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ASSIGMENT NO 1

Q1: Discuss the life and works of Dr.

Maria Montessori and why is she referred to as a lady of
much ahead of her time?

IFE AND WORKS OF DR. MARIA MONTESSORI:

Dr. Maria Montessori is recognized as the founder of Montessori Method and one of the
pioneers in the development of early childhood education. She is also respect and reputed
for promoting a substantial number of important educational reforms.
Dr. Maria Montessori was born on 31
31st August1870 to an educational Middle class family in Ancon a Italy. She was the only
child of her parents. Her Father’s name was Alessandro Montessori and was a conservative
military man. On the other hand, her mother, Renidle Montessori was a liberal lady and
supported Maria educational pursuit. Her father frequent transfers gave Maria a chance to
have education in big cities throughout Italy.
Almost whole of the Europe, in those days was very conservative in its attitude toward and
treatment of women. Italy was no exception but Montessori pursued medical and scientific
education. Despite many years of opposition from her father, teachers, and male fellow
students, she graduated with highest honors from the Medical School of the University of
Rome, becoming the first physician in Italy in1896. Thus Montessori holds the title of being
the first lady doctor in the history of Italy.

WORKS WITH SPECIAL CHILDERN:

Montessori was always unwilling to enter education as a career as it was one of the three
traditional roles open to women at that time: Working with children, home making or the
convent .But the ironic thing is that she became best known for her contributions in
education. As a physician, Montessori specialized in paediatrics and the new field of
Psychiatry. In 1900, at the elapse of just as short span of four years her degree in medicine,

Montessori was appointed director of the new Ortho phrenic School attached to the
University of Rome, it was the municipal asylum for “deficient and insane” (special) children
of the city. Most of whom would be diagnosed in the twenty-first century as mentally
disabled. One day she inquired a nurse about their awful condition, she replied that they
fought for the food and the throw themselves on the floor to catch the food that was how they
got dirty. Thus the children were kept in the prison like room with less food and no hope
for recovery. Montessori discovered that her young patients needed purposeful activities,
which could stimulate their senses and mind, and add into their self-esteem, and the sense
of achievement. She also got inspired by the work of two almost forgotten French doctors of
the 18th and 19th centuries: Jean-Marc-Gaspard. Itard (1775-1838) and Eduardo Seguin(1812-
1880). Itard was well known for his work with the “Wild Boy of Aveyron a young boy
who was found by some hunters wandering naked in the
Forest.

Al though Itard’ efforts to teach the wild boy were barely successful, his work had two
important implications;
1. If proper stimulation and experiences are not provided during sensitive periods of
development to a child, it may hinder or does not take place at all.

2. Furtherance of handicapped children is possible.

Montessori drew further confirmation of Itard’s ideas from the work of Eduardo
Seguin, a French psychologist who was a student of Itard and carried on his research.
His work, however more specific and organized.

THE DECLINE AND REVIVAL OF MONTESSORI EDUCATION:

The number Montessori schools soared up to 1000 by1925 and many tens of thousands more
around the world. But things took a dramatic turn by 1940.Montessori movement virtually
disappeared from the American scene and declined in many other countries. In America,
only a few schools had the courage to pronounce themselves Montessori school, although
many continued to operate without using the name. However, since 1960s, there is a
surprising revival and resurgence of Montessori movement in America.

Q2: What are the main discoveries made by Dr. Maria

Montessori by observing the child?
After nearly twenty two years of such experimentation Dr. Montessori could say that she had
found a method of helping children in their educational pursuits. This later on, came to be
known as the Montessori Method of education, which is aimed at helping the child for life. It
may be worthwhile to enumerate some of the discoveries she had made during her work.
1. Child loves to work purposefully. If it corresponded with the inner developmental
needs, they worked until they reached their goal. They workout of a natural drive,
which makes them select concentrate on tasks which are appropriate for development.

2. The inner drive is sufficient. Total development is possible only when the child can
work in various fields of human activity as specific times, whose awareness and urge
comes to him naturally.

3. When something that answers the inner needs meets the child’s eyes spontaneous
INTREST is kindled. When the spontaneous Repetition of an activity is done with
interest the natural result is Concentration. But concentration is not the end product
of education, it is only the beginning. True learning takes place with concentration.
 4. Very young children need order for their development.

5. The child needs not practice in everyday life. The child gets confused and this can
create wrap in his development .Normality depends on all the human powers working
in unison, in collaboration

6. Activities involving sensorial concepts, language, arithmetic, art, culture were found
to be necessary for the child’s education. Dr Maria Montessori found out how the
children needed to perform these activities specially because they brought
the intelligence, will and voluntary movements of the personality to the child.

7. The children showed that they could assimilate the knowledge, normally considered
to be too complex for the child, if it is presented in rightful conditions.

8. She discovered that real discipline comes through freedom. This suggested that
discipline must come from within and not imposed from outside because true
discipline is born in freedom. Freedom and discipline are two faces of the same coin.

9. Real obedience is based on love, respect and faith.

10. Dr Montessori discovered that children are often seen to behave in a certain manner.
In other words, the child is destructive, disorderly, stubborn and disobedient if
suitable conditions are missing. She called it deviation. However, under rightful
circumstances the children behave otherwise. She called this Normality.

11. Most of the activities presented to the children in Montessori houses of children are
results of observing the child.

12. All the help we offer should lead the child to independence in his individual and
social life. “Help me Do it Myself” is what every child wants to tells us. We just
don’t listen to it.

13. Montessori discovered that the environment itself was all important in obtaining the
results that she had observed.

14. Montessori further studied the traffic pattern of the rooms.

15. Montessori carried this environmental engineering throughout the entire school
building and outside environment

Q3: Which are the main requirements to be considered to

start a House of Children? How do you implement them?
Montessori is the place where children can do whatever they want and meet their needs and
interest. Therefore, one has to be very particular and consider numerous things when start the
house of children. It is the most difficult task to start it. There are several requirements which
one should be keeping in mind.

1. Class room design is the most important place where children have to stay.
Montessori educational apparatus, tables and shelving, and related activities
equipment should be appropriate and several in number so that children could
approach them.
2. The number of students in the classroom should not be exceeding more than
30students.
3. The size of the classroom should allow minimum of 20 square feet per student sat the
early level, 30 squares for the elementary level and 40 squares would before
secondary level.
4. Montessori house should be child-sized where he could enjoy his age. A child sized
kitchen, science lab, an art studio, bath rooms, hobby workshop, everything should be
according to the size of a child. They lead him to fulfil his desires and enjoy his
own world.
5. A house should be design in such a way that the child could face outdoor
environment. There must be window through which the children could face sunlight
at a daytime and become a natural source of ventilation.
6. There must be the children garden where child can grow vegetables and fruits of their
choice. It leads them to close to their natural environment.
7. There should not be any prohibition of doing something which the student is not
allowed at his home. “Prohibition is sweet or bitter, prohibition is prohibition.”
8. Children are usually not allowed to do by themselves what they want at their home so
Montessori room should provide them this opportunity. These are some factors which
should consider while starting any house of children.
HOW TO IMPLEMENT:
Considering requirements are very important but implementation is more important than
them because implementation is something which we have to implement and how it works is
based on it. There must be a lot of things which should be implement those are:

Respect for the children.

Focus on individual child

The prepared environment

Polite behaviour of the teacher

Parent- teacher meeting.

RESPECT FOR THE CHILDREN:

Respect is the basic thing which everybody requires. Every child needs respect. Parents try
to force them to follow the parents without regarding their needs and interest. Therefore, first
we should take great care of the respect of the child.
FOCUS ON INDIVIDUAL CHILD:
Every child is different from one another. Teacher should focus on individual child’s his
learning progress, growth and understanding is different from other children.

THE PREPARED ENVIRONMENT:

Prepared environment is very important. When they have prepared environment, they are able
to do what they want. The material is available for the child which they can easily access and
do whatever their interest.

POLITE BEHAVIOR OF THE TEACHER:

The teacher is the role model for the student. Her behaviour should be polite towards
students. As the teacher is the spiritual mother of the students, they learn a lot from them after
their mother. So, her behaviour and attitude should be very good.

PARENT- TEACHER MEETING:

There must be parent-teacher meeting as parents should know the progress and development
of their student and the most important about the attitude and the nature of the student.
Montessori teacher can guide them according to the nature of their children.

CONCLUSION:
To sum up, the house of the children is the place where children can meet their needs and
interests. So, these requirements should keep in mind when starting the

Q4: What does “PILES” stand for when we talk of human

development? Discuss the Physical, Lingual and
Intellectual development taking place during3 to 6 years of
age? PILES
stands for :

P = Physical

I = Intellectual

L = Lingual

E = Emotional

S = Social PHYSICAL DEVELOPMENT:

Physical development takes place during 3 to 6 years of age. The child feels certain strong
urges at specified time periods. Which lead him to development as shown in the figure?
Age 0-6 years Strong natural urges Experiences which satisfy the Natural
urges Development

At the age of 3 years:

In this age a child can balance on one foot for a moment.
He is dextrose on outdoor equipment.
Steers and runs round obstructions with ease.
Forcefully kicks ball walks in an adult fashion upstairs, even holding a big toy.
Still puts both feet on each step when coming downstairs. Likes to jump off the last step.

At the age of 4 years:

Bends down to pick up toys with legs straight.
Bounce with ball games. Can throw, catch and kick well and can now bounce ball.
Runs about on tiptoe.
Runs upstairs with total efficiency.
Able to sit cross-legged. Hops around and balances on one foot for longer.

At the age of 5-6 years:

Can now play all sorts of ball games competently.
Able to walk along a thin line.
More energetic and lively in general.
Expert at all outdoor activities such as swimming, climbing and sliding.

INTELLECTUAL DEVELOPMENT:

The intellectual development grows in the child with the passage of time. The child learns
how to behave with the adults and how to cope up with the awkward situations but it’s all
depend on the proper environment and conditions which we provide to them.

At the Age of 3 years:

A child can be able to thread big beads and built 9 blocks high towers and small bridges and
bricks.
He can use children’s scissors.
He can also hold a pencil properly.

At the age of 4 years:

A child is skilful at holding pencils.
He is able to build 10 ricks high tower.
He also knows primary colours
.
At age of 5-6 years:
A child can draw more detailed drawings and painting including surroundings.
He can also count figures.
Skilled at colouring and jigsaws.
He can relate to the time of day corresponding to everyday activities.
LANGUAGE DEVELOPMENT:
Language development also improves through time to time and the child is able communicate
more clearly. Children learn from the environment and we should make the environment
suitable for the children.
At the age of 3 years:
In age of 3 a child can recite name, age and sex .Sentences are completely understandable but
still sound childish. Wants to be read favorite stories again and again. Recites more rhymes
and can sing some songs.
At the age of 4 years:
Always asking very inquisitive questions like “What does that mean?”
He loves to have a joke. He will recall latest happenings in conversation with others. He can
count 4 or 5 objects, and can recite up to 20.
At the age of 5-6 years:
He still asks the meaning of intangible words. He will now recite own name, address, age
and sometimes knows birthday He knows more rhymes and songs, and loves to sing them.

Q5: Write a comprehensive note on the role of teacher in a

Montessori classroom?
ROLE OF A MONTESSORI TEACHER:
A Montessori teacher is a guide, a facilitator and does not consider herself to be the
primary cause of learning that occurs in her students. To understand the role of a
teacher better lets look at the types of arts. There are two types of arts namely, Productive and
cooperative.

PRODUCTIVE ARTS:
This is the art in which the activity of the artist is the principal and the only
cause of production, such as shoemaker, carpenter, tailor, etc.\

COOPERATIVE ARTS:
To define the cooperative arts, we can say that in such arts the activity of the artist is neither
the principal, nor the only cause of production. There are three very common cooperative
arts, which includes:

Farming: The art of raising plants and animals.

Healing: The art of curing. (This includes doctors, physicians, surgeons, nursesetc)
Teaching: The third one is what we are concerned with.
A Montessori teacher’s normal classroom practices involve:

Preparation of the environment

Observing the children

Giving lessons.

Primary goal of the teacher.

PREPARATION OF THE ENVIRONMENT:

Montessori teachers would prepare the environment for the children which means to
Facilitate the children’s independence and ability
to select the material of their own choice and they will select the activities that will appeal
their interests and keeping the environment in perfect condition.

OBSERVING THE CHILDREN:

Montessori teachers are carefully observes the

Children’s progress, needs and their sensitive periods. They don’t just keep the track of all
these developments but act as an dynamic link between children and prepared environment.
They are constantly experimenting, modifying the environment to meet their perceptions of
each child’s needs and interests and then noting the results.

GIVING LESSONS:
Montessori teachers keep their lessons as brief as possible. Their goal is to bring the children
in a state of mind, so they will come back on their own for further work with the materials.
These are some points which are necessary for the teachers:
Observing the child while he is exploring the materials on low shelves. Going to the child
and taking consent to work with that material. Taking the material to the workplace with the
help of a child, and specifying its place. Telling ground rules for use. Giving the live
demonstration of what can be done with it. Leaving the child to work himself with
concentration and without obstruction.

PRIMARY GOAL OF THE TEACHER:

Montessori teachers are taught to nurture and inspire the human potential, leading children to
ask questions, think for themselves, explore, investigate, and discover. Help them to learn
how to learn independently, retaining the curiosity, creativity and intelligence with which
they were born.
Montessori teachers do not simply present lessons; they are facilitators, mentors,
coaches, and guides.

ROLE OF THE TEACHER

Anne Burke Neubert, in a Way Of Learning (1973), listed the following elements in the
special role of the Montessori teacher:

Montessori teachers are the dynamic link between children and the Prepared Environment.

They systematically observe their students and interpret their needs.

They are constantly experimenting, modifying the environment to meet their

Perceptions of each child’s needs and interests, and objectively noting the results.
They prepared a independent environment in which the children will able to freely select their
work of their choice.

They carefully evaluate the effectiveness of their work and the design of the environment
every day.

They observe and evaluate each child’s individual progress.

They respect and protect their student’s independence. They must know when
to step in and set the limits or lend a helping hand, and when it is in a child’s
Best interests for them to step back and not interfere.

They are supportive, offering warmth, security, stability, and non-judgmental acceptance to
each child.

They facilitate communication among the children and help the children to learn how to
communicate their thoughts to adults.
They interpret the children’s progress and their work in the classroom to
Parents, the school staff, and the community.

They present clear, interesting and relevant lessons to the children. They Attempt to engage
the child’s interest and focus on the lessons and activities in the environment.

They model desirable behaviour for the children, following the ground- rules, of the class,
exhibiting the sense of calm, consistency, grace and courtesy and demonstrating respect for
every child.

They are peace educators, consistently working to teach courteous behaviors and conflicts.

They are diagnosticians who can interpret patterns of growth, development, and behavior in
order to better understand the children and make necessary referrals and suggestions to
parents