Abstract:Dr Maria Montessori an Italian physician, educator and the professor of anthropology in the University of Rome, lived for

81 years and initially worked on womens rights and social reform and evolving and innovative approach to education. After becoming the first female doctor in Italy, she devoted almost fifty percent of her life to the study of child development. For over forty years she traveled all over the world, lecturing, writing and establishing training programs. In 1949, she conducted the First International training course in Pakistan. She was nominated for the Noble Peace Prize in 1949, 1951 and again 1952 but all the three occasions the noble prize eluded her.

Dr Montessori, as the founder of Montessori methods of education worked on the vision First the education of the senses, then the education of the intellect. The philosophy of Montessori education is built upon the idea that children develop and think differently than adults, they are not merely adults in small bodies. The Montessori Methods discourages traditional measurements of achievement (grades, tests) under the premise that it is damaging to the inner growth of children (and adults) on to develop his or her physical intellectual and spiritual powers to the fullest, the child must have freedom to achieve through order and self-discipline. The prepared environment helps each child develop at his/her own rate. Dr Montessori also recognized to learning. By engaging the children in their environment, it helps to develop habits of concentration, slick-to-activeness, and thoroughness which once established in early childhood helps to produce confident and competent learner in later years, In teaching children specific skills, we seek not to impart knowledge alone but to instill the life long habit of learning, questioning and relating to others. All the leads to the development of the whole person. At home, parents are recognized as the childs first educator and as an integral part of the individuals total development.

Montessori education is based on eight principles. Principle 1 describes that movement and cognition are closely intertwined and that physical movement can enhance thinking and learning. According to the principle 2, choice and perceived controls promote childrens concentration and contentment in the learning process. Principle 3 explains that personal interest in changes learning in a context where interests build on prior knowledge and the childrens own questions. Principle 4 elucidates that extrinsic rewards negatively impact long-term motivation and learning. However, principle 5 concentrates on the collaborative (i.e. child child) arrangements which are conducive to learning, and thus is supported by peer learning procedures. In principle 6 tells us that learning situated in the connected to meaningful context is more effective than learning in abstracted contexts. Principle 7 is that sensitive and responsive (nurturing) teaching is associated with more optimal outcomes. And finally the principle 8 mentions that the order in environment promotes and establishes mental order and therefore, it is beneficial to the child. Montessori education increases child child collaboration through the organizational features of three-years age grouping (that naturally elicit order/slash younger nurturance and teaching) and relatively large size class (that increases child/child contact) in the context of a prepared environment the teacher must not intervene in any way with the content of the student work. A Montessori teacher should possess a general advice on how to behave as a teacher while students are working in groups. They are recommended to become passive and observe the students most of the time. Teachers are not seen as the center of the classroom community but rather participants in it. Teachers are transformative intellectual who are not merely concerned with given students the knowledge and skills that they need for economic and social mobility, but with helping them discover the moral and political dimension of a society. Empowered individuals freely act and are guided only by their social sense of right and wrong. The Montessori Method is attentive to the tension individual experience as they attempt to balance their individual freedom with the good of their community. Freedom is unavoidably situated in once experience and social interaction with others what we often perceive as freedom in

education is really just a pre-established path for students to follow. Any empowering method of education must allow for students to realize their capacity to author their own world. All complex behavior is learned. If we want to explain and predict behavior, we need to understand how people learn.

Children themselves can make decisions and can play their own games unsettles us because it implies the perception of an empty space to be understand as an existential issue affecting time and space categories that must be filled in through either or real or an imaginary activity.

In this quantitative study, the researcher developed a questionnaire (as research instrument) to gather primary data. Three main hypotheses were developed including independent variables namely physical movement, extrinsic rewards and collaborative arrangements. In addition, dependent variables include thinking, learning and motivation. This study concluded that physical moment can enhance thinking and learning (a continuous provision of) extrinsic rewards impact on motivation and learning, collaborative arrangements are helpful towards learning young children.

Abstract:- ..................................................................................................................................1 CHAPTER 1: INTRODUCTION.........................................................................................5 1.1 Title:-.........................................................................................................................5 1.2 Background:-............................................................................................................5 1.3 Purpose of the study:-..............................................................................................6 1.4 Specific objectives of the study: ..............................................................................6 1.5 Hypotheses:- .............................................................................................................9 1.6 Identification of variables:-....................................................................................9 1.7 Justification:-..........................................................................................................10 1.8. Assumptions:-.........................................................................................................10 1.9. Limitations:- ..........................................................................................................11 1.10. Delimitations:- ....................................................................................................11 1.11. Explanation of Keywords:- ...............................................................................11 CHAPTER 2: LITERATURE REVIEW ............................................................................14 2.1 Dr. Maria Montessori the inventor of Montessori Education: .........................14 2.2. Montessori Philosophy...........................................................................................16 2.3. Pedagogy:- ..............................................................................................................27 2.4. Teachers Intervention and Montessori Education..............................................30 2.5. Empowerment and Freedom ................................................................................33 2.6. Montessori Method:- ............................................................................................35 2.7. Implementation:-....................................................................................................36 CHAPTER 3: RESEARCH METHODOLOGY ............................................................53 3.1. Research Design:....................................................................................................53 3.2. Population:- ............................................................................................................53 3.3. Size of Sample and Sampling Procedure:............................................................53 3.4. Development of the Measuring Instrument: .......................................................54 3.5. Data Collection:- ....................................................................................................54 3.6. Data Analysis:- .......................................................................................................54 3.7. Ethical Issues ..........................................................................................................54 CHAPTER No. 4: DATA ANALYSIS AND DISCUSSION .........................................56 CHAPTER No 5: CONCLUSION........................................................................................85

CHAPTER 1: INTRODUCTION
1.1 Title:A Research study Montessori Teachers Knowledge, Beliefs and Practices regarding Montessori System of Education.

1.2

Background:In the world, Montessori education has been a prescribed education

program of studies for young children. The program has special relevance to young children as it provides and educational approach to children as well as originated precise educational materials tailored for childrens developmental needs. The pedagogy of Montessori education takes young children as natural learners. In addition, they are competent being and therefore should be encouraged to make maximal decisions. Observation of the child in the environment is usually taken as the basis for on-going curriculum development (presentation of subsequent exercises for skills development and information and accumulation). Student learn through a number of different ways including small, child-sized furniture and creation of small, child-sized environment, etc. Normally the importance of absorbent mind is the limitless motivation of young child to achieve competence over his/her environment and to perfect his/her skills and understanding as the occur within each sensitive period.

In short, this research, for the encouragement of the parents and inhabitant provides fundamental knowledge about Montessori Education and its usefulness to the mental and physical growth of their children.

1.3

Purpose of the study:The purpose of this research is to study the role of Montessori Education

in the development of potential capabilities of young children in Gulshan Town, Karachi.

1.4

Specific objectives of the study:

1.4.1 Knowledge, Practice and Validity of Montessori Education in Karachi:This is fundamental research which attempts to gather detailed knowledge about Montessori Education in Karachi. There are numerous institutions in Karachi which proclaim to provide Montessori Education but it is still questionable whether they are on the right direction in the provision of Montessori Education as it was suggested and practiced by Dr. Maria Montessori the inventor of Montessori Education. Infact, this is only possible when people have authentic information regarding the subject in addition to the primary data collected through a field research. Once the relevant and authentic information are made available for critical analyses only then one could estimate the right proposition whether these institutions (mainly under private ownship) are justifying the right essence of Montessori Education as it was notified by its inventor. Although this requires a great deal of efforts for the researcher to take into consideration but it is believed that Karachi does offer a wide portfolio of a data that requires someone to transform into meaningful information which could in turn, support the topic of the underline research i.e. Montessori Education and its practices.

1.4.2 Examination of few misconception about the learning of young children:6

There is a common perception that young children should not be sent to school until they reach the age of five. People strongly believe that the first hands on education and training should be provided by their parents and other family members, neighborhood and relatives. The idea behind this perception assumes that this is far much better for young babies instead of standing them in school at their early ages. This research tends to highlight the point that although the education and training provided to the young children at their home is better for them but on the other side, the family members including their parents often remain unsuccessful to affectively and efficiently develop the potential capabilities of these children at their early ages of life. Hence, this is a special issue, it requires a careful consideration of addressing the issues in question. Despite the Montessori Education in the city is getting its pace in an increased number of towns, there is a growing perception among parents that these types of education are not well structured and thereby are poorly communicated to young children. As a result, parents often have less faith in Montessori Education and therefore strongly believe that it is highly regarded as the wastage of their money and probably the time. This research will not only identify the major arguments of the parents regarding the suitability of Montessori Education for their children but also justifies that it is, not a wastage of time and money only if it is delivered to the right approach suggested by its inventor and other recent authors on the subject.

1.4.3 Encouragement and motivation of parents:Since the fundamental concept is usually eroded by either fewer misconceptions or less effective practices in the city, parents and inhabitants of Karachi lack the understanding of Montessori Education. Maria postulated what she called spontaneous self development. A method in which each child learn his/her own skill at a pace he/she sets. The idea gained a rapid acceptance and thus sparked the opening of many more institutions. Similarly, a worldwide
7

interest is also observed. In contrast, people here in the city seem to be more cautious about sending their children for Montessori Education in Karachi. The idea is to provide them an authentic and fool-proof knowledge base so that parents could rely on it and a result, they could bring their babies for Montessori Education at the right point in their lives when they need.

1.4.4 Contribution to the research:A considerable amount of authentic literature is obtained from national and international journals in order to gain excess to the most up to date and knowledge and outcomes regarding Montessori Education. The research attempts to support previous research studies by addressing those issues which requires further research. After studying these published journal articles and other relevant in literature, few arguments will be raised supported by appropriate primary data, in the end, propositions will be made to support new researchers, parents and a common person. 1.4.5 Emphasis on the evolving concept i.e. Learning by doing:The pedagogy of Montessori Education takes young children as natural learners. In addition, they are competent being and therefore should be encourage to make maximal decisions. Observation of the child in the environment is usually taken as the basis for on going curriculum development (presentation of subsequent exercises for skill development and information accumulation) students learn from a number of different ways using small child, child sized furniture, and creation of small, child size environment, etc. Normally the importance of absorbent mind is the limiters motivation of young child who achieved competence over his/her environment and to perfect his/her skills and understanding as they occur with in each sensitive period. In short, all this may be examined once an environment of learning by doing is put in place. There is a need to understand that higher the level of learning
8

environment would be, the higher is the expenditure therefore, it is entirely based upon the management of the institution to make a strategic fit between the available resources and the institutions own policies. This research will emphasize on the emergent concept that is learning by doing. Based on primary research, this study will particularly attempt to analyze that young children require specific style of learning so that could learn through the most effective manner instead of teaching them completely. 1.4.6 A way for Self Employment:This research will give an idea for all of those who are planning to setup their own educational institutions.

1.5

Hypotheses:-

H1 Physical movement can enhance thinking and learning. Ho Physical movement can not enhance thinking and learning. H2 Extrinsic rewards negatively impact on motivation and learning. Ho Extrinsic rewards have positive impact on motivation and learning. H3 Collaborative (child child) arrangements are helpful towards learning. Ho Collaborative (child child) arrangements are not helpful towards learning.

1.6

Identification of variables:-

H H1 H2

Independent Physical Movement Extrinsic Rewards

Dependent Thinking & Learning Motivation & Learning

H3 Collaboration Arrangements

Learning

1.7

Justification:The Montessori institution have received very little attention from the

researcher. This study will bring about the following benefits. Owners of Montessori institutions will get true picture of knowledge. over coming those weakness in their institution. This research about Montessori Education will help to the parents known the benefits or significance of Montessori Education in their child developments. This research will develop skills in the teachers. Teacher will also improve their quality. No research has been conducted in the area of the role of Montessori Education in the development of potential capabilities of young children till 2008. So it will be helpful for owners, teachers, parents, students, in habitants and those who are planning to setup their own institution. They will also know the weakness and hence they can frame policies for

1.8.

Assumptions:Assumptions are statements of what the researcher believes to be facts

but can not verify. It is assumed that the researcher will successfully cover few Montessori schools in Gulshan Town Karachi. Moreover, its also excepted that their management and teaching staff will also provide all available and shareable piece of information which could not only help the researcher complete the study but also enable us to identify answers to our various hypothesis.

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 In addition, its also assumed that the researcher will also communicate with multiple instructors in the domain in review to collect useful information to support the underlined research. 1.9. Limitations:There are few limitation associated with this research study. Firstly, the research could bring useful results, if the research is carried out at a larger scale in the city of Karachi. In reality, it is however, difficult to go to each and every Montessori institutions. This is one of the major limitations which would certainly affect the outcome of the research. The researcher will make sure that the selected population will be a true representation of the chosen area. Secondly, being a student of a fulltime postgraduate M. Ed program, the researcher is also responsible to attend other courses and their associated workload. Considering this time in mind, it is believed that this is another limitation to the research; otherwise a considerable amount of time could bring better results.

1.10. Delimitations:The scope of the research only encompasses few Montessori institutions situated in Gulshan Town of Karachi City, and therefore conclusions are not be extended beyond this population sampled.

1.11. Explanation of Keywords:1) Montessori Education/Method: This is an educational method for young children, winded by the Dr. Maria Montessori in the late 19th and early 20th century. It is applied primarily in preschool and elementary school settings.
11

2) 3) 4)

Pedagogy:-Methods of Teaching Potential Capabilities:- Hidden skills and competencies. Young children:- (play group): Children who are not capable enough to start their school life their age ranges from two to four or sometimes five.

5)

Collaborative arrangements:- Children work in a group format to develop their capabilities of working in teams. A process highly encouraged by a Montessori Institution.

6) 7)

Extrinsic rewards:- Tangible rewards. Motivation:- A process that starts with a physiological or psychological deficiency or need that activates a behavior or a drive that is aimed at a goal or Incentive.

8)

Learning: Any relatively permanent changes in behavior that occurs as a result of experience.

9)

Perception: A very complex cognitive process that yields a unique picture of the world, a picture that may be quite different from reality.

1.12. Summary:Chapter 1 starts with a brief but comprehensive background of the research topic. It is stated that Montessori education provides an excellent platform to children towards their learning and mental and physical growth. In this effective methodology of child development. In this effective methodology of child development, a child is usually empowered to learn in the manner she/he wants. It means that a child may prefer to behave in the same pattern that other classmates are going at that time, similarly, she/he may rather prefer to behave in any other way which may however contradict with other pupils. In addition she/he can develop his/her own curriculum, make maximum decision, and the like.

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The purpose of this research is to study the role of Montessori Education in the development of potential capabilities of young children in Gulshan Town, Karachi. The primary objectives of this research include: Knowledge, practices and validity of Montessori Education in Karachi. children. Encourage and motivation to parents. Contribution to the research. Emphasis on the evolving concept i.e. Learning-by-doing. A way for self employment Examination of few misconceptions about the learning phase of young

To meet the objectives of the research, three hypothesis are formed based on variables namely physical movement, extrinsic rewards and collaborative (child child) arrangements respectively. In order to facilitate the reader, an appropriate justification is also made to clarify the benefits and significance of the study.

It is assumed that the researcher could gain access to every Montessori institutions in Gulshan Town, Karachi. As a result, data could be collected from their instructors and facilitators upon every visit.

Because of a fulltime postgraduate student, it seems to be very difficult to include majority of the Montessori schools in the City however it is strongly believed that the research could bring better results if all of them (if possible) are approached in time. Therefore, based on self judgement, only Gulshan Town is taken as only population.

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CHAPTER 2: LITERATURE REVIEW

2.1

Dr. Maria Montessori the inventor of Montessori Education: Dr. Maria Montessori (August 31, 1870-May 6, 1952) was an Italian

physician, educator philosopher, humanitarian and devout catholic, she is best known for her philosophy and method of education children from birth to adolescence.

She was the first women in Italy to qualify as a physician. Her treatise on the subject, translated in English by Miss Anne E. George, was published in England in 1912. As the author is not merely a teacher, but the first woman to receive the degree of M.D. from the University of Rome.

Her educational method is in use today in a number of public as well as private schools throughout the world. Her first notable success was to have several of her 8 years old student apply to take the State examinations for reading and writing. The defective children not only passed, but had above average scores, an achievement described as The first Montessori miracle. Because of her success with these children, she was asked to start a school for children, she was asked to start a school for children on January 6, 1907, and which she called Casa de Bambini or Children House. Childrens House was a child care centre. She was focused on teaching the students ways to develop their skills at a pace they set, which a principle Montessori was called Spontaneous Self development. The success of this school sparked the opening of many more, and a worldwide interest in Montessoris method of
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Education. Maria Montessori died in the Netherlands in 1952, after a lifetime devoted to the study of child development. Her success in Italy led to international recognition and for over 40 years she travelled all over the world, lecturing, writing and establishing training programs. Montessori lived out the remainder of her life in the Netherlands, which now hosts the headquarters of the AMJ, or Association Montessori International. Her son Mario headed the AMI until his death in 1987.

2.1.1 Maria Montessori and informal education:First the education of the senses, then the education of the intellect Montessoris vision and method are still popular. She developed an interest in the diseases of children and in the needs of those said to be uneducable. In the case of the latter she argued for the development of training for teachers along Froeblian lines (she also drew on Rousseau and Pestalozzi) and developed the principle that was also to inform her general educational programme: first the education of the senses, then the education of the intellect. Maria Montessori developed a teaching programme that enabled defective children to read and write. She sought to teach skills not by having children repeatedly try it. But by developing exercises that prepare them. These exercises would then be repeated. Looking becomes reading and touching becomes writing.

The success of her method then caused her to ask questions of normal education and the ways in which children failed. Maria Montessori had the chance to test her programme and ideas with the establishment of the first Casa de Bambini (Childrens house or household) in Rome in 1907. (This house had been built as part of a slum redevelopment). This house and there that followed
15

were designed to provide a good environment for children to live and learn. An emphasis was placed on self determination and self realization. This entailed developing a concern for others and discipline and to do this children engaged in exercise de la vie pratique (exercise in daily living). These and other exercises were function like a ladder allowing the child to pick up the challenge and to judge their progress. The essential thing is for the task to arouse such an interest that it engages the childs whole personality (Montessori, 1955). This connected with a further element in the Montessori programme de

centring the teacher. The teacher was the keeper of the environment. While children got on with their activities the task was to observe and to intervene from the outside edge.

The focus or self-realization through independent activity, the concern with attitude and the focus on the educator as the keeper of the environment (and making use of their scientific powers of observation and reflection) all have some echo in the work of informal educators. However, it is Maria Montessoris nation of the Childrens House as a stimulating environment in which participants can learn to take responsibility that has a particular importance.

2.2.

Montessori Philosophy

2.2.1. Concepts:The Montessori philosophy is built upon the idea that children develop and think differently than adults, that they are not merely adults in small bodies. Dr Montessori advocated childrens rights, children working to develop themselves into adults, and that these developments would lead to world peace.

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The Montessori Method discourages traditional measurements of achievement (grades, tests) under the premise that it is damaging to the inner growth of children (and adults). Feedback and qualitative analysis of a childs performance does exist but is usually provided in the form of a list of skills, activities and critical points, and sometimes a narrative of the childs achievements, strengths and weaknesses, with emphasis on the improvement of those weakness.

A basic idea of the Montessori philosophy is that carried unseen within each child is the person that child can become to develop his or her physical, intellectual and special powers to the fullest; the child must have freedom achieved through order and self discipline. Dr. Maria Montessori developed what she called the prepared environment. Among its features is on ordered arrangement of learning materials in a non-competitive atmosphere, which helps child develop at his/her own rate. Dr. Montessori also recognized that self-motivation is the only valid impulse to learning.

The first aim is to make the growing child as much as possible psychologically and physically independent of the adult and in control of their own environment. The child is put into a place where he can do things for himself at his own rate, with only those things that promote his development. Thus there are child sized tables, chairs, sinks, toilets, shelves, cabinets, and cleaning equipment that all help to in still this independence and sense of responsibility. The teacher prepares the environment, programs the activities, and functions as the reference person and exemplar, to offer the child stimulation.

17

By engaging the child in their environment it helps to develop habits of concentration, stick to activeness, and thoroughness which once established in early childhood helps to produce a confident and competent learner in later years. In teaching children specific skills, we seek not to impart knowledge alone but to in still the lifelong habit of learning, questioning, and relating to others. All this leads to the development of the whole person.

The education at a Montessori institute is founded on the principles of the Montessori Method sustained throughout all programs; the method provides continuity and cohesiveness at all age levels in the school. The principles (as discussed below) are expressed differently according to each particular need and development stage of the child.

The parents are recognized as the childs first educator and as an integral part of the individuals total development. Through observation, parents education and a partnership with the teacher children are led to discover and apply Montessori philosophy.

2.2.2. EIGHT PRINCIPLES OF MONTESSORI EDUCATION:Principle 1:- It is that movement and cognition are closely intertwined and that physical movement can enhance thinking and learning. The author supports this principle with studies of human infant grasping and crawling that demonstrate that advances in movement are related to advances in cognition (e.g. Needham et al, 2002), animal literature on the impact of self-generated locomotion on visual depth perception and density of neural connections (e.g. Kleim et al,1998), and cognitive studies that show that mental representation, processing, memory, and facial discrimination are improved when peoples movements align with what is to be learned.

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The next three principles concern issue of child motivation. Principle 2:- Choice and perceived control promote childrens concentration and contentment in the learning, process.

Principle 3:- Personal internet enhances learning in a context where interests build on prior knowledge and the childrens own questions Principle 4:- Extrinsic rewards negatively impact long term motivation and learning. Principle 5:- Collaborative (child child) arrangements are conducive to concerning observational learning, peer tutoring, and collaborative learning. There is a general perception (actually false, it turns out) that Montessori education reinforces children for working alone.

learning, is supported by a strong and clear cut body of recent studies

Principle 6:- It is that learning situated in and connected to meaningful contexts is more effective than learning in abstracted contexts. Here, as well, appropriate and well regarded studies are child (e.g. Vanderbilt University Cognition and Technology Groups Jasper Project in math education). This principle seems almost self-evident (would anyone argue that conditions for learning improve when situated in meaningless contexts, disconnected from prior knowledge, or presented in dull, uninvolving ways?). Yet, Montessori implemented the principle with uncommon commitment and thoroughness.

Principle 7:- It is that sensitive and responsive (nurturing) teaching is associated with more optimal out comes. Like Principle 5 on peer collaboration, thus one addresses the social system of the classroom, and it is supported by strong evidence from recent literature on social emotional development.
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Indeed, both of the social principles are essential and paramount for understanding how, when, and why Montessori schools (or any excellent early education programs) have the potential to promote child development and well being secure relationships are increasingly recognized today as the sine qua non of high quality early childhood education and care (e.g. Baker 8 Manfrede / Pette; 2004 and Butterfield at al 2004), so it is refreshing and important to think about social-emotional needs for attachment and close relationships as part of good teaching in Montessori education. The evidence for principle 7 draws from findings on attachment (the studies of Ainsworth et al, 1987) and parenting styles (the work of Baumrind, 1989 which indicate that young children need a secure base for learning and benefit from authoritative parent or teacher guidance that is high in warmth and firm but flexible in control style. Montessori said that a teacher must be ready to be there whenever she is called in order to attest to her love and confidence. To be always there that is the point Montessori, (1956 P.76). In Montessori education, children usually are grouped into multi-age classrooms spanning 3 years, which promotes continuity and close relationship. During the infant toddler (birth to age 3) and primary (age 3-6) years, classrooms typically have more than one adult to meet State mandated adult / child ratios. The eighth principle is hard to characterize but so fundamental that most Montessori educators would consider it preeminent:

Principle 8:- Order in the environment promotes and establishes mental order and is beneficial to the child. This principle addresses four kinds of order, (temporal, spatial, noise/ crowding, and orderly education of the senses). And it clearly accords with and anticipates the vygotskian theory of mental structure developing out of progressive internalization of the structures inherent in culture and language (tools of the mind) the research evidence for this principle draws from disparate sources indicating the benefits of temporal routines for
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children, the negative effects of noise, crowding, and physical chaos in homes, and neuroscience research on training in making progressively finer and prepared with respect to their spatial arrangement and their organized use of materials.

2.2.3. THE ROLE OF THE TEACHER:The Montessori teacher must have certain qualities to implement the principles of this child centred approach. The role of the teacher includes 1. Making the children the centre of learning. As Montessori said, The teachers task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child. 2. Encouraging children to use the freedom provided for them. 3. Observing children so as to prepare the best possible environment, recognizing sensitive periods, and diverting unacceptable behaviour to meaningful tasks. Montessori believed, It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may be always ready to supply the desired help, but may never be the obstacle between the child and his experience.

2.2.4. THE MONTESSORI METHOD IN PRACTICE:In a prepared environment, certain materials and activities provide for three basic areas of child involvement: practical life or motor education, sensory materials for training the senses, and academic materials for teaching writing and reading. All these activities are taught according to a prescribed procedure.

a) PRACTICAL LIFE:-

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The prepared environment emphasized basic, everyday motor activities, such as walking from place to place in an orderly manner, carrying objects such as trays and chairs, greeting a visitor, walking on a line and being silent. A new observer to a Montessori classroom is always fascinated by the dressing frames designed to perfect the motors skills involved in buttoning, zipping, lacing, buckling, and tying. The philosophy for activities such as these is to make the child independent of the adult and to develop concentration. Water activities play a large role in Montessori methods, and children are taught to scrub wash, and pour as a means of developing coordination. Practical life exercises also include polishing mirrors and shoes, sweeping the floor, dusting furniture, and peeling vegetables.

Montessorians believe that as the child becomes absorbed in an activity, he gradually lengthens his span of concentration; as he follows a regular sequence of actions, he learns to pay attention to details. They believe that without concentration and involvement through the senses, little learning takes place. Although most people assume that we learn practical life activities incidentally, a Montessori teacher shows children how to do these activities through precisely detailed instructions, with emphasis on sensory materials. Verbal instructions are minimal; the emphasis in the instructional process is on showing how.

Montessori also believed childrens involvement and concentration motor activities lengthened their attention span. In a Montessori classroom, it is not uncommon to see a child of four or five polish his shoes or scrub a table for twenty minutes at a time!

Practical life activities are taught in four different types of exercises. Care of the person involves activities such as using the dressing frames, polishing
22

shoes, and washing hands. Care of the environment includes dusting, polishing a table, and raking leaves. Social relations include lessons in grace and courtesy. The fourth type of exercise involves analysis and control of movement and includes locomotors activities such as walking and balancing.

b) SENSORY MATERIALS:These are materials in a typical Montessori classroom. ( the learning purpose appears in parentheses). o Pink tower (visual discrimination of dimension) ten wood cubes of the same shape and texture, all pink, the largest of which is ten centimetres cubed. Each succeeding block is one centimetre smaller. The child builds a tower beginning with the largest block. o Brown stairs (visual discrimination of width and height) ten blocks of wood, all brown, differing in height and width. The child arranges the blocks next to each other from thickest to thinnest so the blocks resemble a staircase. o Red rods (visual discrimination of length) ten rodshaped pieces of wood, all red, of identical size but differing in lengths from ten centimetres to one meter. The child arranges the rods next to each other from largest to smallest. o Cylinder blocks (visual discrimination of size) four individual wood blocks that have holes of various sized; one block deals with height, one with diameter, and two with the relationship of both variables. The child removes the cylinders in random order, and then matches each cylinder to the correct hole. o Smelling jars (olfactory discrimination) two identical sets of white, opaque glass jars with removable tops through which the child cannot see but through which odours can pass. The teacher places various substances, such

23

as herbs, in the jars, and the child matches the jars according to the smell of the substance in the jars. o Baric tablets (discrimination of weight) sets of rectangular pieces of wood that vary according to weight. There are three sets, light, medium, and heavy, which the child matches according to the weight of the tablets. o Color tablets (discrimination of color and education of the chromatic sense) two identical sets of small, rectangular pieces of wood used for matching color or shading. o Sounds boxes (auditory discrimination) two identical sets of cylinders filled with various materials, such as salt and rice. The child matches the cylinders according to the sound the materials make. o Tonal bells (sound and pitch) two sets of eight bells, alike in shape and size but different in color; one set is white, the other brown. The child matches the bells according to the tone they make. o Cloth swatches (sense of touch) the child identifies two identical swatches of cloth according to touch. This activity is performed first without a blindfold, but cloth according to touch. This activity is performed first without a blindfold, but is later accomplished using a blindfold. o Temperature jugs or thermic bottles (thermic sense and ability to distinguish between temperatures) small metal jugs filled with water of varying temperatures. The child matches jugs of the same temperature. Materials for training and developing the senses have these characteristics: 1. Control of error. Materials are designed so that a child can see if he makes a mistake; for example, if he does not build the blocks of the pink tower in their proper order, he does not achieve a tower effect. 2. Isolation of a single quality. Materials are designed so that other variables are held constant except for the isolated quality or qualities. Therefore, all

24

blocks of the pink tower are pink because size, not color, is the isolated quality. 3. Active involvement. Materials encourage active involvement rather than the more passive process of looking. 4. Attractiveness. Materials are attractive, with colors and proportions that appeal to children.

BASIC PURPOSE OF SENSORY MATERIALS: The sensory Montessori materials are often labelled didactic (designed to instruct). One purpose of Montessori sensory materials is to train the childs senses to focus on some obvious, particular quality; for example, with the red rods, the quality is length; with pink tower cubes, size; and with bells, musical pitch. Montessori felt is was necessary to help children discriminate among the many stimuli they receive. Accordingly, the sensory materials help make children more aware of the capacity of their bodies to receive, interpret, and make use of stimuli.

Montessori also thought that perception and the ability to observe details were crucial to reading. She believed children should sharpen their powers of observation and visual discrimination before learning to read.

A third purpose of the sensory materials is to increase the childs ability to think, a process that depends on the ability to distinguish, classify, and organize. Children constantly face decisions about the sensory materials: which block comes next, which color matches the other, which shape goes where. These are not decisions the teacher makes, nor are they decisions the child arrives at by guessing; rather, they are decisions made by the intellectual

25

process of observation and selection based upon knowledge gathered through the senses. Finally, all the sensory activities are not ends in themselves. Their purpose is to prepare the child for the occurrence of the sensitive periods for writing and reading. In this sense, all activities are preliminary steps in the writing reading process. In addition, the sensory activities should not be isolated from the real world. If a child is asked to deal with color only when he works with the color tablets, there is no assurance he will have a meaningful understanding of color. Examples in the classroom should call the childs attention to color. The activity enriches the childs ability to learn only as he uses color as a basis for more learning.

MATERIALS FOR WRITING, READING, AND MATHEMATICS The third area of Montessori materials is academic; specifically, items for writing, reading, and mathematics. Exercises are presented in a sequence that encourages writing before reading. Reading is therefore an outgrowth of writing. Both processes, however, are introduced so gradually that children are never aware they are learning to write and read until one day they realize they are writing and reading. Describing this phenomenon, Montessori said that children burst spontaneously into writing and reading. Montessori believed many children were ready for writing at four years of age. Consequently, a child who enters a Montessori system at age three has done most of the sensory exercises by the time he is four; it is not uncommon to see four and five-year-old children in a Montessori classroom writing and reading. These are examples of materials for writing and reading:

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o Ten geometric forms and colored pencils that introduce the child to the coordination necessary for writing. After selecting a geometric inset, the child traces it on papper and fills in the outline with a colored pencil of his choosing. o Sandpaper letters, each letter of the alphabet outlined in sandpaper on a card,with vowels in blue and consonants in red. The child sees the shape, feels the shape, and hears the sound of the letter, which the teacher repeats when introducing it. o Movable alphabet, individual wooden letters. The child learns to put together familiar words. o Command cards, a set or red cards with a single action word printed on each card. The child reads the word on the card and does what the word tells him to do; for example, run, jump Number rods a set of red and blue rods varying in length from ten centimetres to one meter, representing the quantities one through ten. With Sandpaper numerals each number from one to nine in sandpaper on a card. The child sees, touches, and hears the numbers. He eventually matches number rods and sandpaper numerals. The child also has the opportunity to Golden beads a concrete material for the decimal system. The single bead represents on unit. A bar made up of ten units in a row represents a ten; ten of the ten bars form a square representing one hundred; and ten hundred squares form the cube representing one thousand. discover mathematical facts through the use of these numerals. the help of the teacher, the child is introduced to counting. Examples of materials for mathematics are:

2.3.

Pedagogy:-

27

Aside from a new pedagogy, among the premier contributions to educational thought by Montessori are: Children as natural learners. Instruction of children in 3 years age groups, corresponding to sensitive

periods of development (example: Birth 3, 3 6, 6 9, and 9 12 years old with an Erdkinder (German for children of the world) program for early teens.

Children as competent being, encouraged to make maximal decisions.

Observation of the child in the environment as the basis for on going curriculum development (presentation of subsequent exercises for skilled development and information accumulation) Small, child sized furniture and creations of a small, child sized environment (microcosm) in which each can be competent to produce overall self running small childrens world. Creation of scale of sensitive periods of development, which provides a focus for class work that, is appropriate uniquely stimulating and motivating to the child (including sensitive period for language development, sensorial experimentation and refinement, a various levels of social interactions). The importance of the Absorbent Mind is the limitless motivation of the young child to achieve competence over his or her environment and to perfect his or her skills and understandings as they occur within each sensitive period. The phenomenon is characterized by the young childs capacity for repetition of activities with sensitive period categories.( Example, exhaustive babbling as language practice leading to language competence).

2.3.1. PEDAGOGICAL MATERIALS:-

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Every activity has its place the classroom and is self-contained and selfcorrecting. The original educational materials are specific in design, conforming to exact dimensions, and history. Dr. Montessori developed what became known as the Montessori Method as an outgrowth of the postgraduate research into the intellectual development of children with mental retardation. Building on the work of French physicians Jean Itard and Edward Seguin, she attempted to build an environment for the scientific study of children with various sorts of physical and mental disabilities. Following successes in the treatment of these children, she began to research the application of her techniques to the education of children of average intelligence.

By 1906, Dr. Montessori was sufficiently well known that she was asked to run a day-care center in the run-down San Lorenzo district of Rome. She used the opportunity to observe the childrens interactions with materials she developed, refining them as well as developing new material with which the children could work. This material centered approach, in which the teacher primarily observes while the children select materials designed to impart specific concepts or skills, is a hallmark of Montessori education.

Montessori initial work was primarily with pre-school-aged children. After observing development changes occurring in children who are just beginning elementary school, she and her so Mario began a new course of research into adapting her approach to elementary aged children. Towards the end of her life, in her book from Childhood to Adolescence, Montessori sketched out a view of how her teaching methodology might be applied to the secondary and university levels.

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2.4.

Teachers Intervention and Montessori Education Leib and Wiegand (2005) contributed with their famous article which

reflected upon qualitatively oriented studies from the German research project DISUM and selected literature about teacher interventions. This was the article in which they also quoted one of the best known quotes in pedagogical literature of Maria Montessori help me to do it myself. Their literature has been found a tremendous effort towards the topic named teacher interventions. Maria Montessori did a lot of pedagogical work related to students working autonomously. A central part of Montessoris work is the socalled prepared environment, defined as special materials which have to be arranged by the teacher. These materials for examples the well known pearls or sticks allow the students not only to work autonomously, but also to correct themselves while they work. in Montessoris opinion, one of the main tasks of the teacher is to observe the students during their working phase thats what we call diagnosis.

Due to space limitation, it is only possible for the researcher to briefly describe the essential points of different articles written on the subject teacher enervations as under. Loska (1995) describes the neo Socratic method, in which the teacher must not intervene in any way with the content of the students work. The teacher may only pose questions that can guide a conversation or discussion b/w students in a certain direction such as Can you explain this with an example? or Do you agree with ....?

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In order to do this, the teacher has to understood many of the structures of the student conversation or, in other words. The teacher has to do a lot of diagnosis before intervening. Dekker and Elshout Mohr (2004) distinguish between two different types of teacher interventions. On one hand, there is process help, which means help

only in the context of student student interactions. On the other hand, there is mathematical reasoning and products. Two different groups of students from a

product help, which stands for interventions concened with students similar background took part in a pre-test post-test study design, where they had to work on several tasks either under process help conditions or under than product help. product help conditions. The study showed that process help is more effective

In Riedel (1973), one can find a detailed description of teacher interventions in the context of discovery learning, including an empirical study the author distinguishes between problem and result oriented help. Additionally these two categories are subdivided into problem oriented organization/structurization help and result oriented organization help/help given during the solving process. The empirical study showed that problem able to transfer their knowledge. In their article Holton and Thoman (2001) refer to the classroom learning project. Where they performed a detailed analysis of several mathematics and science lessons. Based on their lesson and on further studies, they distinguish between three different categories meta cognitive, cognitive and affective scaffolding. This is widely used phrase in English teacher intervention literature and basically means help or assistance. They also mention the influence of the addressee of the intervention (the whole class, a group of
31

oriented help is more effective, especially in the way that students are better

students, or a single student) and the possible effects caused by the work phase in which the intervention took place (at the beginning, in the middle, or at the end). King et al (1998) describe a study dealing with peer tutoring in science. Therefore they trained three groups of students for five weeks according to different forms of tutoring one group received training in explanation skills, the second one is questioning skills, and the third one in explanation questioning and in the so called question sequencing skills, subdivided in review, probing, hint and thinking questions). The last group, which had been trained in all three categories, obtained the best results in this study. Kramarski et al (2002) also refer to the tutoring context. Their pre-test

post-test study tries to explore the effects of meta cognitive instruction, in the form of special training for students who work in small groups on mathematical tasks by formulating and answering self addressed questions focused on the following points. Comprehending the problem, constructing connections b/w old and new knowledge, using appropriate strategies, and reflecting on both the process and the solution. The study showed that the group of students instructed in this way obtained better results than a control group.

Serrano (1996) analyze the TIMSS-Video study and found interesting cultural differences between Japan and the USA in the way teachers organize group work in mathematics lessons. In particular, she analyzed how they intervene. She distinguishes between the following forms of teacher interventions: tell/ demonstrate, provide hints, encourage thinking and evaluation only.

Beeker and Shimada (1997) mention four aspects that can help students effectively understand the given problem (e.g. the first phase) focus on the some
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issue, add more data for generalization, give non-restricting examples, and use concrete materials. Chi (2001) descries a tutoring study with many aspects related to teacher interventions. They name several forms of interventions (sequencing the task, direct feedback, giving explanation, answering questions, asking content questions, but in a more or less unstructured way.

Zech (2002), based on his own experience and on other literature (e.g. Riedel 1973), proposes the following taxonomy of possible ways to help students solve problems: motivational help, feedback help, strategic help, content oriented strategic help, and content-related help (listed in order of increasing intensity). According to this, each method of assistance can be provided directly or indirectly, e.g. Draw this line. (This is a direct content related help) or Have a look at the text again. This is an indirect strategic help).

Meyer (1999), one of the prominent German-speaking sources of literature on this topic, gives only general advice on how to behave as a teacher while students are working in groups. He stresses the negative impact on students, autonomous work and therefore recommends being passive and observing the students most of the time. The only exception is help related to stabilizing group work.

2.5.

Empowerment and Freedom Vaughn (2002) examined empowerments as a communicative process

among teachers and student at a Midwestern Montessori School (USA). According to Vaughn, the Montessori Method, developed by Dr Maria Montessori in the early 20th century is attentive to the tension individualsexperience as they attempt to balance their individual freedom with the good of
33

their community. This educational philosophy suggests that empowerment occurs on a system level as teachers and students learn to manage this tension, she added. Through longitudinal research, she explored the praxis (mean a set of examples for practice) of empowerment in the organizational context of three Montessori classrooms. Her analysis of field notes and transcribed interviews yielded three specific areas in which she observed the praxis of empowerment: the nature of the environment, the management of discipline, and the social construction of learning.

In her book, the Dialectic of Freedom, Maxine Greene (1988) argued that freedom is interaction with others. She suggested what we often perceive as freedom in education is really just a pre-established path for students to follow. Furthermore, Greene (1988) argued that students who are free to make decisions often lack the intrinsic motivation to practice such choice making Shor (1996) suggested that this is because they are in a system that conditions them to police themselves against their own sense of urgency. Greene contended that any empowering method of education must allow for students to realize their capacity to author their own worlds. Because this happens within a shared space in which others are simultaneously authoring their worlds, empowered students must also develop a critical consciousness. As such, their primary goal is not to perform well for the teacher, but to perform well as individuals within the class community. individuals They are free thinking who can critically and

consciously manage their creative energy in a shared space. Naturally, this model of empowerment radically transforms the role of the teacher.

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2.6.

Montessori Method:The Montessori Method is an educational method for children, based on

theories of child development originated by Italian educator Maria Montessori in the late 19th and early 20th Century. It is applied primarily is preschool and elementary school settings, though some Montessori high schools exist.

The method is characterized by an emphasis on self-directed activity on the part of the child and clinical observation on the part of the teacher (often called a director directress or guide). It stresses the importance of adapting the childs learning environment to his developmental level, and of the environment to his developmental level, and of the role of physical activity in absorbing academic concepts and practical skills. Although there are many schools which use name Montessori. The word itself is not recognized as a trademark, nor is it associated with a single specific organization. Thus it is legally possible to use the term Montessori without necessary adherence to a particular training or teaching method. Nonetheless, schools identifying themselves as Montessori Schools generally apply this method in their teaching.

Teachers have the opportunity to discuss the emotions of children as they occur in the context of the classroom. As much, teachers play an important role in the socialization of emotions of young children. Ahn (2005) carried out an observational study in which he examined teachers discussions of emotions in three childcare centres are important social contexts for learning about feelings because of ongoing interaction between teachers and children. Teachers in childcare centres are various strategies with children to discuss their emotional expressions. They help children learn to identify emotion related words, to understand the causes of emotion, and to provide them with constructive means
35

of emotion regulation. The implications for teacher-training programs focusing on methods of facilitation of emotional competence and appropriate emotional socialization were also presented in his paper.

Farne (2005) studied the freedom of playing and its conditions and thus presented the idea that children themselves can make decisions and can play their own games unsettles us because it implies the perception of an empty space to be understood here as an existential issue affecting time and space categorized that must be filled in through either a real or an imaginary activity.

2.7.

Implementation:Montessori is a highly hands on approach to learning. It encourages

children to develop their observation skills by doing many types of activities. These activities include use of the five senses (touch, smell, sight, and hearing), kinetic movement, spatial refinement, small and large motor skill co-ordination, and concrete knowledge that lead to later abstraction.

2.7.1. MONTESSORI CURRICULUM:2.7.1.1. Montessori Schedule for Three and Four years old: 9:00 a.m. Arrival to classroom Greetings

9:10 a.m. Lesson and Work time Demonstration of Montessori Materials every morning the teacher will give a group lesson using materials from different areas. She will then go around the classroom assisting children and giving individual lessons.

10:20 a.m. Cleanup

36

At cleanup time the teacher will ring the bell and bell the children to finish their work and put it away properly. They will have few minutes to complete the transition and the teacher will go around, guiding the children.

10:25

a.m.

Circle

time,

calendar,

language, and story time.

The children participate describing the weather, counting days, months, weeks, and learning the seasons. During language and story time the teacher will read to the children and will ask each child a question about a story. She will emphasize the sound of the letters of often used words in the story.

10:50 a.m. Outdoor play Indoor play 11:20 a.m. Bathroom time 11:30 a.m. Singing, Creative movements, (Alternating every other day)

Class songs and rhymes will be sung using musical instruments. New songs will be incorporated according to the season. During creative movement the children exercise their fine and large motor skills. They achieve this by dancing skipping and bending with colourful scarves.

2.7.1.2. Morning Schedule for Two years old: 9:00 a.m. Arrival to classroom 9:10 a.m. Lesson and work time Demonstration of Montessori materials.

37

10:00 a.m. Cleanup 10:10 a.m. Snack time 10:20 a.m. Outdoor play or Play room 10:50 a.m. Bathroom diaper changing 11:00 a.m. Circle tune 11:20 a.m. Alternating (every other day) music, creative, story tune. 11:35 a.m. Dismissal time/Lunch Break 12:15 a.m. Nap/Rest time

2.7.1.3. Joint Schedule 11:45 a.m. Dismissal Time/Lunch Time. Children will pick-up a book and sit on the line waiting for their parents; the teacher will take the children to the parents as they arrive. Full day children will assist the teacher to set the table for lunch.

12:15p.m.Nap/Rest Time 01:30 a.m. Tidy up/ Back to classroom. After rest time arts and crafts will be available to the children as well as unfinished morning work. 02:00 a.m. Outdoor Play or Indoor Play

02:30 a.m. Music, or Puzzles (Alternating

38

every other day) 02:50 a.m. Story Time 03:00 a.m. Dismissal Children will be sitting on the line listening to a story and as their parents arrive they will be escorted to them by the teacher. Language, Islamic, and English lessons will take place every Tuesday and Thursday A.M. and P.M. the childrens work will be sent home weekly.

2.7.2. Classrooms:Montessori classrooms provide an atmosphere that is

pleasant and attractive to allow children to learn at their own pace and

interest with others in a natural and peaceful

environment. In the ideal classroom, children would have unfettered access to the outdoors, but this is frequently not possible given modern day space considerations (and cost thereof). In response, Montessori teachers stock their classrooms with nature shelves, living plants and small pets, or perhaps a window still golden, allowing children to experience as much of the natural world as possible given modern constraints. In the elementary, middle, and upper school years, Montessori schools ideally adhere to the three year age range of pupils to encourage an interactive social and learning environment. This system allows flexibility in learning pace
39

and allowing older children to become teachers by sharing what they have learned.

Each activity is designed to focus on a single skill concept, or exercise. All of the material is based on SI units of measurement (for instance, the Pink Tower is based on the 1cm cube) which allows all the materials to work together and complement each other, as well as introduce the SI units through concrete example. In addition to this, material is intended for multiple uses at the primary level. For example, manipulative materials initially used to allow the child to analyze sense impressions are also designed to improve fine motor co-ordination needed for writing.

Other material are often constructed by the teacher felt story board characters, letter boxes (small containers of objects that all start with the same sound) for the language area, science materials (e.g. dinosaurs for tracing, etc) scent or taste activities and soon. The practical life area material are almost always put together by the teacher, All activities must be neat, clean, attractive and preferably made of natural materials such as glass or wood, rather than plastic. Sponges brooms, and dustpans are provided and mishaps, including broken glassware, are not punished but rather treated as an opportunity for the children to demonstrate responsibility by cleaning up after themselves.

40

2.7.2.1. Role of a teacher in a classroom:- Friere

(1972)

argued

that

education must begin with solution of the solution of the teacher student contradiction, by recon-citing the poles of the contradiction so that both are simultaneously teachers and students. (Teachers are not seen as the centre of the classroom community but rather participants init. They are not the only or even primary source of knowledge, but rather they facilitate the circulation of knowledge in the class community. As Sprague (1992) noted, such teachers are transformative intellectuals who are not merely concerned with giving students the knowledge and skills they need for economic and social mobility, but with helping them discover the moral and political dimensions of a just society. In their qualitative case study of students empowerment, (Brunson and Voget 1996) presented this tension as a communication challenge. They applied their process model of empowerment to a small group classroom context. This model, based on Total Quality Management (TQM) principles in organizational communications assumes that trust, communication, and participation are the essential ingredients for nurturing commitment or empowerment in an organization. As they put it, such interaction provides the energy for the creation of power, not merely the redistribution of power. They noted that this model involves actively listening to individuals as they find the freedom to express themselves. However, they also described their difficulty in limiting the

41

amount of control (they) injected into the process of planning the course against providing clear cut absolutes to the students. This tension of authority and freedom in the teachers role seems a communicative issue that warrants further attention. As Shor and Friere (1987) argued, an empowering model of teacher student interaction means a permanent tension between authority and liberty. Teachers need a better understanding of how to reconstruct their own sense of power in an environment in which students and teachers are fellow citizens. As such, this study examines empowerment on a systems level.

While Frymier et al (1996) limited at this individual/social tension, their discussion left open this complex aspect of the empowerment process for future exploration Frymier et al (1996) distinguish between empowered as a state and empowering as actions that individuals take to enable other to feel empowered. This research attempts to understand empowerment as a dynamic process observable on a system level. Educational theorists and TQM philosophy suggest that empowerment resides in an individual/ social tension. Thus, we can better understand the complexity of the empowerment process by looking beyond teachers nonverbal and verbal immediacy to systems level interaction. What does the process of empowerment look like in a community of individuals? What interaction enables students to act on their sense of intrinsic motivation and relevance? If, as Greenel (1998) suggested, empowered individuals freely act, guided only by their social conscience, how is this observable in their interaction with the class community?

2.7.2.2. Application to the Montessori Classroom:The Montessori Method was founded in the early twentieth century by an Italian physician named Maria Montessori. Research on the method is limited because the name Montessori is in the public domain, and it is difficult to discern which programs are aligned with the Montessori philosophy.
42

Professionals and teachers associated with the American Montessori Association (AMS) and the Association International (AMI) share a network of qualitative research through various publications and conferences. This work is largely centred on very specific aspects of the materials or curriculum. Generally, the teachers rely on Montessoris original writings to learn how to communicate with students and manage their power. Although nearly a century old many of these were not translated into English until the 1060s and 1070s.

The Montessori Method is based on the assumption (that empowerment is an individual) collective tension John Dewey and William Kilpatrick criticized pedagogical aspects of the method in its day, but even they applauded Dr. Montessoris ideas about freedom. Similarly Kilpatrick (1914) noted, Few in the history of education have been capable of breaking so completely with the surrounding school tradition as has this Italian physician. Later in his commentary he added. Her greatest service lies ......... in the practical utilization of liberty. A minister of state once praised her for succeeding in fusing freedom and discipline in the classroom. She replied the nature of childhood can offer a solution for a problem that we adults cannot solve ...... from the child comes the fusion of what our mind conceives only as contrast (Montessori, 1975) Her philosophy becomes more complex in light of the fact that Dewey and Kilpatrick criticized the self correcting materials, the basis of the curriculum, as too limiting. How could a method be liberating in a philosophical but not a practical sense? Moreover, the method is criticized in contemporary educational circles for being both too rigid and too loose or chaotic.

Clearly Montessoris principle of freedom is complex and perhaps best observed in the social interaction of the classroom. Mario Montessori Jr. Described his grandmothers philosophy on power with the following (1976).
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One can speak of true community only when each member of the group feels sufficiently free to be himself or herself. While simultaneously restricting (his or her) own freedom for the sake of adjustment to the group. It is in seeking an optimal solution to this tension between personal independence and dependence on the group that the social being is formed. Too much individual freedom leads to Chaos: too much uniformity imposed by adults leads to interpersonal conformity or rebellion.

In her writings, Montessori (1965) described the goal of the method to create an environment in which students self-direct their learning. In such an environment, she maintained that a great art must suggest the limit of intervention on the part of the teacher. Peer mentoring and constant classroom interaction are vital aspects of this community focus. Similarly, Montessori believed that class polices and the classroom environment should be community governed. She described the climate of her first school. Casa die Bambini.

Each child is a citizen in a community governed wholly in the interests of the equally privileged members thereof, his liberty is rarely interfered with, he is free to carry out his own purposes, and he has a much influence in the affairs of the common wealth as the average member of the adult democracy. (Montessori, 1965). Empowerment is formed as a community process. Individuals are empowered as they learn to exercise their individual freedom in a community context.

2.8.3. Lessons:A child does not engage in an activity until the teacher or another student has directly demonstrated its proper use, and then the child may use, and then the child may use it as desired (limited only by individual imagination or the
44

materials potentially dangerous qualities). Each activity leads directly to a new level of learning or concept. When a child actively learns, that child acquires the basis for later concepts. Additionally, repetition of activities is considered an integral part of this learning process, and children are allowed to repeat activities as often as they wish. If a child expresses boredom on account of this repetition, then the child is considered to be ready for the next level of learning.

Children are introduced to equipment that a designed especially for the lesson at hand. For example, children are introduced to sand paper letters as the first step to reading. Sand paper letters are simple lower can letters cut out of fine-gained sandpaper and mounted on wooden cards, simple sounds that flow together are introduced first. In addition, children are taught the sounds of the letters, not the names. For example, the teacher would show the child the K sandpaper letter and say kuh. The child is encouraged to trace the letter as her introduced to another. or she says the sound aloud. Once the first letter is mastered, the child will be

When children have learned seven or eight letter sounds, they are introduced to the movable alphabet. The movable alphabet is a set of letter cut outs where the vowels and consonants are different colours. Using these letters, the child will learn how to blend CVC ( consonant vowel consonant) sounds to form words such as mat and cat. Although there are many schools which use the name Montessori the word itself is not recognize as a trademark, nor is it associated with a single specific organization. Thus it legally possible to use the term Montessori without necessary adherence to a particular training or teaching or teaching method. Nonetheless, schools identifying themselves as Montessori schools generally apply this method in their teaching.
45

2.8.3.1. Mathematics:Children go from a very concrete understanding. For example, the difference between 1, 10,100 and 1000 because they have felt it countless times. They felt it originally in the pink tower when they were 3 years old and later in the math material. The idea of square and cubes becomes concrete because of the use of the Bead Cabinet. As stated above, the sensorial leads into the math area very well. A child who attended a 3-6 classrooms will have likely worked with a material called the trinomial cube. After working with it in 3-6 for several years, then in a 6-9 classrooms extensively, the student may be ready to take on another phase of the material. Rather than working with it as a sensorial material, by matching up colours and shapes, a 9 old might be ready to use it to understand that: (a+b+c)3 = a3 + 3a2b + 3a2c + b3 + 3ab2 + 3b2c + c3 + 3ac2 + 3bc2 + 6abc. The child can then work out the math equation to figure out the cube of a+b+c with different variables. This is just one example of how sensorial materials cross over into math. 2.8.4. Bespoke child sized furniture:Montessori classrooms provide an atmosphere that is pleasant and attractive to allow children to learn at their own pace and interact with others in a natural and peaceful environment. In the ideal classroom, children would have
46

unfettered access to the outdoors, but this is frequently not possible given modern day space considerations (and cost thereof).

In response, Montessori teachers stock their classrooms with nature shelves, living plants and small pets, or perhaps a window still garden, allowing children to experience as much of the natural world as possible given modern constraints.

In the elementary, middle, and upper to the three-year age range of pupils to encourage an interactive social and learning environment. This system allows flexibility in learning pace and allowing older children to become teachers by sharing what they have learned.

Each activity is designed to focus on a single skill, concept, or exercise. All of the material is based on SI units of measurement (for instance, the Pink Tower is based on the 1 cm cube). Which allows all the materials to work together and complement each other, as well as introduce the SI units through concrete example. In addition to this material is intended for multiple uses at the primary level. For example, manipulative materials initially used to allow the child to analyze sense impressions are also designed to improve feni motor coordination needed for writing.

Other materials are often constructed by the teacher: felt story board characters, letter boxes (small containers of object that all start with the same sound) for the language area, science material (e.g. dinosaurs for tracing, etc) scent or taste activities, and so on. The practical life area materials are almost always put together by the teacher. All activities must be neat, clean, attractive and preferably made of natural materials such as glass or wood, rather than plastic, sponges, brooms, and dustpans are provided and mishaps, including
47

broken glassware, are punished but rather as an opportunity for the children to demonstrate responsibility by cleaning up after themselves.

2.9.

Montessori Education and Methodology in Practice:The Montessori Method is a teaching methodology developed in Italy by

Dr. Maria Montessori. With the opening of her first school in 1907 in Rome, the term Montessori became associated with schools that are Dr. Montessoris educational developmental needs, and a number of schools around the world implement her approach to education for a wide range of ages. From the moment the child enters the classroom, each step in his education is seen as a progressive building block, ultimately forming the whole person, in the emergence from childhood to adult. All focus is on the needs of the child.

One distinguishing feature of Montessori at the preschool age is that children direct their own learning, choosing among the sections of a wellstructured and stocked classroom including Practical Life (fine and gross motor skill development), sensorial (sensory and brain development) Language, Math, Geography, Science and Art. The role of a teacher is to introduce children to materials and then remain a silent presence in the classroom. 2.10. Extrinsic Rewards:Extrinsic rewards negatively impact long-term motivation and learning. The author marshals ample evidence for these principles from many examples of educational and cognitive psychology research. Much of it is indirect support for the particular educational method, however (For example, there is no experimental evidence presented for Principle 2 that increasing task concentration in preschool classrooms improve child learning outcomes.
48

The principle with strongest direct evidence may well be Principle about detrimental effects of extrinsic reinforcement on motivation to learn. The evidence suggests that extrinsic reinforcements are most harmful when tasks are open ended and non-boring (e.g. lepper el al, 1973), when reinforcements are tangible, and once they are removed (Deci, 1971). The author seeks to present a balanced view, and points out where there are gaps or weaknesses in the evidence, but she does not address the case literature of special education, which surely would be relevant. Nevertheless, it is impressive to see how a cognitive develop mentalist can marshal support for a vision of learning as ideally self-regulated, self-directed, and self-motivated. Montessori strongly believed that all young children naturally prefer to learn is an organized but supportive environment that permits a high degree of choice control, and selfdirection, and where children are not distracted by extrinsic rewards and punishments that distort their preferences (for instance, by grades stars, awards, demerits, honor rolls, smiley faces and the like). The three principles translate into Montessori classroom practices that provide children with generous (but not infinite) choice and control over what they work on, with whom, and how long they work on it, lack of grades and formal evaluations and lessons that provide scope and sequence to the curriculum in a cohesive, organized way that builds overtime from infancy through adolescence.

2.11. Motivation:Today, virtually all people practitioners and scholars own definitions motivation. Usually one or more of the following words are included desires, wants, wishes, aims, goals, needs, drives, motives, and incentives. Technically, the term motivation can be traced to the Latin word movere which means to move.

49

FOUR KINDS OF MOTIVATION Positive Motivation Towards a goal. Write this report and you get a bonus. I really want to write this report. Write this report or youre fired. I really dont want to write this report. Negative Motivation Away from Something There 3 dont work and yet companies + Only this once creates positive, keep using them. sustainable motivation. This meaning is evident in the following comprehensive definition. Motivation is a process that starts with a physiological deficiency or need that activates behaviour or a drive that is aimed at a goal or incentive. Thus, the key to understanding the process of motivation lies in the meaning of and relationship among needs, drives and incentives (Luthans, 2005). Motivation is an explanatory concept we use to make sense out of the behaviours we observe. It is important to note that motivation is inferred. Instead of measuring it directly, we manipulate certain condition and observe how behaviour changes. (Ivancerich et al, 2001, P.122) A conceptual framework that provides a useful perspective for viewing the topic of motivation is exchange theory. Many people incorrectly view motivation as a personal trait & that is, some have it and other do not (Robbins, 2001). All complex behaviour is learned. If we want to explain and predict behaviour, we need to understand how people learn.

2.12. Learning:A psychologists definition is considerable broader that the persons view that its what we did when we went to school. In reality, each of us is continuously going to school. Learning occurs all the time.

50

A generally accepted definition of learning is, therefore, any relatively permanent changes in behaviour that occurs as a result of experience. Ironically, we can say that changes and that learning indicate that learning has taken place and that learning is a change in behaviour.

2.13. Perception:The key to understanding perception is to recognize that it is a unique interpretation of the situation, not a n exact recording of it. In short, perception is a very complex cognitive process that yields a unique picture of the world, a picture that may be quite different from reality. Your filter tells you which stimuli to notice love and which to ignore, which to love and which to hate. It creates your innate motivation Are you competitive, altruistic or ego driven? It creates in you and all of your distinct patterns of thought, feeling and behaviour your filter, more than you race, sex, age or nationality is you (Backing ham & Coffman, 1999, P.76. and 78.)

2.14. The Association Montessori International (AMI) The Association Montessori International (AMI) maintains, propagate, and further her ideas and principles for the full development of the human being AMI, with headquarters in Amsterdam the Netherlands, is to date entrusted with her legacy. AMI functions as the source of complete Montessori training and as a centre for continuing research and development. Montessoris vision anticipated many of the twentieth centurys developments in child psychology and education. Montessori was convinced that childrens natural intelligence involved from the start, rational, empirical, and spiritual aspects (source: Montessori AMI).

51

Times have changed, and science has made great progress, and so has our work, but our principles have only been confirmed, and along with them our conviction that mankind can hope for a solution to its problems, among which the most urgent are those of peace and unity, only by turning its attention and energies to the discovery of the child and to the development of great potentialities of the human personality in the course of its formation. (Source AMI)

The Montessori teacher respects children as self-directed individuals and fosters growth towards independence and social responsibility creates an atmosphere of calm, order, and joy, a safe and stimulating environment which supports the developmental stages of each child helps children progress at their own pace and gradually discover their own capabilities gives engaging presentations with the beautiful, self correcting Montessori materials. Comprehensive training.

Components of AMI training include studying educational theory and psychology, classroom observation, practice teaching, and material preparation. AMI training is extensive and thorough Training is given by Directors of training who have undergone rigorous preparation under the guidance of a sponsoring committee comprised of master trainers from around the world. The AMI diploma is recognized worldwide.

52

CHAPTER 3: RESEARCH METHODOLOGY

In the previous chapter, current theories, debates and arguments about Montessori Education were introduced and critically analyzed. In this chapter researcher described methodology used for the investigation of problems as well as the entire procedure of the research.

3.1.

Research Design: The overall strategy of the research was quantitative descriptive survey

method.

3.2.

Population:A population is a group to which researcher would like the results of a

study to be generalizable (Gay, 1990). A defined population has at least characteristic that differentiate it from other group. It is not possible to approach each and every Montessori institutions; instead, it is a better idea to choose those institutions in such a manner that could some how represents the entire Montessori institution of the city The population of the study comprised all Montessori Schools and teachers of Gulshan - e - Iqbal town.

3.3.

Size of Sample and Sampling Procedure: Sampling:- Sampling is the process of selecting a number of individuals

for a study in such a way that the individuals represent the larger group from which they are selected.

53

There are approximately 100 Montessori institutions in Karachi however it is assumed that not more than 200 teachers (approximately would be on the job. The researcher selected 20 on random base as respondents to the questionnaires developed.

3.4.

Development of the Measuring Instrument: In order to collect the data, a questionnaire is prepared to serve as a

research instrument.

3.5.

Data Collection:The researcher will collect the data through different visits to Montessori

institutions and there by will ensure data collection on time.

3.6.

Data Analysis:The method of CHI - SQUARE and percentage was used to test the

hypothesis and thus find out the answers of various questions. Data collected through respondents was also be illustrated preferably in pie charts followed by a brief interpretation.

3.7.

Ethical Issues Cassellang Symon (2004, p.56) described the significance of ethical issue

as under: There are confidentiality issues, which must be respected as respondents may name other people and / or their business putting them in a light which may constitute slander, or in some cases hint at criminal activity. In such case, a strict code of ethics and a procedure for handling tape - recorded and transcripted material is essential in order to protect all parties and the integrity of the research process.

54

Therefore, considering these ethical issues very important as far as this research is concerned, trust and integrity are ensured at the very first place in order to obtain answers from questionnaires with open - mindedness having confident replies. For this, respondents were briefed about the purpose of the research followed by data collection and analysis techniques. It is also ensured to the participants that the data (they are providing) will be taken into strictest confidence and will not be scrutinized by any official in their institution. However, it will also be clearly described that the data they province will be made available to the public but their name and schools name will not be mentioned without then prior written permission. It forms a sound basis of effective communication for a heating fact - finding environment based on confidence and integrity from both respondents and researcher. In order to eliminate potential inconsistencies and doubts, a copy of this Literature may be provided upon request placed by the head of different Montessori institutions (covered in the study).

55

CHAPTER No. 4: DATA ANALYSIS AND DISCUSSION

4.1. Introduction: This chapter deals with the description and analysis of data collected by the researcher by primary and secondary resources, the aim is to identify the teachers knowledge, benefits and practices of Montessori Education. The questionnaire is used as a research instrument the data thus collected in simple tables and percentage method has been used for listing the validity of the questions and CHI-SQUARE has been used for testing the hypothesis and interpretation of the sample.

4.2.

Statistical Method of Analysis: Percentage distribution is the simplest form of representing research finding so, in the present study first of all simple tables were made representing each question and percentage were drown. Statistical method of testing is CHI-SQUARE on ultimately accepted or rejected. CHI-SQUARE: In the present study CHI-SQUARE test was applied to verify the relationship between two variables. CHI-SQUARE is the simplest and most useful statistical method for the social researchers. It is also effective test for studying the existence of relation ship between the independent and dependent variables of a hypothesis. Formula:

x2

Fo Fe 2
Fe

After the application of CHI-SQUARE, the calculated results are compared with the tabulated results to find the degree of freedom. If the calculated value is higher that the tabulated value that the null hypothesis is rejected and the working hypothesis is retained.

56

4.2.1. Degree of Freedom: In order to complete the value of CHI-SQUARE from contingency table, the number of degree of freedom must also be known before the table is used. After finding the value of CHI-SQAURE for particular level of significance was noted and composed with the calculated value of CHISQUARE for 0.05 level of Significance. Formula:

df

C 1R 1

4.2.2. Interpreting Research Results: Following the analysis of data, the next step for the researcher is to organize and interpret the results of the data collection. Since the general purpose of conducting a research study is to answer question in a systematic manner, the interpretation of the results must focus first on the question that was asked, or inferred, in the problem statement. In order to interpret the results, the researcher must first report them in a clear and understandable manner. Next, the researcher should draw the conclusion regarding the various research hypothesis, Finally, the researcher should discuss the implementations of the research findings and offer recommendations based on those findings.

4.3.

Data analysis and Presentation: After the analysis data was to be presented in a presentable form to make it easy to understand by people. These for data were presented in tables, graph and pie charts.

57

4.3.1. Gender wise distribution of sample: Gender Male Female Total Frequency 6 34 40 Percentage 15% 85% 100%

As there were 40 teachers, out of these teachers 6 were male and female were 34. There were 15% males and 85% females.

34

Male

Female

58

4.3.2. Qualification wise distribution: Academic Qualification Matriculation and below Matriculation and B.A / B.Sc M.A / M.Sc and above Frequency 0 31 9 40 Percentage 0% 77.5% 22.5% 100%

The Teachers / directress / Administrators / Incharge were having the following qualification, the teachers of 0% were matriculation and below, 77.5% were between matriculation and B.A / B.Sc and below and 22.5% having the qualification was M.A / M.Sc and above.

31

0 Matriculation and below Matriculation and B.A / B.Sc M.A / M.Sc and above

59

4.4. Q1.

Analysis of Questionnaire. Is Montessori Education necessary for the society? Responses Yes To some extent No Total Frequency 30 8 2 40 Percentage 75% 20% 5% 100%

To Some Extent

No

Yes
Q1: Is Montessori Education necessary for the society?

Interpretation: Unlike 75% of total respondent voted in favour of yes, there are over 5% respondents (teachers) who believe that Montessori Education is not highly essential for society.

60

Q2.

Do you think first five years of childs age is very important for their personality? Responses Yes To some extent No Total Frequency 6 8 26 40 Percentage 15% 20% 65% 100%

Yes

To Some Extent No

Q2: Do you think first five years of child's age is very important for their personalities?

Interpretation: It shows that 65%, respondents take Montessori Education as one of the basic requirement of children. They believe that Montessori Education has not become a fashion in the society. However 20%, respondents commented that getting registered with these types of institutions has more or less become a trend in the prevailing society.

61

Q3.

Does Montessori Education place financial burden on the shoulders of parents? Responses Yes To some extent No Total Frequency 10 6 24 40 Percentage 25% 15% 60% 100%

Yes

No

To Some Extent

Q3: Does Montessori Education place financial burden on the shoulders of the parents?

Interpretation: Over 60% of the total respondents said that Montessori Education does not place financial burden on the shoulders of parents.

62

Q4.

Is getting Montessori Education one of the basic rights of every child? Responses Yes To some extent No Total Frequency 22 14 4 40 Percentage 55% 35% 10% 100%

No

To Some Extent

Yes

Q4: Is getting Montessori Education one of the basic right of every child?

Interpretation: It shows that 55% respondents think that Montessori Education is one the basic right of every child.

63

Q5.

Does Montessori Education prepare young children for formal education? Responses Yes To some extent No Total Frequency 28 12 0 40 Percentage 70% 30% 0% 100%

To Some Extent

No

Yes

Q5: Does Montessori Education prepare young children for formal education?

Interpretation: It shows that 70% respondents think that Montessori Education does prepare young children to go to the school for formal education.

64

Q6.

Does the Montessori Education play a positive role in the development of potential capability of young children? Responses Yes To some extent No Total Frequency 39 6 0 40 Percentage 85% 15% 0% 100%

To Some Extent

No

Yes
Q6: Does the Montessori Education play a positive role in the development of potential capabilities of young children?

Interpretation: The above table and pie chart shows that 85% respondents (teachers) think that the Montessori Education plays a positive role in the development of potential capabilities of young children.

65

Q7.

Does the Montessori Education prepare young children for the challenges of the future? Responses Yes To some extent No Total Frequency 34 6 0 40 Percentage 85% 15% 0% 100%

To Some Extent

No

Yes
Q7: Does the Montessori Education prepare young children for the challenges of the future?

Interpretation: The above table and pie chart shows that 85% teachers think that the Montessori Education prepares young children for the challenges of the future how ever 15% believe more or less have the same thoughts.

66

Q8.

Are collaborative arrangement useful for the learning of young children? Responses Yes To some extent No Total Frequency 24 14 2 40 Percentage 60% 35% 5% 100%

No To Some Extent Yes

Q8: Are Collaborative arrangement useful for the learning of young children?

Interpretation: The above diagram illustrates that 65% teachers say that the collaborative arrangements are useful for the learning of young children, over 35% also think more or less in the same manner, but only 5% voted in against of this statement.

67

Q9.

Do collaborative arrangement develop our children to meet the demands of our society? Responses Yes To some extent No Total Frequency 40 0 0 40 Percentage 100% 0% 0% 100%

To Some Extent No

Yes
Q9: Do collaborative arragements develop pir children to meet the demands of our society?

Interpretation: It is unanimously agreed that collaborative arrangements help children develop their capabilities which are increasingly important to meet the demands of our society.

68

Q10. Are collaborative arrangement necessary for the Montessori schools? Responses Yes To some extent No Total Frequency 24 8 8 40 Percentage 60% 20% 20% 100%

No

To Some Extent

Yes

Q10: Are collaborative arrangements necessary for the Montessori schools?

Interpretation: It is unanimously agreed that collaborative arrangements help children develop their capabilities which are increasingly important to meet the demands of our society.

69

Q11. Does your school provide collaborative arrangements? Responses Yes To some extent No Total Frequency 14 22 4 40 Percentage 35% 55% 10% 100%

No Yes

To Some Extent
Q11: Does your school provide collaborative arrangements?

Interpretation: It shows that 55% respondents Montessori school provide collaborative arrangements to some extent however there are over 35% respondents who are capable enough to provide these facilities. The research also do not provide collaborative arrangements in these Montessori schools.

70

4.3.

Testing the hypothesis. Hypothesis No. 1. H1: H0: Physical movement can enhance thinking and learning. Physical movement cannot enhance thinking and learning.

The above covers the following questions Q15, Q16, Q17 of the study. The questions and their results are given below.

Q15. Can physical movements enhance childrens thinking? Responses Yes To some extent No Total Frequency 36 4 0 40 Percentage 90% 10% 10% 100%

Q16. Can physical movements enhance childrens learning? Responses Yes To some extent No Total Frequency 38 2 0 10 Percentage 95% 5% 0% 100%

Q17. Does your school provide education through learning by doing? Responses Yes To some extent No Total Frequency 12 24 4 Percentage 30% 60% 10% 100%

71

For testing this hypothesis researcher used CHI-SQUARE. Solution: Variables Thinking Learning Physical Movement 86 4 30 120 Yes 36, 28, 66 38, 28, 66 12, 28, 66 No 0 (1.33) 0 (1.33) 4 (1.33) To some extent 4 (10) 2 (10) 24 (10) Total 40 40 40

Fe Fo Fe 1. Fe Fe Fe

= = = = = =

Frequency expected Frequency observed

f column f row

86 40
120 3440 120

Grand Total

28.66

2.

Fe Fe Fe

= = =

4 40
120 160 120

1.333

3.

Fe Fe Fe

= = =

30 40
120 1200 120

10

72

x
1.

Fo Fe 2
Fe

x2

36 28.662
Fe

x2

53.8706

1.87

2.

x2 x2
x2

0 1 3332
1.333

1.3332
1.33

1.7582
1.33

1.33

3.

x2

4 102
10

x2

62
10

x2

36 10

3.6

1.

x2
2

38 28.66 2
28.66

9.342
28.66

x2

87.23 28.66

3.04

73

2.

x2
x2

0 1.33
1.33

1.332
1.33

1.33

3.

x2

0 102
10

x2

82
10

x2

64 10

6.4

1.

x2
x2

12 28.662
28.66

16.662
28.66

x2

277.5 28.66

9.68

2.

x2
2

4 1.332
1.33

2.67 2
1.33

x2

7.128 1.33

5.36

74

3.

24 102
10

142
10

x2

196 10

19.6
1.87 1.33 3.6 3.04 1.33 6.4 9.68 5.36 19.6
52.21

x2
x2

df

3 1 3 1
2 2

row1 column1

Interpretation: If the level of significance 0.5.

x2

Tabulated value1.49 x 2 Calulated value 52.21

Then null hypothesis (Ho) will be rejected and research (Ha) hypothesis will be accepted.

75

Hypothesis No. 2. H2 : H0 : Extrinsic rewards negatively impact on motivation and learning. Extrinsic rewards have positive impact on motivation and learning.

The above hypothesis constructed by the researcher covers the following questions A 18 Q19 Q 20 of the study. The questions and their results are given below.

Q18. Do extrinsic rewards negatively impact on motivation? Responses Yes To some extent No Total Frequency 34 4 2 40 Percentage 85% 10% 15% 100%

Q19. Do extrinsic rewards negatively impact on learning? Responses Yes To some extent No Total Frequency 32 4 4 40 Percentage 80% 10% 10% 100%

Q20. Should we always provide extrinsic rewards to motivate a child? Responses Yes To some extent No Total Frequency 2 2 36 40 Percentage 5% 5% 90% 100%

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For testing this hypothesis researcher used CHI-SQUARE. Solution:

Variables Motivation Learning Extrinsic rewards Total

Yes 34 (22.66) 32 (22.66) 02 (22.66) 68

No 2 (14) 4 (14) 36 (14) 42

To some extent 4 (3.333) 4 (3.333) 2 (3.333) 10

Total 40 40 40 120

Fe Fo Fe 1. Fe Fe

= = = = =

Frequency expected Frequency observed

f column f row

68 40
120

Grand Total

22.66

2.

Fe Fe Fe

= = =

42 40
120 840 120

14

3.

Fe Fe Fe

= = =

10 40
120 400 120

3.33

77

x
1.

Fo Fe 2
Fe

x2
x2

34 22.662
22.66

11.342
22.66

5.675

2.

x2

2 142
14

x2

122
14

x2

144 14

10.285

3.

4 3.3332
3.333

x2

0.1334

4.

x2 x2

32 22.662
22.66

9.342
22.66

3.849

78

5.

4 142
14

102
14

7.142

6.

x2
x2

4 3.3332
3.333

0.667 2
0.1339

x2

7.

x2
x2

2 22.662
22.66

20.662
22.66

18.83

8.

x2

36.142
14

x2

22 2
14

x2

34.57

9.

2 3.3332
3.333

1.3332
3.333

0.399

79

x2

5.67 10.28 0.133 3.84 7.14 0.13 18.83 34.57 0.399

x2

80.99

df

3 1 3 1 2 2 4

row1 column1

Interpretation: If the level of significance 0.5.

x2

Tabulated value 9.49 x 2 Calulated value 80.99

Then null hypothesis will be rejected and real hypothesis will be accepted.

Hypothesis No. 3. H3 : H0 : Collaborative arrangements are helpful towards learning. Collaborative arrangements are not helpful towards learning.

The above hypothesis constructed by the researcher covers the following questions A 10 Q11 Q 13 of the study. The questions and their results are given below.

Q10. Is education (through collaborative arrangements) given by Montessori Method better than regular (i.e. bookish style of) education? Responses Yes To some extent No Total Frequency 28 12 0 40 Percentage 70% 30% 00% 100%

80

Q11. Do equipments used in collaborative arrangements attract children faster than regular (i.e. bookish style of) education?

Responses Yes To some extent No Total

Frequency 40 0 0 40

Percentage 100% 10% 00% 100%

Q13. Is collaborative arrangements helpful towards learning?

Responses Yes To some extent No Total

Frequency 36 4 0 40

Percentage 90% 10% 00% 100%

For testing this hypothesis researcher used CHI-SQUARE.

Solution: Variables Collaboration arrangements Equipment Learning Total Yes 38 (34.66) 46 (34.66) 36 (34.66) 104 No 0 0 0 0 To some extent 12 (5.33) 0 (5.33) 4 (5.33) 16 Total 60 60 60 120

81

Fe Fo Fe

= = =

Frequency expected Frequency observed

f column f row
Grand Total

1.

Fe Fe Fe

= = =

104 40
120 4160 120

34.66

2.

Fe Fe

= =

0 40
120
0

3.

Fe Fe Fe

= = =

16 40
120 640 120

5.33

x
1.

Fo Fe 2
Fe

x2 x2

28 34.66 2
34.66

6.662
34.66

1.27

82

2.

0 02
0

x2

3.

x2

12 5.332
5.33

x2

6.67 2
5.33

8.346

4.

40 34.662
34.66

x2

5.342
34.66

0.822

5.

0 02
0

x2

6.

x2 x2

0 5.332
5.33

1 5.332
5.33

7.

36 34.662
34.66

x2

1.342
34.66

0.051

83

8.

x2

0 02
0

x2

9.

x2

4 5.332
5.33

x2

1.332
5.33

0.33
1.27 0 8.34 0.822 0 1 0.051 0 0.33 11.813

x2 x2

df

3 1 3 1 2 2 4

row1 column1

Interpretation: If the level of significance 0.5.

x2

Tabulated value 9.49 x 2 Calulated value11.813

Then null hypothesis will be rejected and real hypothesis will be accepted.

84

CHAPTER No 5: CONCLUSION
The aim of this quantitative research is to analyze knowledge, beliefs, and practice of Montessori Method. The research started with identifying the current practices used in various Montessori schools in the town. There are few misconceptions regarding the learning phase of young children e.g. it is conventionally assumed that children should not brought into school until they reach the age of at least six people usually believe that if these children are sent to school before this above mentioned age limit, it would be wastage of both time and money. The research attempted to gather data in such a manner that establishes a basic understanding to parents what this new Montessori method is all about. This research also gives an impression of motivation by providing them ground realities. As a contribution to future research, this literature particularly emphasizes on the evolving concept of learning by doing. Those who are interested in establishing his/her career in Montessori education and training, this piece of research also helps them explore numerous facts and figures, misconceptions, innovative ideas followed by a wide portfolio of knowledge ideas followed by a wide portfolio of knowledge regarding Montessori education and the like.

Dr Maria Montessori, an Italian physician, educator and the Professor of Anthropology in the University of Rome, lived for 81 years. However devoted almost 5% of her life to the study of child development. Her early work centered on womens rights and social reform and evolved to encompass a totally innovative approach to education. Her success in Italy led to international recognition, and for over 40 years she traveled all over the world, lecturing, writing and establishing training programs. She can also be recalled as the first woman to graduate from the University of Rome La Sapienza Medical

85

School, becoming the first female doctor in Italy. She was a member the Universitys Psychiatric Clinic and became intrigued with trying to educate the mentally retarded or unhappy little ones. She is also known as the founder of Montessori Methods of education. Her educational method is in use today in a number of public as well as private schools throughout the world. Her first notable success was to have several of her 8 years old students apply to take the state examinations for reading and writing. In 1949, she conducted the first International training course in Pakistan. AMI operates with only one accredited institute in Pakistan situated in PECHS, Karachi.

First the education of the senses, then the education of the intellect Montessoris version and method are still popular. The Montessori philosophy is built upon the idea that children develop and think differently than adults, that they are not merely adults in small bodies. The Montessori Method discourages traditional measurements of achievement (grades, tests) under the premise that it is damaging to the inner growth of children (and adults). To develop his or her physical, intellectual and spiritual powers to the fullest, the child must have freedom achieved through order and self-discipline. The prepared environment helps each child develop at his/her own rate. Dr. Montessori also recognized that self-motivation is the only valid impulse to learning. By engaging the children in their environment, it helps to develop habits of concentration, stick to activities, and thoroughness which once established in early childhood helps to produce a confident and competent learner in later years. In teaching children specific skills, we seek not to impart knowledge alone but to instill the life long habit of learning questioning and relating to others. All this leads to the development of the whole person. At home, parents are recognized as the childs first educator and as an integral part of the individuals total development.

86

Montessori Education is based on eight principles. Principle 1 describes that movement and cognition are closely intertwined and that physical movement can enhance thinking and learning. According to the principle 2, choice and perceived controls promote childrens concentration and contentment in the learning process. Principle 3 explains that personal interest enhances learning in a context where interests built on prior knowledge and the childrens own questions. Principle 4 elucidates that extrinsic rewards negatively impact long-term motivation and learning. However, principle 5 concentrates on the collaborative (i.e. child- child) arrangements which are conducive to learning, and thus is supported by peer learning procedures. In principle 6 tells us that learning situated in and connected to meaningful contexts is more effective than learning in abstracted contexts. Principle 7 is that sensitive and responsive (nurturing) teaching is associated with more optimal outcomes. And finally the Principle 8 mentions that the order in the environment promotes and establishes mental order and therefore, it is beneficial to the child. Indeed Montessori education increases child child collaboration through

the organizational features of three years age grouping that naturally elicit older/younger nurturance and teaching) and the relatively large class size (that increases child/child contact) in the context of a prepared environment. The teacher must not intervene in any way with the content of the students work. A Montessori teacher should possess a general advice on how to behave as teacher while students are working in groups. They are recommended to become passive and observe the students most of the time. Teachers are not seen as the center of the classroom community but rather participants in it. Teachers are transformative intellectuals who are not merely concerned with giving students the knowledge and skills they need for economic and social mobility, but with helping them discover the moral and political dimensions of a society.
87

Empowered individuals freely act and are guided only by their social sense of right and wrong. The Montessori Method is attentive to the tension individuals experience as they attempt to balance their individual freedom with the good of their community. Freedom is unavoidably situated in ones experience and social interaction with others. What we often perceive as freedom in education is really just a pre-established path for students to follow. Any empowering method of education must allow for student to realize their capacity to author their own world. All complex behavior is learned. If we want to explain and predict behavior, we need to understand how people learn. Children themselves can make decisions and can play their own games unsettles us because it implies the perception of an empty space to be understand as an existential issue affecting time and space categories that must be filled in through either a real or an imaginary activity. In this quantitative study, the researcher used questionnaires to gather primary data. Three main hypotheses were developed including independent variables namely physical movement, extrinsic rewards and collaborative arrangements. In addition, dependent variables include thinking, learning and motivation. After using CHI SQUARE and percentage methods, the research has rejected all of the three null hypotheses. The study concluded that physical movement can enhance thinking and learning, extrinsic rewards negatively impact on motivation and learning, and collaborative arrangement are helpful towards learning.

88

BIBLIOGRAPHY

Ahn, H.J (2005). Teachers Discussions of Emotion in Child Care Centers. Early childhood Education Journal, 32(4), 237-242.

Ainsworth, M.D, Blehar, M.C, Waters, E, & wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hulsolak, NJ Lawrence Erlbaum. AMI USA, (2004). About AMI USA Retrieved June 2010, from the Association Montessori XE Montessori International (AMI) http:llama.edu/usa/international/html

AMI. (2008) Retrieved November 26, 2008, from the Association Montessori XE Montessori International. (AMI) : www.montessori.ami.org.

Baker, A.C. & Manfredi/ Pettik, C.A (2004) Relationships the heart of quality care. Washington, DC. National Association for the Education of Young Children.

Baumrind, D (1989) Raising competent children. In W. Damon, child development today and tomorrow (P. 349 378). San Francisco : Jossey Bass. Becker, J.B., & Shimada, S. (1997). The open ended Approach: A New Proposal for Teaching Mathematics Reston.

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Bell, J., & Opie C. (2002). Learning from research, getting more from your data, Buckingham: Open University Press.

Brunson, D., & Vogt, J.F. (1996). Empowering our students and ourselves: A liberal democratic approach to the communication classroom. Communication Education, 45, 73 83. Buckingham, M, Coffman, C (1999). First break all the rules New York: Simon and Schuster.

Butterfield, P.A., Martin, C.A. & Prairie, A.P. (2004). Emotional connections: How relationships guide early learning. Washington, DC: Zero to Three Press. Carlisle, J. (1998). Appreciation for a system: From fragmentation to integration. Total Quality Management, 9, 24-29.

Cassell, C, & Symon, G (2004). Essential guide to qualitative methods in organizational research SAGE Publications.

Cavana, R.V., Delahaye, B.L, & Sekaran, U (2001). Applied business research: qualitative and quantitative methods. Australia : John Wiley & Sons (Australia) limited. Chi, M (2001). Learning from human tutoring cognitive sciences, 25, 471 553. Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology. 18(1), 105 115.

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Dekker, R, & Elshout Mohr, M (2004). Teacher interventions aimed at mathematical level raising during collaborative learning. Educational studies in Mathematics, 56, 39-65. Farne, R (2005). Pedagogy XE Pedagogy \b of play. Topol, 24, 169 181 Friere, P (1972). Pedagogy XE Pedagogy) \b of the appressed. New York: Herder and Herder.

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Appendix A

Government College of Education F.B. Area, Karachi,

Ref: ______________

Date: _____________

Subject:

ASSISTANCE IN THE RESEARCH WORK.

Dear Sir / Madam,

Mr. / Miss / Mrs./ ____________________S/o, D/o ________________ is a student of M.Ed. class (session 2006 to 2007) in this college. He / she is doing research work for his / her degree requirements, on the following topics.

Topic: __________________________________________________________

__________________________________________________________

You are requested to kindly provide necessary help for his / her research work. Information provided by you will be kept confidential and will be used for research purpose only.

Thanking you, Principal Government College of Education F.B. Area, Block-16.

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Appendix B

Introductory Letter
Respected Respondent,

Assalam O Alaikum
I am the student of Government College of Education Karachi. I am doing a research study on A research study of Montessori Teachers knowledge, benefits and practices regarding Montessori system of education in partial fulfillment of the requirements of M.Ed. degree this questionnaire is a part of my proposed study.

You are kindly requested to read the questionnaire and give you frank opinion on each item the data collected will be kept confident and will be used for research purpose.

Thanking you,

Sincerely yours

_____________ Researcher

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Appendix C Questionnaire for teachers Demographic information / particulars respondents

Instructions: Kindly tick the appropriate box according to your preference.

a. Name: _____________________________________________________________

b. Designation: _____________________________________________________________

c. Name of institution (where you studied) _____________________________________________________________

d. Name of institution (where you work) _____________________________________________________________

e. Age: Below 30 31 to 40 41 to 50 above 50

f. Gender: Male Female

g. Experience: Below 10 11 to 20 21 to 30 above 30

h. Academic Qualification: (Maximum)

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Matric

Intermediate

Graduation

Others _______________ Specify__________________________________

i. Professional Qualification: Montessori Certificate Montessori Diploma Correspondence course

Others _______________ Specify _________________________________

j. Name of institute where you got your certificate / Diploma _____________________________________________________________

k. Name of institute where had you been sent to observe Montessori classes. _____________________________________________________________

1) Is Montessori education necessary for the society? Yes _____________ To some extent ______________ No ______________

2) DO you think first five years of childs age are very important for their personality? Yes _____________ To some extent ______________ No ______________

3) Does Montessori Education place financial burden on the shoulders of parents? Yes _____________ To some extent ______________ No ______________

4) Is getting Montessori Education one of the basic rights of every child? Yes _____________ To some extent ______________ No ______________

5) Does the Montessori Education prepare young children for formal education?
95

Yes _____________ To some extent ______________ No ______________

6) Does Montessori Education play a positive role in the development of potential capabilities of young children? Yes _____________ To some extent ______________ No ______________

7) Does the Montessori Education prepare young children for the challenges of the future? Yes _____________ To some extent ______________ No ______________

8) Is education (through collaborative arrangement) given by Montessori method better then regular (i.e. bookish style of) education? Yes _____________ To some extent ______________ No ______________

9) Do equipments used in collaborative arrangements attract children faster than regular (i.e. bookish style of) education? Yes _____________ To some extent ______________ No ______________

10)

Are collaborative arrangement useful for the learning of young children?

Yes _____________ To some extent ______________ No ______________

11)

Is collaborative arrangements helpful towards learning?

Yes _____________ To some extent ______________ No ______________

12)

Do collaborative arrangements develop our children to meet the demands

of our society? Yes _____________ To some extent ______________ No ______________

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13)

Do collaborative arrangements necessary for the Montessori schools?

Yes _____________ To some extent ______________ No ______________

14)

Does your school provide collaborative arrangements?

Yes _____________ To some extent ______________ No ______________

15)

Can physical movements enhance their thinking?

Yes _____________ To some extent ______________ No ______________

16)

Can physical movements enhance their learning?

Yes _____________ To some extent ______________ No ______________

17)

Does your school provides education though learning by doing?

Yes _____________ To some extent ______________ No ______________ 18) Do extrinsic rewards negatively impact on motivation?

Yes _____________ To some extent ______________ No ______________

19)

Do extrinsic rewards negatively impact on learning?

Yes _____________ To some extent ______________ No ______________

20)

Should we always provide extrinsic rewards to motivate a child?

Yes _____________ To some extent ______________ No ______________

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Appendix D

MONTESSORI MATERIALS A: Sensorial

98

B: Exercise of Practical Life (EPL)

99

100

C: Mathematics

101

102

D: Language

103

104

E: Culture

105

106

Research Format:
A. Preliminary Section a. Title page b. Certificate c. Dedication d. Acknowledgement e. Table of contents.

1.

Introduction f. Title g. Back ground h. Statement of the problem i. Specific objectives of the study j. Hypothesis k. Identification of variables l. Justification m. Assumptions n. Limitations o. Delimitations p. Explanation of keywords q. Summary

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2.

Review of the related literature

3.

Research Methodology a. Introduction b. Define population c. Size of the sample and sampling procedure d. Development of the measuring instruments e. Procedures for data collection f. Data analysis and statistical method to use.

4.

Data analysis and discussion. a. Introduction b. Analysis of questionnaire c. Testing the hypothesis

5.

Conclusion, Findings, Summary and Recommendations/Implications

B.

Work Cited/References a. Bibliography b. Appendix A c. Appendix B d. Appendix C e. Appendix D f. Appendix E Assistance in the research work Introductory letter Questionnaire for teachers Pictures of Montessori material Pictures of Montessori classrooms

108