Jannat Qamar | Roll No: D-14015

Assignment Module 1s

TOPIC: Introduction to Montessori

Submitted To: MS. Roshni Naz

MS. Humaira

Submitted By: Jannat Qamar

Roll No: D-14015

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Q no 1: Discuss the life and work of Dr. Maria Montessori and why is she
referred to as a lady much ahead of her time?
Life and Work of Dr. Maria Montessori:
Dr. Maria Montessori was an Italian physician and educator best known for
the philosophy of education that bears her name and her writing on
scientific pedagogy. At an early age, Montessori broke gender barriers and
expectations when she enrolled in classes at an all-boys technical school,
with hope of becoming engineer. She soon had a change of heart and
began medical school.
Maria Montessori was born on August 31, 1870, in Ancona, Italy. In 1907
she was placed in charge of the Casa dei Bambini school. By 1925, more
than 1,000 Montessori schools had opened in the United States. By 1940
the Montessori movement had faded, but it was revived in the 1960s.
During World War II, Montessori developed Education for Peace in India,
and earned two Nobel Peace Prize nominations. She died May 6, 1952, in
Netherlands.
Early life:
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Maria Montessori was born on August 31, 1870, in the provincial town of
Chiaravalle, Italy, to middle-class, well-educated parents. At the time that
Montessori was growing up, Italy held conservative values about women's
roles. From a young age, she consistently broke out of those proscribed
gender limitations. After the family moved to Rome, when she was 14,
Montessori attended classes at a boys' technical institute, where she
further developed her aptitude for math and her interest in the sciences—
particularly biology.

Facing her father's resistance but armed with her mother's support,
Montessori went on to graduate with high honors from the medical school
of the University of Rome in 1896. In so doing, Montessori became the first
female doctor in Italy.

Early Childhood Education Research:

As a doctor, Montessori chose pediatrics and psychiatry as her specialties.

While teaching at her medical-school alma mater, Montessori treated
many poor and working-class children who attended the free clinics there.
During that time, she observed that intrinsic intelligence was present in
children of all socio-economic backgrounds.

Montessori became the director of the Orthophrenic School for

developmentally disabled children in 1900. There she began to extensively
research early childhood development and education. Her reading
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included the studies of 18th and 19th century French physicians Jean-
Marc-Gaspard Itard and Édouard Séguin, who had experimented with the
capabilities of disabled children. Montessori began to conceptualize her
own method of applying their educational theories, which she tested
through hands-on scientific observation of students at the Orthophrenic
School. Montessori found the resulting improvement in students'
development remarkable. She spread her research findings in speeches
throughout Europe, also using her platform to advocate for women's and
children's rights.

Work with mentally disabled children:

After graduating from the University of Rome in 1896, Montessori
continued with her research at the University's psychiatric clinic, and in
1897 she was accepted as a voluntary assistant there. As part of her work,
she visited asylums in Rome where she observed children with mental
disabilities, observations which were fundamental to her future
educational work. She also read and studied the works of 19th-century
physicians and educators Jean Marc Gaspard Itard and Édouard Séguin,
who greatly influenced her work. Maria was intrigued by Itard's ideas and
created a far more specific and organized system for applying them to the
everyday education of children with disabilities. When she discovered the
works of Jean Itard and Édouard Séguin they gave her a new direction in
thinking and influenced her to focus on children with learning difficulties.
Also in 1897, Montessori audited the University courses in pedagogy and
read "all the major works on educational theory of the past two hundred
years".
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The first day center, named CASA DEI BAMBINI ( house of children) was
inaugurated in 1907and was located in worst slums of Rome and the
condition Montessori faced was horrendous.

HER WORK FAMOUS IN WHOLE WORLD:

Dr. Maria Montessori wrote many books like “The Absorbent Mind”,
“The Discovery of the Child” and many more. Montessori’s Casa dei
Bambini was such a success and soon it became famous in whole world.
People, who visit this school, were surprised and amazed that how little
kids do their work on their own. Montessori started her second, third
school and this process goes on. She visited America on the request of
Alexander Graham Bell. Her model center (House of Children) was copied
everywhere. Many political leaders and educationist found that this is the
right way to change old fashioned school in Europe. Her students became
hard worker, peace lover and disciplined.

AWARDS AND RECOGNITION:

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Montessori truly deserved and referred to as a lady much ahead of her

time. She was a true pioneer of a modern education system. Her methods
were not derived from any existent pedagogical wisdom. She had in fact
sidestepped the more traditional education path for women, teacher’s
training. As a smart scientist and quick-minded observer, she had soon
discovered some important and, for the period, revolutionary principles
about children and the process of learning. She was honored by many
countries with royal, civic and academic awards and was nominated three
times for the Nobel Peace Prize in 1949, 1950 and 1951. Regarding her
work and efforts in educational sector her picture was on Italian 200 lire
coin and in 1990 on the 1000 lire bill.

Q no 2: Which are the main requirements to be considered to start a

house of children? How do you implement them?

To start a Montessori (house of children) one must consider many aspects

and has to be very particular. Montessori is the place where children can
do whatever they want and meet their interests and needs. To start a
house of children there are many requirements that one should be
knowing.
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The Montessori approach is designed to assist the child in acquiring the

social skills and self-confidence which are needed to fulfill his or her own
potential.

1. The number of students in classroom should not be exceeding more

than 30 students.
2. Classroom design is most important, educational apparatus, tables,
shelving’s and related activities equipment should be appropriate and
several in numbers so that every child can approach them.
3. The size of class room should allow minimum 20 square feet per
student at the early level, 3 square feet at the elementary level and 40
square feet at secondary level.
4. Montessori house should be child-sized; everything kept there should
meet the needs of a child. The child sized kitchen, lab, wash basin, art
area, hobby workshop everything should be child-sized so that it may
fulfills his desires and enjoy his own needs.
5. There must be child garden where he should able to grow seasonal
fruits and vegetables. It leads them to close to their environment and
nature.
6. Montessori should be designed in such a way that the child could face
outdoor environment. There must be windows from where every child
gets proper sunlight and becomes natural source of ventilation.
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7. There should not be any prohibition of anything which a child faces at

home because “Prohibition is bitter or sweet, prohibition is
prohibition”.
8. Children are not allowed to do work by themselves at home so
Montessori house should provide them this opportunity.
There are some factors which should consider while starting a
Montessori house.
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
are many things which should be implement, those are:
 Respect is the basic thing which everyone needed. Every child needs
respect. We should take great care of the respect of the child.
 Every child is different from one another. Teacher should focus on
one’s individual needs as every child’s learning progress, growth and
understanding is different from one another.
 Environment is very important. When they have prepared
environment, they are able to do what they want.
 Teacher is the role model for the student. Her behavior should be
polite and friendly towards student as the teacher is the spiritual
mother of the students.
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 There must be parent-teacher meetings as parents should know the

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

Q no 3: What are the discoveries made by Dr. Montessori by

observing the child?
After nearly twenty two years of such experimentations Dr.
Montessori could say that she had found a method of helping
children in their educational pursuits. Later on, came to be known as
the Montessori Method of education. Following are the main
discoveries made by Dr. Montessori:
 Child loves to work purposefully. Means that child works out
of their natural drive which makes them select and concentrate
on tasks which are appropriate for them.
 The inner drive is sufficient. The adults need not to be
motivators or conventional teachers but they only have to
provide the necessary conditions. Total development is
possible only when a child can work by his inner needs.
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 When something that answers the inner needs meets the

child’s eyes spontaneous INTEREST is kindled. When this
interest finds suitable conditions to work spontaneous
repetition is the result. 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. The child could work with concentration
when proper conditions are being provided.
 Very young child need order for their development. Child
needs consistency in everything in his environment. It takes a
while for him to understand that things can also be different.
The child from the very young age needs to see human values
like ‘Say the truth’ being practiced. But the adults do not
practice in everyday life. The child gets confuse and this can
create wrap in his personality.
 Normality depends on all human powers working in unison,
in collaboration. Very often child do not find suitable
conditions which are necessary for their development. During
the early childhood it is possible to rectify any developmental
error and bring child back to normality. ACTIVITY was essential.
 Activities involving sensorial concepts, language, arithmetic,
art, culture were found to be necessary for the child’s
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educations. Dr Maria Montessori found out that child need to

perform these extra activities in order to enhance their
intelligence, will and voluntary movements of their personality.
 The child showed that they could assimilate the knowledge,
normally considered to be too complex for the child, if it is
presented in rightful conditions.
 Real discipline comes through freedom. In Montessori schools
the child manage their individual life _ their manner of
speaking, moving, handling material, interacting with other
children. They show control of errors, love for silence,
independence and indifferent with regard to reward or
punishments.
 “Help me Do it myself” is what every child wants to tell us but
we just don’t listen them.
 Real obedience is based on love, respect and faith. If we want
the child to be obedient to our orders we must give them true
love, respect and faith.
 The traffic pattern of the rooms. Arranging the furnishings and
the activity area to minimize congestion and tripping. The child
loves to sit on floor, so she brought little rugs to define their
work area.
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Q no 4: What does “PILES” stand for when we talk to human

development? Discuss the physical, lingual and intellectual
development taking place during 3 to 6 years of age.

‘PILES’ stands for:

 P = physical
 I = intellectual
L = lingual
 E = economic
 S = social

Periods of development:
‘Development is a series of re-births.’ Psychologists who have
studied child’s growth from birth to university level, maintain
that this can be divided into various and distinct periods.

3-6 Years: is the stage in which child has the absorbent mind in
conscious stage. The child brings his unconscious knowledge to
conscious level. This is achieved through movement and
exploration of the environment.
There is several key area of development, which can be
remembered by saying PILES.
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Physical development:
Physical development takes place during 3 to 6 years of age.
The child feels certain strong urges at specified time period.
At the age of 3 years:
Child at this age can
 Balance on one foot for a moment.
 Steers and runs round obstructions with ease.
 Will throw balls above head.
 Moves large toys easily.
 Uses the pedals on a trike and steers well.
At the age of 4 years:
Child at this age can
 Bends down to pick up toys with legs straight.
 Very good on a trike.
 Can use ladders and will climb up trees.
 Runs upstairs with total efficiency.
 Able to sit cross legged.
At the age of 5-6 years:
Child at this age can
 Dances.
 Play all sorts of ball games.
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 Balance improved considerably.

 Able to walk along a thin line.
 Touches toes with straight legs.
Lingual development:
The lingual development takes place through the birth of the
child to lifetime.
At the age of 3 years:
Child at this age can
 Recite name, age and sex.
 Recite numbers up to 10 but can only able to count 3
objects.
 Wants to read favorite stories again and again.
 Grammar not yet totally correct.
At the age of 4 years:
 Loves to have a joke.
 Grammar is now correct.
 Can count 4 to 5 objects, and can recite number up to
20.
 Still confuses letters in speech such as K with T, R with
W or TH with F.
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At the age of 5-6 years:

 Still loves to listen stories and often use them in play.
 Will now recite names, address, and age and
sometimes knows birthdays.
 Knows more songs and rhymes and loves to sing
them.
 Only confuses with letter S with TH or F with TH now.
Intellectual development:
Child’s mental level builds throughout his growth. The
child learns how to behave with adults.
At the age of 3 years:
 May name all colors but sometimes mixes up blue
and green.
 Can use children’s scissors.
 Holds a pencil properly.
 Likes to paint but are unable to produce recognizable
pictures
At the age of 4 years:
 Skilful at holding pencils.
 Can draw a house.
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 Knows primary colors.

 Can build 10 brick high tower.
At the age of 5-6 years:
 Can copy a 10 brick model.
 More detailed drawings and paintings including
surroundings.
 Can count fingers.
 Can relate to the time of day corresponding to
everyday activities.
Q no5: Write a comprehensive note on the role of teacher in a
Montessori class room?
The Montessori approach is designed to assist the child in acquiring the
social skills and self-confidence which are needed to fulfill his or her own
potential.
The teacher isn’t a person who pushes the child to learn and what she
wants them to learn. The teacher does not cause the child to learn. They
aren’t the conduit for knowledge that than flows into the child’s mind. The
child’s active mind does the learning on its own.
Being a guide doesn’t just consist of just talking to the children. A guide
must be aware of every child’s personality, how they work, what is their
interest and which stage of development are they at. They must also
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understand child’s growth and development. The guide must be aware of

her behavior and attitude as well. The teacher is responsible for putting
Montessori methods into practice in the classroom. The environment in
the Montessori classroom is also vitally important. It is the role of the
teacher to prepare the environment to allow the learning process to
happen naturally.
A full understanding of Montessori methods is vital so she can use the
correct classroom material and techniques to encourage the child’s
learning. A teacher shouldn’t be the focal point in the environment she is
creating
Role of a guide:
A Montessori teacher is a guide, a facilitator and does not consider her to
be the primary cause of learning that occurs in her students. To
understand the role of a teacher better look at the types of arts. There are
two types of arts namely, Productive and Cooperative arts.
Productive arts:
This is the arts in which the activity of the artist is the principal
and the only cause of production, such as shoemaker, carpenter, tailor,
etc.
Cooperative arts:
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The activity of the artist is neither the principal, nor the only
cause of production. There are three very common cooperative arts, which
include;
Farming: the arts of raising plants and animals.
Healing: the art of curing.
Teaching : the third one is what we are concerned with.
A Montessori teacher’s normal classroom practice involves:
 Preparation of the environment.
 Observing the children.
 Giving lessons.
 Primary goals of a teacher.

Role of a teacher:
Anne Burke Neubert, in A Way of learning (1973), listed the
following elements in the special role of the Montessori
teacher:
1. Montessori teacher is the dynamic link between children
and the prepared environment.
2. They systematically observe their students and fulfill their
needs.
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3. They are constantly experimenting, modifying the

environment to meet their perception of each child’s
needs and interests.
4. They evaluate the effectiveness of their work and the
design of the environment every day.
5. They evaluate and observe each child’s individual
progress.
6. They are supportive, offering warmth, security, stability
and non-judgmental acceptance to each child.
7. They interpret the children’s progress and their work in
the classroom to parents, the school staff and the
community.
8. They are peace educators, consistently working to teach
courteous behavior conflict.
9. They respect and protect student’s independence.
10. They present clear, interesting and relevant lessons to
the children.