Assignment Module 1

Student Name : Zubia Aslam

Roll no : DK3075

Q1: Write a biographical note on Dr. Maria Montessori in your own words.

Answer:

Dr. Maria Montessori was an Italian educator, doctor, and reformer who changed the way the
world thinks about children's education. She was born on August 31, 1870, in a small town called
Chiaravalle in Italy. Maria grew up in a time when women were expected to stay at home and not
pursue higher studies, but she was determined to do something different.

From a young age, Maria was strong-willed, intelligent, and hardworking. When her family moved
to Rome, she had access to better educational opportunities. She first thought about becoming an
engineer, but later she decided to study medicine, something almost unheard of for women at that
time. Despite facing a lot of challenges and opposition, Maria entered the University of Rome in
1890 to study physics, mathematics, and later medicine. In 1896, she became one of Italy's first
female doctors, a huge achievement in those days.

Early Career and Work at University of Rome

After completing her medical degree, Montessori worked at the University of Rome. She was
involved in research at the psychiatric clinic and treated many poor and mentally disabled children.
Through her work, she began to notice that many of these children, who were thought to be
"uneducable," had the ability to learn if given the right environment and encouragement. She
realized that intelligence and potential were not limited to children considered "normal" by society.

This important discovery made her question traditional methods of education and inspired her to
find better ways to teach all children, including those with disabilities.

Influences from Other Educators

Maria Montessori was deeply influenced by the work of earlier educators such as Jean-Marc-
Gaspard Itard, Edouard Seguin, and Jacob Rodrigues Pereira. These pioneers had worked with
disabled children and believed in using hands-on activities to stimulate learning.

From their work, Montessori learned two important ideas:

 Every child goes through sensitive periods where learning certain skills is easier.
 Even children with disabilities can make great improvements with the right help.

These ideas later became important parts of the Montessori Method.

 Assignment Module 1
Student Name : Zubia Aslam
Roll no : DK3075

Work at the Orthophrenic School

In 1899, Montessori was appointed as the co-director of a new school called the Orthophrenic
School, which focused on the education of mentally disabled children. At this school, she worked
alongside other teachers and doctors to develop new educational methods.

She designed purposeful activities to engage the children's senses and minds. Montessori
dismissed the strict hospital rules, removed the nurses, and created a more caring, respectful
environment for the children. She believed that children needed freedom, respect, and purposeful
work to truly learn.

The results were astonishing. After two years, many of her students were able to pass the standard
public school exams, something nobody expected. Montessori realized that if mentally disabled
children could achieve so much with the right methods, then normal children could achieve even
more if educated properly.

The Beginning of the Montessori Method

Maria Montessori continued her studies in education, philosophy, and psychology. She wanted to
apply her discoveries to all children, not just those with disabilities.

In 1907, she opened her first classroom, called Casa dei Bambini (Children's House), in a poor
district of Rome. Here, she introduced her revolutionary ideas:

 Children learn best when they are free to choose activities that interest them.
 Learning should be hands-on and based on real-world experiences.
 The environment should be carefully prepared to encourage independence and exploration.

Montessori observed that when children were given freedom in a prepared environment, they
became focused, happy, and eager to learn. She saw that children had a natural desire to learn and
that the teacher's role was to guide and support rather than to control.

Important Concepts in Montessori Education

1.Child-Centered Learning:
In Montessori classrooms, the child is at the center of everything. The teacher, known as the
guide, prepares the environment and observes the children, allowing them to explore and learn at
their own pace.

2. The Absorbent Mind:

Montessori discovered that from birth to age six, children absorb information from their
 Assignment Module 1
Student Name : Zubia Aslam
Roll no : DK3075

surroundings effortlessly. She called this the absorbent mind. This means that young children
naturally take in language, culture, and behavior without formal teaching.

3. Sensitive Periods:
Children go through sensitive periods when they are particularly open to learning specific skills
like language, movement, or order. Montessori classrooms are designed to recognize and support
these special times.

4. The Role of the Adult:

The adult in a Montessori environment is a gentle guide, not a traditional teacher. The guide
respects the child's independence, offers help when needed, and protects the child's right to learn
in a peaceful, prepared environment.

5. Freedom Within Limits:

Montessori believed children should have the freedom to choose activities, but within limits that
ensure respect for others and the environment.

6. Practical Life Skills:

In addition to academics, Montessori education teaches children real-life skills like cooking,
cleaning, and caring for themselves, helping them build independence and confidence.

Global Influence and Later Life

The Montessori Method quickly gained international attention. Montessori began training
teachers, writing books, and giving lectures around the world. Her ideas spread to countries like
the United States, India, the Netherlands, and beyond.

During World War II, she lived in India for several years, where she developed a deep respect for
Eastern philosophy and incorporated ideas of peace and spiritual development into her work.

Montessori was nominated three times (1949, 1950, and 1951) for the Nobel Peace Prize because
of her belief that education could bring peace to the world.

She received many honors during her lifetime, including:

 The French Legion of Honor

 The Dutch Order of Orange-Nassau
 An Honorary Doctorate from the University of Amsterdam
 Honorary citizenships from her hometowns, Perugia and Chiaravalle
 Assignment Module 1
Student Name : Zubia Aslam
Roll no : DK3075

Many countries even issued special coins and stamps with her image to honor her.

Death and Legacy

Maria Montessori passed away on May 6, 1952, in the Netherlands. As per her wishes, she was
buried where she died, believing herself to be a citizen of the world. After her death, her only son,
Mario Montessori, continued her work with dedication until his own death in 1998.

Today, there are thousands of Montessori schools in countries all over the world. Her ideas have
had a lasting impact not only on alternative education but also on mainstream teaching practices.
Her methods continue to influence how educators view childhood development and learning.

Maria Montessori truly was a woman ahead of her time, and her legacy lives on. She helped people
see children not as empty vessels to be filled with knowledge, but as capable, curious, and
independent individuals with incredible potential to shape the world.
 Assignment Module 1
Student Name: Zubia Aslam
Roll no : DK3075
Q2: Write a note on the first Case dei Bambini. Also explain how did Montessori method
develop there.

Answer: Casa dei Bambini, which means “Children’s House” in Italian, was the very first
Montessori school. It was opened on January 6, 1907 by Dr. Maria Montessori in a poor
neighborhood called San Lorenzo in Rome, Italy.

At the time, Montessori was asked to help take care of young children in a housing project while
their parents were at work. Instead of just babysitting, she created a space where kids could learn
and grow at their own pace in a calm and structured environment.

She noticed something amazing: when children were given freedom within clear boundaries, they
became curious, focused, and eager to learn on their own. This inspired her to develop what we
now call the Montessori Method—a way of teaching that focuses on hands-on learning,
independence, and respecting each child’s natural development.

That little school in Rome sparked a worldwide movement. Today, Montessori schools around the
globe still follow the same ideas that began in that first Casa dei Bambini, over a hundred years
ago. . At the beginning there were only around fifty to sixty children aging two to five years, with
one untrained volunteer (teacher). The children stayed there from 9am to 5pm.They were given
two meals and bathed regularly. These Children came crying and resisting the school and were the
worst example of poverty and ignorance by the parents. Most of them were disrespectful in
behavior and hostile towards the environment and very difficult to handle.

Development of Montessori method:

Dr. Maria Montessori's journey began in 1907 when she opened the first Casa dei Bambini
(Children’s House) in Rome. Without prior experience teaching typical children or a set
curriculum, she started by involving older children in daily tasks like cleaning and dressing. She
also introduced hands-on activities such as puzzles and exercises to develop coordination.

Initially, the children were unruly, but they gradually became more focused and calm. Montessori
observed that even very young children, around 3 to 4 years old, were eager to learn practical life
skills. These activities—like pouring, sweeping, and dressing—not only taught them independence
but also improved their concentration and coordination. As the children mastered these tasks, they
exhibited peaceful behavior and a strong sense of order. Montessori noticed that they were learning
by engaging with their environment, essentially teaching themselves. This self-directed learning
led to remarkable progress, even in areas like reading and math. Using her background in science,
Montessori developed educational materials that are still used in Montessori classrooms today.
Her method emphasized observing children and allowing them to learn at their own pace through
 Assignment Module 1
Student Name: Zubia Aslam
Roll no : DK3075

meaningful activities. This approach transformed education by focusing on the child's natural
curiosity and desire to learn.

Maria Montessori believed that all children have a natural desire to learn, and that this drive is the
same no matter where they’re from. She spent many late nights creating learning materials to help
kids explore subjects like math, science, geography, and history in a hands-on way.

The children in her first school, called Casa dei Bambini (which means “Children’s House”),
showed amazing progress—not just in academics like reading and writing, but in practical life
skills too. Montessori didn’t believe in forcing kids to learn. Instead, she said “Children read and
do advanced math in Montessori schools not because we push them, but because they want to—
when we give them the right environment and tools. It doesn’t make sense to stop them from
learning just because we think they’re too young. That’s how traditional schools used to think.”Her
success with those children became the foundation of the Montessori Method. Word about her
unique approach spread quickly, and many people—teachers, scientists, political leaders—came
to see it for themselves. They were amazed by how capable and well-behaved the children were.
Before long, her ideas spread to other places. In fact, just a year later, parts of Switzerland began
turning their kindergartens into Montessori-style schools. And that’s how her educational
movement started growing around the world.

In 1914, Dr Maria Montessori wrote, “I did not invent a method of education, I simply gave some
little children a chance to live.” Montessori, when criticized for her method being too structured
& academically demanding of young children, laughed out saying, “I followed these children,
studying them, studied them closely, & they taught me how to teach them.”

Q3: Elaborate the discoveries made by Dr.Maria Montessori by observing the child?

Answer: Dr. Maria Montessori was the founder of Montessori Education. Maria Montessori made
a lot of discoveries by observing the children. 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.

 Children provide academic materials over toys

Dr. Maria Montessori found that children are more interested in doing activities that help them
learn and grow, rather than playing with expensive toys. She noticed that kids quickly lost interest
in toys and went back to doing their Montessori work. It was clear to her that children enjoy doing
real tasks and learning new things. They seem to know what’s important and choose activities that
help them build skills and become more independent.
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Student Name: Zubia Aslam

Roll no: DK3075

 Inner Need for Freedom and Constructive Work

The children were given some learning materials to use for a short time, but Dr. Montessori noticed
that they didn’t want to stop when time was up. They were so interested and focused that they
wanted to keep going. This happened so often that she realized something important: children
actually enjoy doing meaningful work, and they need the freedom to keep working as long as they
want.

 Ability to Selective Activities

"Dr. Maria Montessori discovered something amazing — kids can choose the right activities for
themselves. She saw that they naturally pick things that help them grow and learn, because they’re
driven by their own interests and inner motivation."

 Naturally Motivated And Do not Need Rewards

Dr. Maria Montessori found that children don’t really care much about rewards or punishments.
Instead, they are motivated from the inside—they enjoy learning and working when it connects
with what they naturally need or are interested in. When kids are free to choose what they want to
do, they often focus and work hard just because they love it. She noticed that giving rewards or
punishments actually got in the way of their ability to choose and enjoy their work. So, she decided
not to use those methods in her teaching.

 Children Need Activities in Multiple Areas to Develop Fully

Dr. Maria Montessori found that children grow and learn best when they have a variety of activities
and experiences to explore. To help with this, she created special learning materials in different
areas like language, math, art, science, culture, and using the senses. She didn’t force kids to use
these materials—instead, the children were naturally drawn to them and enjoyed working with
them on their own.`

 True Learning Happens with Concentration

Maria Montessori noticed that when kids really pay attention to something they like doing, that’s
when they learn best.

It’s not about doing a lot of things quickly—it’s about spending time on one thing and getting
really into it.
 Assignment Module 1

Student Name: Zubia Aslam

Roll no: DK3075

When kids are focused:

 They understand things better

 They remember more
 They feel calm and proud
 They learn to control themselves

That’s why it’s important to give children the time and space to really focus on what they’re
doing—because that’s when the magic of learning happens.

 Purposeful activities Lead to Normalization

Maria Montessori saw that when kids do real, purposeful things—like cleaning, pouring, building,
or sorting—they become more focused, calm, and happy.

She called this normalization, which just means the child feels settled, peaceful, and ready to learn
and get along with others.

When kids do activities that matter:

 They feel proud and useful

 They stay calm and focused
 They become more kind and independent

In short when kids have something real and meaningful to do, they grow into their best selves.

 Children Need Activities in Multiple Areas to Develop Fully

Maria Montessori found that kids grow best when they get to do different kinds of things—not just
schoolwork.

They need:

 To move their bodies – like running, jumping, or carrying things

 To use their minds – like solving puzzles or asking questions
 To spend time with others – like talking, sharing, and playing
 To understand feelings – like learning to be kind, patient, and confident
 To do real-life tasks – like helping cook, clean, or take care of things

Doing a mix of activities helps kids grow strong, smart, and happy in every way.
 Assignment Module 1

Student Name: Zubia Aslam

Roll no: DK3075

 Children are Naturally Well-Behaving

Maria Montessori believed that children are naturally kind and well-behaved.

When kids are in a calm, caring place and are busy with things they enjoy:

 They listen better

 They are kind to others
 They follow rules
 They feel happy and peaceful

If a child is acting out, it usually means something is wrong—maybe they’re bored, tired, or upset.
But deep down, kids just want to do well and feel good.

So when we give them the right support, their best side comes out.

 All Efforts to Grow are Efforts to Be Independent

Maria Montessori saw that everything kids try to do—like walking, eating, getting dressed, or
cleaning—is their way of learning to be independent.

She believed:

 Kids love doing things on their own

 Trying to do things helps them grow and feel proud
 Grown-ups should help only when needed, not do it for them

So when a child says, “I can do it myself,” that’s a good sign—they’re learning and growing!

 Environmental Engineering

Maria Montessori believed that the way a room is set up can really help kids learn and feel good.

She said the space should be:

 Clean and calm

 Just the right size for kids
 Full of things they can use by themselves
 Safe, cozy, and welcoming
 Assignment Module 1

Student Name: Zubia Aslam

Roll no: DK3075

When the environment is made just right for children, they feel more confident, more focused, and
more independent.

It’s like giving them a little world that’s made just for them to grow in.

 Children Need Respectful Treatment

Maria Montessori believed that children should be treated kindly and with respect—just like
adults.

This means:

 Listening when they talk

 Speaking to them nicely
 Letting them make choices
 Trusting them to try things on their own

When kids feel respected, they feel happy, confident, and learn to respect others too.

It’s simple: when we treat kids well, they grow well.

 Real Obedience

Maria Montessori believed that real obedience means a child chooses to listen and follow—not
because they’re scared, but because they understand and want to do the right thing.

She noticed:

 Obedience takes time to grow

 Kids need to feel trusted and respected
 When they feel calm and confident, they listen better

So instead of forcing kids to obey, we guide them kindly. That way, they learn to listen and follow
directions because they want to, not because they have to.
 Assignment Module 1

Student Name: Zubia Aslam

Roll no: DK3075

 True Discipline Comes through Freedom

Maria Montessori found that kids learn to behave well when they have the freedom to make
choices—with a few clear rules to guide them.

She saw that:

 When kids are free to choose what to do, they learn to control themselves
 They make better choices when they feel trusted
 Discipline grows slowly as they practice and learn

So instead of always telling kids what not to do, we give them the space to learn how to do the
right thing on their own.

Freedom helps them grow into responsible, respectful people.

 Children are Underestimated

Maria Montessori believed that kids are often underestimated. Grown-ups sometimes think kids
can’t do much—but that’s not true!

She saw that:

 Kids can do a lot if we just give them the chance

 They’re smart, curious, and full of ideas
 When we believe in them, they surprise us in amazing ways

So instead of saying, “You’re too small,” we should say, “Try it—I believe in you!”

Kids are capable of much more than we think.

Q4: 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

Answer : What Are Sensitive Periods:

 Assignment Module 1

Student Name: Zubia Aslam

Roll no: DK3075

Maria Montessori found that kids go through special times when they are super interested in
learning certain things—like talking, walking, or counting.

These are called Sensitive Periods.

During these times, kids learn those skills more easily and naturally than at any other time.

If we notice and support them during these times, learning becomes fun and exciting!

a) Sensitive Period for Language (Birth to 6 years)

 Kids love listening to sounds and words.

 They learn to speak by hearing others talk—without needing lessons.
 They enjoy songs, stories, and new words.
 It’s the best time to talk to them a lot and even introduce new languages.

b) Sensitive Period for Math (4 to 6 years)

 Kids start liking numbers, counting, and patterns.

 They enjoy sorting things and solving small problems.
 They learn best with hands-on things like blocks, beads, and puzzles.
 This is a great time to play fun math games with them.

c) Sensitive Period for Movement (Birth to 4 years)

 Kids want to move all the time—crawl, walk, run, climb.

 Moving helps them learn about their body and the world.
 They also love using their hands to pick up, carry, or build things.
 Giving them space and freedom to move helps them grow strong and confident.

Q5: Write shorts 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
 Assignment Module 1

Student Name: Zubia Aslam

Roll no: DK3075

Answer:

a) Mixed Age Group

A mixed age group is a group of people (usually children or students) who are different ages. For
example, a class where 3-year-olds and 5-year-olds learn and play together is a mixed age group.
It just means the group isn’t all the same age.

For example:

 In a preschool, a mixed age group might include 2-year-olds, 3-year-olds, and 4-year-olds
learning and playing together.
 In a family, siblings of different ages spending time together is also a mixed age group.

It helps younger ones learn from older ones, and older ones practice helping and leading.

b) Spiritual Embryo

When a baby is born, they start growing not just physically, but also inside — in their mind, heart,
and personality. This inner growth is what Maria Montessori called the "spiritual embryo."

Just like a baby grows in the womb before birth, after birth, the baby starts growing on the inside
— learning how to think, feel, talk, and understand the world.

Between birth and 6 years old, children are like little sponges. They absorb everything around
them — how people talk, behave, how things work — even without being taught directly. All of
this shapes who they become.

To grow well inside, children need:

 Love and care

 Respect and patience
 Freedom to explore and learn

When they have that, their true potential starts to bloom.

 Assignment Module 1

Student Name: Zubia Aslam

Roll no: DK3075

c) Absorbent Mind

When kids are very young (from birth to around 6 years old), their minds work like sponges. They
soak up everything around them — words, actions, feelings, even small details — without anyone
needing to teach them directly.

They learn things like:

 How to talk
 How to behave
 How the world works

Just by watching, listening, and being around others.

This is called the absorbent mind — it’s how little kids learn super-fast without even trying.

d) Prepared Environment

"Prepared Environment" means a space that has been carefully set up to help people do something
easily and successfully.

Depending on the situation, it can mean different things:

 In education (like Montessori), it's a classroom arranged to help kids learn by themselves
— with the right materials, furniture, and freedom to explore.
 In technology, it could be a computer system or workspace set up so someone can build or
test software without problems.
 In everyday life, it could even mean cleaning and organizing your kitchen so it's easy to
cook.

Basically, it’s about setting things up in a smart way so people can do what they need to do, without
obstacles.

e) Focus on Individual Progress

Instead of comparing yourself to others, look at how much you have improved. Everyone grows
at their own speed.

1. Make Your Own Goals

Set goals that are right for you, not based on what others are doing.
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Student Name: Zubia Aslam

Roll no: DK3075

2. Keep Track
Write down what you’re learning or how you’re improving, even if it’s just a little.

3. Celebrate Small Steps

Even small progress is a big deal. Be proud of it!

4. Be Patient with Yourself

Some days will be harder than others. That’s okay—just keep going.

5. Look Back and Reflect

Every now and then, take a moment to see how far you’ve come. You might surprise
yourself!