IMAMA TAYYABA SALEEM

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Q: What does “PILES” stand for when we talk of 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 = Emotional

S = Social{ PHYSICAL DEVELOPMENT}:

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 .

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.

 • 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 a 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.

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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 its 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 holds a pencil properly.

At the age of 4 years:

• A child is skilful at holding pencils.

• He is able to built 10 ricks high tower.

• He also knows primary colors.

At age of 5-6 years:

• A child can draw more detailed drawings and painting including

surroundings.

• He can also count figures.

• Skilled at coloring 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 song.

At the age of 4 years:

Always asking very inquisitive questions like “Whatdoes 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.

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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 .

Q. 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.

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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
artistis neither the principal, nor the only cause of production. There are three very
common cooperative arts, which includes:

 Farming:

 Healing:
Teaching:

The third one is what we are concerned with.

A Montessori teacher’s normal classroom practices involves:

Preparation of the environment

Observing the children.

Giving lessons.

Primary goal of the teacher

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Preparing 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.

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.

Necessary points 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.
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Giving the live demonstration of what can be done with it.
Leaving the child to work himself with concentration and without obstruction.
Montessori teachers do not simply present lessons; they are facilitators,
mentors, coaches, and guides.

Q.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.The number of students in the classroom should not be exceeding more than
30students.

2. Class room design is the most important place where children have to stay.
Montessori educational apparatus, tables and shelving, and related activities

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equipment should be appropriate and several in number so that children could

approach them.
3. Montessori house should be child-sized where he could enjoy his age.
Everything should be according to the size of a child. They lead him to fulfill his
desires and enjoy his own world.

4.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 be
for secondary level.

5.A house should be design in such a way that the child could face outdoor
environment.

6. There must be the children garden . It leads them to close to their natural
environment.

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 behavior of the teacher

 Parent- teacher meeting

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Detail of above mentioned points is as under:

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.
Every child is different from one another. Teacher should focus on individual child
as his learning progress, growth and understanding is different from other
children.
The teacher is the role model for the student. Her behavior 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 behavior and attitude should
be very good.

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 school.

Q: Discuss the life and works of Dr. Maria Montessori and why is
she referred to as a lady of much ahead of her time?

LIFE 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
respected and reputed for promoting a substantial number of important
educational reforms. Dr. Maria Montessori was born on 31st August 1870 to an

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educational Middle class family in Ancona, 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’s educational pursuit.

Her father s 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 in 1896. 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
pediatrics and the new field of Psychiatry. In 1900, at the elapse of just a short
span of four years her degree in medicine,

Montessori was appointed director of the new Orthophrenic 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

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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.

Inspiration from Itard and seguin:

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 Edouard
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. Although Itard’s 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 Edouard

Seguin, a French psychologist who was a student of Itard and carried on his
research. His work, however, more specific and organized. The first day care
center, named

CasaDeiBambini(House of children) was inaugurated in 1907 and was located in

the worst slum district of Rome, and the

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

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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. The credit goes to

Dr. Nancy McCormick Rambush who“Rediscovered”and brought Montessori back

to North America.

MONTETESSORI PRIME TIME:

During her life time we may rank the period from the opening of the first
Children’s

House in 1907 until the 1930s as her prime productive period. She continued her
study of children, and developed a vastly expanded curriculum and methodology.
She even gave up her medical practice and devoted herself to her mission of
REGENERATING MANKIND. Her pictured was on the Italian 200lire coin and
through the 1990s on the 1000 lire bill, by far the most common one, replacing
Marco Polo, until adopted the Euro. She was also nominated for Nobel Peace Prize
thrice.

MONTESSORI’S DEATH:

Maria Montessori left the world in the Netherlands in 1952, but would always stay
alive as she lives as an immortal through her method, which has helped and
would continue to help children of all times to be better human beings. She lived
in old days but was definitely

“A WOMAN MUCH AHEAD OF HER TIME”.

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Q.What are 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 work out 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.

The Child needs not practice in everyday life. The child gets confused and this can
create wrap in his development.

5. Normality depends on all the human powers working in unison, in

collaboration
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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 especially 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 condition 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.

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