothing but flail their limbs, to crawling, then walking
and talking. None of this needs to be taught to a baby; they simply achieve this
milestone with the passing of time and taking in what they hear.
This opens the idea to the concept that children don’t owe their development to
their parents. It's the child who develops into the adult.

 Prepared environment:
“Children acquire knowledge through experience in the environment.”Doctor
Maria Montessori

a. The Montessori classroom is referred to as the prepared environment. It is a

meaningfully structured learning space where everything has a purpose and a
 Name: Saman ahsan

Roll no:: D19184

place. Furniture is light and child-sized, learning materials are designed to fit
in children’s hands, and everything is designed to be open and accessible. The
prepared environment activates a love of learning through curiosity, stability,
and the freedom to choose.
b. Features of the Prepared Environment
c. Structure and order
d. Clearly defined curriculum areas
e. Materials are displayed in progression order
f. Left to right orientation
g. Freedom of movement and choice
h. Emphasis on independence
i. Freedom within limits

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.

Self paced indivisual activities:

A child is granted freedom, within suitable environment.to blossom in to his unique

self. Most of activities done by child individually. For as long as he like

No completion :

In Montessori house no two children are ever compared each other .it respect
individual difference and varying pace at which different children progress in
various fields .

No test or examination:
 Name: Saman ahsan

Roll no:: D19184

Every child is free to learn in the class room at his own pace. For assessment
Montessori teacher maintain individual observation sheets and portfolios this is not
for comparison but for the record keeping purpose.
No reward or punishment. Dr Montessori prohibited the use of punishment and
rewards of any kind. Praise, help or look may be enough to interrupt him or destroy
the tempo of activity .