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CONTENT LIST
S.No TOPIC PAGE NO.
.
1 Observations

(a)Classroom & Classroom Layout 2-3

(b) Teacher 4
(c) Materials 5
(d) Curriculum 6-7
(e) Children 8

2 Final Child Study 9

3 Background Information of the Child 9

4 Essay on Child Development 10-17

5 Appendix ‘A’ Physical Development 18-20

6 Appendix ‘B’ Cognitive Development 21-23

7 Appendix ‘C’ Language Development 24-26

8 Appendix ‘D’ Social and Emotional 27-29

Development

9 Appendix ‘E’ Research Work 30-32

10 Bibliography 33-34

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OBSERVATIONS
1. CLASSROOM
As I entered the Montessori kindergarten classroom, I was immediately struck by the
sense of calm and order that filled the room. The classroom was beautifully prepared,
with materials and activities carefully arranged to promote learning and exploration.
The room was bright and airy, with plenty of natural light and space for the children
to move around.
The first thing I noticed was the practical life area of the classroom. This area was
designed to help children develop their fine motor skills, hand-eye coordination, and
independence.
Next to the practical life area was the sensorial area, which was designed to help
children develop their senses and learn about the world around them.
The language area of the classroom was also impressive. The shelves were stocked
with a variety of materials, including sandpaper letters, moveable alphabets, and word
building materials.
The math area of the classroom was equally impressive. The shelves were stocked
with a variety of materials, golden beads, and addition boards.

I was struck by the vibrant notice boards. These boards showcased the class's
"Passport to the World" theme, highlighting countries they had explored. Colourful
flags and maps added visual appeal. The boards displayed children's work and served
as a visual reminder of their learning journey, sparking curiosity and excitement about
the world. The display was a testament to the class's global exploration and discovery.

As I continued to observe the classroom, I noticed that the children were moving
freely and independently, choosing their own activities and working at their own pace.
The teacher was available to answer questions, provide guidance, and offer
encouragement, but she was not directing the children's activities or telling them what
to do.

Overall, my observation of the kindergarten classroom was a truly inspiring

experience. I was impressed by the sense of calm and order that filled the room, and
by the variety of materials and activities that were available to the children. The
classroom was designed to promote independence, self-care, and learning, and the
children were thriving in this environment.

As I left the classroom, I couldn't help but feel a sense of wonder and awe at the
Montessori method. This approach to education is truly unique and effective, and it
has the potential to inspire and empower children to reach their full potential.

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CLASSROOM LAYOUT

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2. TEACHER

As I observed the Montessori kindergarten classroom, I was impressed by the

teacher's ability to create a warm and welcoming environment for the children.
However, it was during an unexpected event that I truly saw the teacher's skills and
dedication shine.

The event occurred when a child with dengue fever arrived in the classroom. She
immediately called the nurse of the school to take the ill child in the medical room
and informed the parents to pick up the child from the school. The teacher then called
for help from another teacher in the day care and asked the teacher to take all children
out in the corridor. The teacher then quickly sprang into action, immediately
sanitizing the tables, chairs, hands of the children who were sitting around him and
classroom. She then quickly changed the day's plan, moving the class to the day care
room.

Throughout this process, the teacher remained calm and composed, ensuring the
children's safety and well-being at all times. She communicated clearly and
effectively with the children, explaining what was happening and why they needed to
move to a different room.

As the teacher sanitized the classroom, she also took the opportunity to teach the
children about the importance of hygiene and cleanliness. She explained how germs
can spread and how we can prevent this by washing our hands regularly and keeping
our environment clean.

Once the class had moved to the day care room, the teacher quickly adapted the day's
plan to ensure the children's learning was not disrupted. She did oral recapitulation of
all the learning regarding transportation in the previous week.

Throughout the morning, the teacher continued to observe and support the children,
ensuring they were engaged and learning. She also took the time to communicate with
the parents of the child with dengue, ensuring they were aware of the situation and the
steps being taken to prevent the spread of the illness.

Overall, my observation of the Montessori teacher in the kindergarten classroom was

a truly inspiring experience. Her ability to remain calm and composed under pressure,
while prioritizing the children's safety and well-being, was truly impressive. Her
commitment to creating a safe and healthy learning environment, and her ability to
adapt to changing circumstances, demonstrated her dedication to providing high-
quality education and care to the children.

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3. MATERIAL

As I observed the Montessori kindergarten classroom, I was impressed by the overall

organization and maintenance of the materials. The classroom was well-structured,
with materials arranged in a logical and sequential manner, allowing children to
progress from simple to complex activities.

One of the first things I noticed was that the materials were in excellent condition,
with no signs of damage or wear. This suggested that the teacher took great care to
maintain the materials and ensure they were in good working order.

The cleanliness of the materials and the classroom was also impressive. The materials
were spotlessly clean, and the classroom was well-ventilated and free of clutter. This
created a safe and healthy learning environment for the children.

The sequential arrangement of the materials was also noteworthy. The teacher had
carefully arranged the materials to promote progressive learning, allowing children to
build on their previous knowledge and skills. This approach encouraged children to
explore and discover new concepts in a logical and orderly manner.

Overall, my observation of the Montessori kindergarten classroom materials was very

positive. The materials were well-maintained, clean, and arranged in a sequential and
logical manner. The teacher's commitment to material maintenance and child-centered
approach was impressive, creating a safe, healthy, and supportive learning
environment for the children.

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4. CURRICULUM

The curriculum was exceptionally well-designed, demonstrating a deep understanding

of child development and learning principles. The integration of thematic learning,
hands-on activities, and practical life skills creates a comprehensive and engaging
learning experience for children.

The curriculum's focus on promoting independence, self-directed learning, and

socialization is particularly noteworthy. The inclusion of activities that encourage
children to work together, share materials, and respect each other's work fosters a
sense of community and cooperation.

The thematic approach to learning, which integrates various subjects and activities, is
well-structured and easy to follow. The use of hands-on materials and activities makes
learning fun and engaging, while the inclusion of opportunities for children to make
choices and take risks promotes autonomy and self-confidence.

Overall, the curriculum is well-designed, comprehensive, and engaging, providing

children with a rich and varied learning experience that promotes holistic
development and prepares them for future success.

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CLASSROOM CURRICULUM FOR THE WEEK

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5. CHILDREN

As I observed the children in the classroom, I was struck by their enthusiasm and
engagement with the learning activities. The children appeared to be highly motivated
and focused, moving freely around the classroom to select activities that interested
them.

One of the most notable aspects of the children's behaviour was their independence.
They seemed to be highly self-directed, requiring minimal supervision and guidance
from the teacher. They were able to choose their own activities, work at their own
pace, and seek help when needed.

The children also demonstrated a high level of respect for the teacher and the
classroom environment. They listened attentively to the teacher's instructions and
followed them carefully. They also showed a sense of responsibility, cleaning up after
themselves and putting away materials after use.

In terms of their physical appearance, the children were all properly dressed and well-
groomed. They wore clean and ironed uniforms, and their hair was well-combed and
tidy. They also appeared to be well-nourished and healthy, with bright eyes and
smiling faces.

I was also impressed by the children's ability to follow classroom routines and
expectations. For example, they carefully arranged all the bottles in a proper line, kept
their bags in their designated area, and placed their lunch boxes in a designated space.
During lunch, they ate nicely with minimal spillage and independently, demonstrating
their ability to take care of themselves and follow classroom expectations.

Overall, my observation of the children in the classroom was very positive. They
appeared to be happy, motivated, and engaged, and demonstrated a high level of
independence, respect, and responsibility. Their physical appearance was also well-
groomed and tidy, reflecting a sense of pride and self-respect.

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FIRST IMPRESSION OF THE TARGET CHILD

As I entered the classroom, I was immediately struck by the presence of a young girl
who was sitting quietly, engaged in her work. She looked up as I entered and wished
me a warm "good morning" with a bright smile. Her demeanour was calm and
composed, and she exuded a sense of confidence and self-assurance.

As the teacher introduced me to the class, the girl was completely attentive, listening
carefully to every word. Her eyes sparkled with curiosity, and she seemed genuinely
interested in learning more about me.

What struck me most about this child was her exceptional manners and welcoming
nature. She was empathetic and polite, and her behaviour was characterized by a
sense of order and discipline. She seemed to crave structure and routine, and her
actions were deliberate and thoughtful.

Throughout my observation, the girl remained attentive and focused, listening

carefully to the teacher's instructions and following them diligently. Her behaviour
was exemplary, and she seemed to be a role model for her peers.

Overall, my first impression of this child was extremely positive. She was a delightful
and charming young girl who demonstrated exceptional social skills, a strong sense
of discipline, and a genuine love of learning.

BACKGROUND INFORMATION OF THE TARGET CHILD

Child’s Coded Name: ‘S’

Age: 5 years

Sex: Female

Height: 110 cm

Weight: 14 kgs

Father: Working

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Mother: Working

Sibling: Single child

Date:7th November 2024.

ESSAY
WHAT IS CHILD DEVELOPMENT?

Child development refers to the process by which children grow, learn, and mature
from conception to adulthood. It is a dynamic and multi-faceted process that
encompasses physical, cognitive, emotional, and social development. It is a dynamic
and multi-faceted process that is influenced by a combination of genetic,
environmental, and cultural factors.

Understanding child development is essential for parents, caregivers, and educators,

as it helps them provide supportive environments that foster healthy growth and
development. As a teacher, studying child development is essential for creating an
effective and supportive learning environment. Studying child development helps
teachers understand how children learn and develop, and how they can support their
growth and development. By understanding how children develop and learn, teachers
can tailor their instruction to meet the unique needs of their students. It also provides
insights into the factors that influence child development, such as family, culture, and
socio-economic status.

"The child's development is a mysterious and complex process, and it is only by

studying it that we can hope to understand it." (The Absorbent Mind, Chapter 1,
Page No 10)

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STAGES OF CHILD DEVELOPMENT

In addition to understanding child development, teachers should also be aware of the

different stages of child development. There are several stages of child development,
each with its own unique characteristics and needs. Dr. Montessori identifies four
stages of child development:

Infancy (0-3 years)

During this stage, children develop physically, cognitively, and emotionally at a rapid
pace. They learn to navigate their environment, develop language skills, and form
attachments to caregivers.

Early Childhood (4-6 years)

During this stage, children continue to develop physically, cognitively, and
emotionally. They learn to use language to communicate, develop social skills, and
begin to demonstrate independence.

Middle Childhood (7-10 years)

During this stage, children continue to develop physically, cognitively, and
emotionally. They learn to use language to communicate complex ideas, develop
social skills, and begin to demonstrate a sense of responsibility.

Late Childhood (11-14 years)

During this stage, children continue to develop physically, cognitively, and
emotionally. They learn to use language to communicate complex ideas, develop
social skills, and begin to demonstrate a sense of independence.

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THEMES OF CHILD DEVELOPMENT

Dr. Maria Montessori identified several key themes that shape child development.
These themes provide valuable insights into how children grow and learn, and how
caregivers and educators can support their development.

Firstly, Montessori emphasized the interplay between biological and emotional

influences on child development. She believed that children's development is shaped
by both their genetic makeup and their emotional experiences. For example, a child's
temperament can be influenced by their genetics, while their emotional well-being can
be shaped by their relationships with caregivers.

Secondly, Montessori argued that children are not passive recipients of knowledge,
but rather active participants in their own learning. She believed that children should
be encouraged to explore, discover, and learn through hands-on experiences. This
approach fosters a sense of agency, autonomy, and self-motivation in children.

Thirdly, Montessori discussed the theme of continuity versus discontinuity in child

development. She believed that children's development is characterized by periods of
rapid growth and change, followed by periods of consolidation and refinement. This
perspective highlights the importance of providing children with a supportive and
nurturing environment that promotes continuity and stability.

Fourthly, Montessori examined the interplay between situational influences and

individual characteristics in shaping child development. She believed that children's
development is influenced by both their genetic predisposition and their
environmental experiences. For example, a child's personality can be shaped by their
genetics, while their behaviour can be influenced by their social environment.

Fifthly, she discussed the theme of early versus later experiences in child
development. She believed that early experiences, particularly those that occur during
the first few years of life, have a profound impact on children's development. This
perspective highlights the importance of providing children with a nurturing and
supportive environment during the early years.

Lastly, she explored the theme of cultural universals versus cultural relativism in child
development. She believed that while there are universal principles of child
development that apply across cultures, there are also cultural variations that shape
children's experiences and development. This perspective highlights the importance of
considering the cultural context in which children develop.

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AREAS OF CHILD DEVELOPMENT

There are several areas of child development that teachers should be aware of,
including physical, cognitive, emotional, and social development.

Physical Development

Physical development refers to the growth and development of a child's physical

body, including their muscles, bones, and senses. This area of development is critical
during childhood, as it lays the foundation for future physical health and well-being.
Physical development is a gradual process that begins at birth and continues
throughout childhood and adolescence. Infants and toddlers develop their physical
skills through motor activities, such as crawling, walking, and running, while pre-
schoolers and school-age children refine their physical skills through more complex
activities, such as sports, dance, and gymnastics.
Physical development includes the development of gross motor skills, such as
walking, running, and jumping, as well as fine motor skills, such as grasping and
manipulating objects. It also includes the development of sensory skills, such as
seeing, hearing, and touching.
Teachers and caregivers can support physical development in children by providing
opportunities for physical activity, such as playtime, sports, and dance.

"The child must have many experiences in the environment if he is to adapt to it.
He must be able to move freely and to use his hands and his senses to explore the
world around him." ("The Secret of Childhood" Chapter 9, Page No. 156)

The Target Child:

The child's physical development appears to be strong, with notable strengths in fine
motor skills, hand-eye coordination, and gross motor skills. Their ability to write and
colour quickly and accurately suggests a high level of dexterity and coordination.
The child's ability to follow orders during sports class also indicates strong gross
motor skills, including running, jumping, and throwing.
Overall, the child's physical development is well-rounded and suggests a strong
foundation for future physical activities.

(REFER APPENDIX ‘A’)

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Cognitive Development

Cognitive development refers to the growth and development of the brain's cognitive
structures, such as perception, attention, memory, and problem-solving. This area of
development is critical during childhood, as it lays the foundation for future academic
and professional success.

Cognitive development includes the development of language skills, such as reading,

writing, and speaking, as well as mathematical skills, such as counting, adding, and
subtracting. It also includes the development of critical thinking skills, such as
analysing, evaluating, and synthesizing information.

During infancy, children begin to develop cognitively, learning to navigate their

environment and understand the world around them. As children enter early
childhood, they continue to develop cognitively, learning to use language to
communicate, developing social skills, and beginning to demonstrate independence.

"The child's mind is like a fertile garden, and the teacher is the gardener who must
carefully tend it. The child's mind is capable of absorbing and processing vast
amounts of information, and it is the teacher's role to provide the child with the
opportunities and materials necessary for this process to occur." (The Secret of
Childhood, Chapter 11, Page no. 201).

The Target Child:

‘S’ cognitive development appears to be strong, with notable strengths in

mathematical concepts and memory recall. Her ability to quickly grasp and apply
mathematical concepts, such as additions, suggests a high level of cognitive flexibility
and problem-solving skills. The child's thorough understanding of the Italy flag, as
taught by the teacher, also indicates strong visual-spatial skills and memory recall.
Overall, the child's cognitive development suggests a strong foundation for future
academic success.

(REFER APPENDIX ‘B’)

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Language Development

Language development refers to the growth and development of a child's language

skills, including speaking, listening, reading, and writing. This area of development is
critical during childhood, as it lays the foundation for future communication and
academic success. Language development is a gradual process that begins at birth and
continues throughout childhood and adolescence. Infants and toddlers develop their
language skills through babbling, gesturing, and imitating sounds, while pre-schoolers
and school-age children refine their language skills through more complex activities,
such as reading, writing, and conversation.
Language development also includes the development of phonological skills, such as
recognizing and manipulating sounds, as well as semantic skills, such as
understanding the meaning of words and sentences. It also includes the development
of syntactic skills, such as understanding the rules of grammar and sentence structure.

"Language is not just a tool for communication, but also a tool for thinking and
understanding. The child's language development is closely tied to his cognitive
development, and the two processes are intertwined" (The Formation of Man,
Chapter 8, Page no. 156, Chapter 8).

The Target Child:

‘S’ language development is advanced, with mastery of digraphs, vocabulary, and

nouns. Their proficiency in Hindi varnmala demonstrates a strong understanding of
phonetics and script. This suggests a high level of linguistic awareness and cognitive
ability. Her language skills are well-developed, indicating a strong foundation for
future communication. She is able to express themselves effectively and comprehend
complex language structures. Overall, her language development is impressive and
indicates a strong potential for future academic success.

(REFER APPENDIX ‘C’)

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Social and Emotional Development

Social and emotional development is a critical aspect of child development that

encompasses the growth and maturation of a child's social and emotional skills. This
area of development is essential for children to form healthy relationships, manage
their emotions, and develop a positive sense of self. From birth to adolescence, child
undergo significant social and emotional changes that shape their ability to interact
with others, regulate their emotions, and develop a sense of identity.

During the early years, children develop attachment to their caregivers, which
provides a foundation for future social relationships. As they grow, children begin to
develop social skills, such as sharing, taking turns, and cooperating with others. They
also start to develop emotional awareness, recognizing and identifying emotions in
themselves and others. This emotional awareness is critical for developing empathy,
self-awareness, and self-regulation skills.

As children enter preschool and elementary school, they begin to develop more
complex social skills, such as communication, problem-solving, and conflict
resolution. They also start to develop a sense of identity, exploring their interests,
values, and beliefs. This sense of identity is critical for developing self-esteem, self-
confidence, and a positive sense of self. Moreover, children's social and emotional
development is influenced by their family, culture, and community. Positive
relationships with caregivers, cultural values, and community norms can all shape
children's social and emotional development.

"The child's emotional development is closely tied to his sense of independence.

The child must be given the opportunity to make choices and to take care of himself
in order to develop a sense of self-worth and confidence."(The Advance Montessori
Method, Chapter 6, Page No. 123)

The Target Child:

The child's behaviour demonstrates exceptional social and emotional development,

showcasing empathy, self-regulation, and kindness. Her politeness towards
uncooperative friends reveals a high level of emotional intelligence and maturity. The
child's compassionate response to a distressed friend indicates a strong ability to
understand and validate others' emotions. Her willingness to wait and prioritize her

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friend's needs demonstrates remarkable selflessness and social responsibility. The

child's actions suggest a strong sense of empathy and a well-developed moral
compass. Overall, her behaviour is a testament to her exceptional social and
emotional development.

(REFER APPENDIX ‘D’)

In conclusion, the four areas of child development - cognitive, physical, language, and
social-emotional - are interconnected and interdependent, and they all play a crucial
role in shaping a child's overall development. Teachers and caregivers can support
child development in each of these areas by providing opportunities for exploration,
discovery, and learning. By doing so, they can help children develop into happy,
healthy, and well-adjusted individuals who are prepared to succeed in
school and in life.

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APPENDIX ‘A’ Physical Development

Date: 7th November 2024

Specific Location: Auditorium

Time: 12:00pm to 12:10pm

Child’s coded name: ‘S’

Age: 5 years

Gender: Female

Name of Observer: Sonam Gulechha

Observation: Physical Development

SCENARIO

The sports class was the last class of the day. ‘S’ was excited to go to the sports class.
Ma’am asked all kids to make a line and she was the first one to make the line. She
was very patiently waiting till the teacher asked them walk down.
Ma’am asked them to walk down. She quietly walked down. As the sports sir was
busy with another set of children, she and her classmates were waiting for the sports
sir to get free.

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S. No Time Observations
1 12:00 pm to 12.02 pm ‘S’ was the first one to make a line when the
teacher asked to.
She was walking in line with her hands on the
railing.
She went two floors down to go to the room
where her sports class was supposed to take
place.
Sir was busy with other set of students she
showed utmost patience and was still standing
first in the line waiting for sir to get free.
2 12:02 pm to 12:04 pm As soon as sir got free, she is being the first
one, she went inside and patiently waited for
sir to call her name out and give her the
position to stand.
Sir asked her to stand beside the 5th cone.
In the class only 3 students were standing
beside the cone and she was one of them.
She and few of her friends wished sir good
afternoon and then sir began the class.
She asked them to stand besides, front and
even at the left and right side of the cone. She
was quick and attentive.
3 12:04 pm to 12:06pm Sir then asked the kids when they had their
food as sir was planning to do some floor
exercises with them she immediately replied
before 1 hour.
Sir then asked them to do mountain pose she
was able to do it perfectly only her legs were
not touching the ground.
She was waiting in that position till sir asked
them to stand up.
Sir then asked them to repeat these 5 times.
4 12:06 pm to 12:08 pm Sir then asked them to make a tree pose.
She remembered and was able to balance her
body in the tree pose.
Sir then asked them to make a cobra pose she
did that with utmost ease. It showed a lot of
flexibility in her body.

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5 12:08 pm to 12;10 pm Sir then made them do suryanamskar and she

was able to perform all 8 steps very smoothly.
She followed the instructions of sir and was
moving her body smoothly.

INTERPRETATION

The child's physical development is truly impressive, as evident from her outstanding
performance in the sports class. Her ability to follow orders and instructions during
the class demonstrates a high level of physical discipline, coordination, and control.
This is a remarkable skill, especially considering that it was the last class of the day,
when energy levels and attention spans tend to wane. The child's capacity to remain
active and attentive throughout the class is a clear indication of their physical stamina,
endurance, and overall fitness.
The child's proficiency in all yoga poses is also noteworthy, requiring a great deal of
flexibility, balance, and coordination. Yoga is an activity that demands a high level of
physical awareness, concentration, and self-control. “S’ physical development is also
reflected in their ability to transition smoothly between different activities and poses.
This is an essential skill for physical activities, as it enables individuals to navigate
their environment with confidence and precision.
Furthermore, the child's ability to follow orders during sports class suggests that she
have developed strong hand-eye coordination. Hand-eye coordination involves the
integration of visual information with motor responses to guide movements. The
child's ability to follow instructions and perform physical actions in response to visual
cues indicates that she have developed strong hand-eye coordination. Additionally, her
participation in sports class and ability to follow orders suggests that she has
developed strong gross motor skills, which involve the coordination of large muscle
groups to perform movements.
Even though it was the last class of the day, the child remained enthusiastic and
engaged, participating fully in all activities. It suggests that the child is well-rested,
well-nourished, and physically fit, all of which are essential for optimal physical and
mental development.
Overall, the child's physical development is impressive, and their performance in the
sports class is a testament to their physical abilities, discipline, and enthusiasm.

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APPENDIX ‘B’ Cognitive Development

Date: 7th November 2024

Specific Location: Classroom

Time: 10:00 am to 10:10 am

Child’s coded name: ‘S’

Age: 5 years

Gender: Female

Name of Observer: Sonam Gulechha

Observation: Cognitive Development

After the class was sanitized properly all the children were brought back to the class
and then ma’am started with the Introduction of the Italy map and its flag.

SCENARIO

Ma’am asked a question, “What footwear we wear in winters?”

Everyone was thinking but she knew and raised her hand first.
She replied, “Boots.”
Then ma’am asked, “Do you know these boots are made in Italy, in Europe.”
She was attentive and very curiously looking at the map of Europe, when ma’am
was showing where is Italy in the Map of Europe and which part of the map they
have to colour to show Italy.

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S. No Time Observations
1 10:00 am to 10.02 am She was able to memorize and started
colouring the map very neatly. She
remembered which part to colour and what all
colours were there in the flag of Italy.
She even pointed out to her friend that she was
doing wrong.
She was through with the concept of map work
and flag colours.
2 10:02 am to 10:04 am After the map work, Ma’am gave them their
maths notebooks in which she had prepared
the sums beforehand.
She was through with the concept of additions.
She did all correct.
Her concept of where to write tens digit and
where to write one’s digit was not clear.
Ma’am explained it again and then she
corrected her work by herself without ma’ams
help.
3 10:04 am to 10:06 am She helped her friend also with the correct
writing of ones and tens digit.
She then rechecked all her additions sums
before going to another work.
4 10:06 am to 10:08 am She then started with the number names
writing. She was through and was able to
recall the spelling of all number names.
She was confident in writing up to ‘fifteen’.
5 10:08 am to 10:10 am She then continued her work slowly by trying
to remember the spellings by the concept what
ma’am taught them.
She was again checking her work before
submitting it to ma’am.

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INTERPRETATION

‘S’ cognitive development appears to be strong, with notable strengths in

mathematical concepts and memory recall. Their ability to quickly grasp and apply
mathematical concepts, such as additions, suggests a high level of cognitive flexibility
and problem-solving skills. The child's thorough understanding of the Italy flag, as
taught by the teacher, also indicates strong visual-spatial skills and memory recall.
Overall, the child's cognitive development suggests a strong foundation for future
academic success.
‘S' proficiency in math additions suggests that they have developed a strong
foundation in number sense and are able to apply mathematical operations to solve
problems. This indicates that the child has a good understanding of mathematical
concepts and is able to think logically and reason abstractly.
The child's knowledge of modes of transportation also suggests that they have
developed strong spatial awareness and visual-spatial skills. This involves the ability
to understand and navigate physical spaces, as well as to think about and understand
the relationships between different objects and locations.
Overall, the child's cognitive development appears to be strong, with notable strengths
in mathematics, memory, spatial awareness, and cognitive flexibility. Her ability to
learn and apply new knowledge, as demonstrated by their proficiency in math
additions and her ability to learn and recall the Italy flag, suggests that she is well-
prepared for future academic success.

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APPENDIX ‘C’ Language Development

Date: 7th November 2024

Specific Location: Classroom

Time: Different times of the day.

Child’s coded name: ‘S’

Age: 5 years

Gender: Female

Name of Observer: Sonam Gulechha

Observation: Language Development

SCENARIO

Scene-1 – The child enters the class.

Scene-2 – Ma’am revises the concept of diagraphs and asked for the words with
diagraphs ‘ing’, ‘end’ and ‘and’.

Scene 3 – Hindi Varnamala fill in the blanks on the board. Ma’am called out each
child and asked them to fill the blank.

Scene 4- Game of modes of transport. Ma’am asked each child to name one vehicle of
transport in each mode of transport.

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Scene-5 Identify whether it is a noun or not. She first asked what is noun? Then she
called out some words and asked the children whether it’s a noun or not?

S. No Conversation Observations
1 Conversation-1 She was good with schedule and
Before starting the language, remembered the date and day of the
class ma’am asked, “What is day. She was even very prompt in
the date and day of today?” answering.
‘S’ answered “7th She had enough patience that after
November,2024, Thursday.” raising her hand she was waiting for
ma’am to give her chance
2 Conversation-2 She was very through with the
Diagraph webs vocabulary; her pronunciation and
spelling were all correct.
Ma’am made group of 5 kids She didn’t get confused between ‘and’
each and asked them to recall and ‘end’ diagraphs.
all the words with their She was quick in answering then her
respective diagraphs. other group members. She helped a
She started discussing with her friend in the group for even the
friends. spellings.
Ma’am then asked them to say
the words with the diagraphs
‘and’.
She answered, “hand and land”

3 Conversation -3 She had through knowledge of Hindi

Hindi Varnmala varnamla. She was able to recall all the
Ma’am on the board made the missing letters. Her dexterity of Hindi
fill in the blanks game on the letters was also very precise.
board.
Ma’am asked who will come
and fill the blanks she raised
her hand.
She reached the board and was
able to fill the blank correctly.,
she even prompted the letter
correctly.

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4 Conversation-4 She was through with the concept of

Ma’am played a game of transport.
modes of transport. She even knew about different modes
Ma’am asked her, “Name a of transport. When asked about it, she
water transport?” explained very nicely what different
She replied, “Boat.” modes of transport is?

Ma’am asked her, “Name a She was even had lots of examples of
road transport?” each mode of transport.
She replied, “Ambulance.”

5 Conversation-5 She was bit confused about the concept

Ma’am asked, “What is noun?” of what is noun and what not is now.
She answered, “Name, place, She was not able to identify. But once
animal, thing.” ma’am explained again she was clear
Ma’am said, “Let’s play game, with the concept and then she was able
tell me whether a toy is a noun to identify the nouns when ma’am was
or not?” asking.
She replied, “She said no.”
Ma’am then explained again
what noun is.”
She then replied, “Yes, toy is a
noun.”

INTERPRETATION
‘S’ language development appears to be strong, with notable strengths in phonics,
vocabulary, and linguistic awareness. The child's ability to recognize and work with
digraphs indicates that they have a strong foundation in phonics and are well-prepared
to read and spell more complex words.
The child's vocabulary development is also impressive, as they have demonstrated a
thorough understanding of nouns. Nouns are a fundamental part of language and
mastering them requires a strong understanding of the relationships between words
and concepts. The child's ability to recognize and use nouns correctly suggests that
they have a strong vocabulary and are able to communicate effectively.
Furthermore, the child's proficiency in Hindi varnmala (alphabet) suggests that they
have developed a strong understanding of the sound-symbol relationship in Hindi.
Mastering the Hindi alphabet requires a strong understanding of the relationships
between sounds and letters, as well as the ability to recognize and write the letters
correctly. The child's ability to recognize and write the Hindi alphabet suggests that
they have a strong foundation in Hindi language and are well-prepared to read and
write more complex texts.
Overall, the child's language development appears to be strong, with notable strengths
in phonics, vocabulary, and linguistic awareness. Their ability to recognize and work
with digraphs, nouns, and the Hindi alphabet suggests that they have a strong
foundation in language and are well-prepared to communicate effectively in multiple
languages.

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Additionally, the child's language development suggests that they have developed
strong cognitive skills, such as memory, attention, and processing speed. Their ability
to recognize and recall complex linguistic structures, such as digraphs and nouns,
suggests that they have a strong working memory and are able to process and retain
new information.
Furthermore, the child's language development suggests that they have developed
strong social and emotional skills, such as communication, empathy, and self-
confidence. Their ability to communicate effectively in multiple languages suggests
that they are able to express themselves clearly and confidently and are able to
understand and respond to the needs of others.

APPENDIX ‘D’ Social and Emotional Development

Date: 7th November 2024

Specific Location: Classroom

Time: 9:00am to 9:10 am.

Child’s coded name: ‘S’

Age: 5 years

Gender: Female

Name of Observer: Sonam Gulechha

Observation: Social and Emotional Development

SCENARIO

‘S’ enters the classroom with a big smile. She was welcomed by the class teacher with
a big hug. She was very particular about her order and routine. As soon as she reached
the desk she started arranging things as per their place.
Her friend talked to her very rudely, yet she was polite and said sorry to her friend.

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S. No Time Observations
1 09:00 am to 09.02 am She entered the class with a good smile. She
wished everyone Good morning.
She came to ma’am hugged ma’am and
wished her Good morning.
She was very warm.
She had a sense of order and routine. She
reached her place and started taking out her
tiffin to place it the right place.
2 09:02 am to 09:04 am After her tiffin she placed her, bottle where all
bottles were kept. She saw the bottles were not
kept in line, so she started arranging it
properly.
By mistake a friend’s bottle fell down she
picked it up and arranged it in a line.

3 09:04 am to 09:06 am She came to her place and said sorry to her
friend whose bottle fell down while arranging.
Her friend was rude to her still she was very
calm, and she was talking very politely.

4 09:06 am to 09:08 am She and her friend started making card for
ma’am. They took a piece of paper and started
drawing a picture of ma’am.
They even wrote ma’ams name and wrote I
love you too.
5 09:08 am to 09:10 am Suddenly, ma’am came to know about the
child having Dengue fever. She asked all the
children to sanitize their hands, she was able to
do it by herself.
She helped her friends when they were
sanitizing their hands by holding the bottle.

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INTERPRETATION

The child's behaviour suggests that she has developed strong social and emotional
skills, particularly in the areas of empathy, self-regulation, and social responsibility.
Here's an interpretation of the child's social and emotional development:
The child's politeness towards her friends, even when they are not being cooperative,
suggests that she has developed strong social skills, including communication,
conflict resolution, and relationship-building. Her ability to remain polite and
respectful in the face of uncooperative behaviour indicates that she has developed
strong self-regulation skills, including the ability to manage her emotions and
behaviour in a socially acceptable way.
The child's compassionate response to her friend who was upset suggests that she has
developed strong empathy skills. Empathy is the ability to understand and share the
feelings of others, and it is a critical component of social and emotional development.
The child's ability to recognize and respond to her friend's emotional needs indicates
that she has developed strong emotional intelligence, including the ability to
recognize and understand emotions in herself and others.
The child's willingness to wait for her friend to finish their work and to let her friend
go first when asked suggests that she has developed strong social responsibility skills.
Social responsibility involves taking care of others, being considerate of their needs,
and being willing to make sacrifices for the benefit of others. The child's behaviour
indicates that she has developed a strong sense of social responsibility and is willing
to put the needs of others before her own.
Overall, the child's behaviour suggests that she has developed strong social and
emotional skills, including empathy, self-regulation, and social responsibility. These
skills are critical for forming and maintaining healthy relationships, achieving
academic and personal success, and contributing to the well-being of others.

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APPENDIX ‘E’ Research Work

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S.NO Name of Name of Publicatio Year

the book the n
author book

1 Montessori The Clio Press 2013

Maria Absorbent Oxford
Mind England
2 Montessor The Secret Frederick 2018
i Maria of A. Stokes
Childhood Co., New
York.
3 The Secret Frederick 2018
Montessori of A. Stokes
Maria Childhood Co., New
York.
4 The Aakar 2019
Montessori Formation books Pvt.
Maria of Man Ltd.
5 The Montessori 2020
Montessori Advanced Pierson
Maria Montessori Publishing
company.
BIBLIOGRAPHY

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S.N.O Name Name Publication Year

of the of the
book Book
author

1 Internet -
2 Modern Montessori International
DMT- Ltd.
102
https://www.sharing4good.org/
3 Internet article/social-emotional-
learning-personal-development-
children-and-youth

BIBLIOGRAPHY
(Research Work)

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