 Nazra tul ain

 Dk2952
 Module 01
 PMC

Answer # 01
Dr. Maria Montessori

Introduction:

Dr Maria is the founder of Montessori is the method , and regarded in The

field of early childhood education

She was born on 31 august 1870 in chiaravalle,Ancona,itlay . She belongs

too an Average educated middle class family. Her father named was
Alessandro Montessori who served in military and later worked in civil
services.

Maria had a loving relationship with her father due to his frequent
transfers Maria got an opportunities to experience best educational
activities in big cities, although he disagree Her father choice to pursue
higher education

Her mother named was Renidle stopanni .she was well educated lady
with liberal mindset for a woman living in 19th century. She supported her
daughter in educational pursuits.

Montessori Education:

Those days Europe was consider very conservative in his attitude towards
women. Maria perused her education with dedication she got admission
in a public elementary school at age of six in 1876. Most young women
in her time who perused a secondary education would study literature and
classic which also include history and literature .

Dr Maria h got an admission in male technical secondary school . Her

father did not agree on her decision because for his conservative
 mind,hower she got permission to admission in school because of her
mother help as she was liberal

She graduate with good grade . She had decided to study in medicine In
1890 she got admission to university of Rome after completing two years
in university she got her diploma that made her eligible for medicine test
at university of Rome.

Maria got admission in medical school at 1892 she was a first women
who chose to study medicine in Italy. His father did not speak his mother
after he got to know that his daughter intended to study in medicine. As
he was typical mindset

In 1896 she officially became a first lady Doctor in Italy

She received attention from all over the world on her great achievement.

Montessori public speaking:

As a first lady doctor of a country , she was invited to speak at Italy

international congress for women right in Berlin in 1896. She also speak
against child labor at the conference of women in London in England in
1900.

Montessori Medical practice:

After completing her degree she got employed at the sun Giovanni Hospital
attached to the university of road.

Montessori joined the post of surgical assistant at Santo Spriroto Hospital in

Rome in November 1896.she specialized in pediatric in psychiatry in 1897.

Her worked special need children started getting prominence. She was
invited to address the National Medical congress in Turin in 1898 and the
National pedagogical congress in 1899.

Dr Maria was an embodiment of compassion towards children and devotion

to her profession.

Transition form Doctor to an Educator:

Being completely overwhelmed with her newly found passion for education.
Maria decide to started attending courses in teaching . Her interest in
education was developing further every passing day. She taking interest in
studying the works of previous Educator some of them consider to be the
father of early childhood education Such as
Rousseau, Pestalozzi and Frobel.

Maria Discovery of child:

Dr Maria decided to discover child improvement through her obsessive

observation, educated guess and experimentation.

Here are discoveries she had made during her work with children

 Children prefer academic materials over toys toys

 Inner need for freedom and constructive work
 Ability to select activities
 Children need order
 Kids are naturally motivated do not need rewards
 True learning happens with concentration.
 Purposeful activities lead to Normalized
 Children need activities in multiples areas to Develop fully
 Children are naturally well behaving
 They need respectfully treatment
 True dcipline comes through freedom

Answer #02
Casa dei bambina:
In 1942, on 6 January Maria Montessori shared the story of San Lorenzo and
the first Casa dei Bambini with her students.

Casa dei Bambini, or “Children’s House,” refers to the first Montessori school
established by Dr. Maria Montessori in 1907 in the San Lorenzo district of
Rome, Italy. This innovative educational setting served children aged 3-6 and
became the prototype for Montessori education worldwide.

Montessori Method Development:

The Montessori method of education was developed by Italian physician
and educator Dr. Maria Montessori. Her method is based on the idea ”hat
children are naturally curious and eager to learn, and that they should be
supported in developing their potential. The Montessori method aims to
help children develop into independent learners who are confident and
motivated.
 At Casa Dei Bambini Montessori School, we wholeheartedly believe in
these five guiding principles that underpin the Montessori philosophy:
respect for the child, the absorbent mind, sensitive periods, the prepared
environment, and auto education

Here are some key aspects of the Montessori method:

Self-directed learning: Children are encouraged to make choices about

their learning, and to explore and discover knowledge at their own pace.

Hands-on learning: Children learn through direct experience with

objects in the classroom.

Collaborative play: Children work together in groups to learn.

Prepared learning environment: Classrooms are designed to be

attractive and supportive, and include age-appropriate activities and
materials.

Calm atmosphere: Teachers are peaceful and set limits in a calm

manner.

Focus on all areas of development: The Montessori curriculum covers

language, mathematics, practical life, sensorial, and culture.

Discourages conventional methods: The Montessori method

discourages some conventional methods of achievement, such as grades
and tests.

Stages of Montessori development:

First Plane: Birth to Age 6 (Early Childhood/Infancy) “The Absorbent Mind”

The Second Plane: Ages 6–12 (Childhood) “Conscious Imagination” The
Third Plane: Ages 12–18 (Adolescence) “New Identity” The Fourth Plane:
Ages 18–24 (Maturity) “Maturity”

Answer#03
Maria discoveries of child:

In The Discovery of the Child Maria Montessori describes the nature of the
child and her method. She believes that once the general principles of her
method have been grasped, the parts dealing with its material application
are extremely simple.
Montessori`s teaching has rescued them, and she has discovered that
children have a deep sense of personal integrity and that their souls can
remain injured, ulcerated, and oppressed in adulthood.

Maria view on child:

It is a view of the child as one who is naturally eager for knowledge and
capable of initiating learning in a supportive, thoughtfully prepared learning
environment. It is an approach that values the human spirit and the
development of the whole child—physical, social, emotional, cognitive.

Secret of child:

Montessori unlocks these secrets, showing adults how they can learn from
the children, observing, helping, and presenting. Providing a prepared
environment, following the child’s interests, and offering choices, creates
concentration, without the need for punishments and rewards.

Child behaviour:

Dr Maria Montessori discover that the children are often perceived to behave
in a certain manner destructive disorderly etc. she witnessed this grandeur
of human normality in her children.she also discover the child is
destructive ,disorderly and uncooperative if suitable condition are missing
she called it “ deviation”.

Child Need order:

She found that child need order for their development. The proof came to
maria when she observed the children putting things back at their proper
place of object in the environment, but it also linked with routines and other
human activities.

In short child mind is focused on the development and inner construction of

his intellectual and physical faculties. She believed that to much disorder
may creat a wrap in the child personality.

Child Need activities:

She found that child need wide range of activities and experiences from
multiple areas to develop fully and prepare himself for life. She develop
amazing range for material areas art, culture. The children just loved working
with her materials as they were compatible with their developmental need.

Real obedience:
Real obedience is based on love, respect, and faith. When obedience leads to
inner satisfaction of the child, it becomes real obedience.

Child are underestimated:

Dr.maria initially wan not interested in teaching and writing to those young
children.she made this discovery reluctantly, on the insistence of their
parents. After she introduced the alphabet , she found the children
progressing at a tremendous pace and literally begging for more .she
developed a systematic series for activities, starting for n activities for motor
control required to hold a pencil to tracing sandpaper letters and learning
sounds of the alphabet to the segmentation to write and read their progress
amazed the world.

Answer #04
Sensitive period:

The word sensitive period was used for first time by the Dutch
genetics .Hugo de Vries ( 16 Feb 1848-21 May 1935) during his work with the
developmental stages in animals.he observed that prothesia butter flies lay
their egg in the darkest cracks of tress.

He was interested in how the young caterpillar finds their way to the young
leaves. He figured out through experimentation that “ young caterpillar have
a special sensitivity to light” which makes them move towards to the tips of
branches.

The word “sensitive period” was adopted by Dr.Maria Montessori, and she
used it to refer to important periods of development in children which are
universally observed in all human being these special periods , children form
birth to 6 years although some sensitive period start later in life.

During a sensitive period children naturally focus on the aspect of the

environment and ignores the rest

Sensitive period for language:

Every one would agree that children are surprisingly better at learning
language as compared to adults. In fact ,it seems as if they are geniuses at
learning language.

During the early year is because of sensitive period for language

development, which begins at around 7 months in the womb and continues
till 6 years of age . This period is further divided into three sub- periods
including the sensitive period for 1) spoken language

2) writing 3) reading

In “ spoken language” they progress from cooking to babbling to simple

words to phrases to simple sentence to conversation. A suitable environment
and active interaction are vitally important for children to learn a language.
So, adults must strive to provide such an environment to children that offers
plenty of opportunities to listen and interact with other people.

In “ period of writing “ Maria Montessori discovered that the sensitive period

for learning to write is between 3.5 year of age , and it starts before the
sensitive period of reading. During this children love to trace ,write and draw.
Montessori schools introduce writing exercise such as sand trays, chalk board
, and writing on paper.

“ period of reading” is form 4.5 to 5.5 years for age. The child shows a
natural zest to learn to read during this period. A systematic set for reading
exercise are offered as pink ,and green reading level .

Sensitive period for Movement:

We all know that the child has unlimited energy to move they are born with
the sensitives that drive them to be constantly on the move. The sensitive
period for Movement is sub decided into two classifications.

1) Acquisition of gross and fine Motor skills.

2) Refinement do gross and fine Motor skills

During the first phase of sensitive period for Movement ( birth to 2.5 years)
the children is keen. During this period the child practices to control and
coordinate this movement. The more control they acquire over their
movements , the more independent they become.Gross motor skill involved
the bigger muscles , such as rolling ,sitting , crawling ,pulling up, pushing
away ,walking etc.

During the second phase form ( 2.5 to 4.5 ) the sensitive period for
Movement , the child becomes sensitive towards precision , refinement and
better coordination of movement. Such as he can already walk and run ,but
know he is interested in skipping or walking a line.simlarly , he might have
learnt to hold a spoon but now would be interested in spooning beans from
one container to another without spilling, fine Motor skills involved the
smaller muscles of hand, fingers and wrists.
Sensitive period for Mathematics:

Our every day life is surrounded by mathematics. Form knowing our age to
the number for scope of milk powder in a cup to more complex education.

The sensitive period for Mathematics is form 4 to 6 years of age . Montessori

teachers , during this time ,formally introduced the math curriculum in early
childhood classrooms.

During this time child is fascinated by numbers ,quantities and mathematical

operation. It seems as if the child’s mathematical nature becomes suddenly
active .according to Maria Montessori the child is born with a mathematical
mind she used the term. The mathematical mind which according to refers
to the unique abilities for the human mind such as order, calculations,
quantification. They have amazing sense of order and recognize familiar
surroundings.

Children display a universal love of mathematics,which is per excellence the

science of precision, order and intelligence.

Answer #05
Key concept of Montessori education
A) Mixed age groups :
The mixed-age group concept in Montessori education is a key feature
of the Montessori method that involves having children of different
ages learn together in the same classroom.
In a mixed-age classroom, attention is instead drawn to the range of
talents and abilities within the class. There is exposure to a variety of
interests and skills, and children can build confidence working in
diverse groups, talking and interacting with different aged children.
There are seven Montessori mixed age class Rome level
1) Infants( birth to 1.5 years)
2) Toddlers ( 1.5 to 3 years)
3) Early childhood ( 3 to 6 year)
4) Lowe elementary ( 6 to 9 year )
5) Upper elementary ( 9 to 12 years )
6) Middle school ( 12 to 15 years )
7) Secondary school ( 15 to 18 years )
Mixed-age schools offer advantages such as diverse social interactions,
balanced perspectives, and challenging gender stereotypes.

B) Absorbent Mind:

According to the American Montessori Society, the absorbent mind is from

birth through approximately age of six, the young child experiences a period
of intense mental activity that allows the child to” absorb” learning from his
or her environment without conscious effort, naturally and spontaneously.

Absorbent Mind welcome everything ,puts it’s hope in every thing ,except
poverty equally with wealth ,adopts any religion and the prejudice and habits
of its countrymen , incarnating all in itself this is child ( Maria Montessori) .

Maria Montessori believed that a child from birth to 3 years old had an
absorbent mind. From birth to 3 years old, the child absorbs from his
environment. This is the time where the young child is growing not only
physically but also spiritually. The child works to become a human being.

Maria Montessori found that the absorbent mind has two different stages: the
unconscious stage, which lasts from birth to about age three, and the
conscious stage, which lasts from about age three to six.

C)spiritual embryo:

Maria Montessori’s concept of the spiritual embryo is the idea that children
have an inner potential that develops from birth to around age three. She
believed that this period is the most important phase of a child’s life, and
that the spiritual embryo is just as important as the physical embryo.

Here are some key points about the spiritual embryo in Montessori’s
philosophy:

Two embryonic stages

Montessori believed that humans develop through two embryonic stages: the
physical embryo in the prenatal period, and the spiritual embryo from birth
to around age three.

Critical to development

Montessori believed that the development of the spiritual embryo is essential

to a child’s overall development and well-being.

Child as a whole being

The Montessori approach views the child as a whole being with physical,
emotional, intellectual, and spiritual needs.

Nourish the child

Montessori believed that adults should nourish a child’s spiritual embryo with
love, as it is very fragile.

Provide freedom and a good environment

Montessori believed that newborns need freedom and a good environment

for their psychic growth.

Infinite growth

Montessori believed that the spiritual embryo has infinite growth and
possibilities.

The child is especially favoured. He observes everything within sight , and

experiences shows that he absorbs it all equally he does not absorb only by
the mechanical camera oh his eyes , but a kind of psycho chemical reaction
is produced in him, so that these impression become an integral part of
personality.

D)prepared environment:

The prepared environment is a learning space in Montessori education that’s

designed to help children learn independently and explore. The environment
is structured to encourage curiosity, stability, and freedom of choice.

Here are some characteristics of a prepared environment:

Child-sized: Furniture is light and the right size for children.

Open and accessible: Everything has a purpose and a place, and is easy to
reach.

Variety of activities: There are many activities and lots of movement.

Developmentally appropriate: Materials range from simple to complex,

and are chosen to match the child’s age and abilities.

Freedom to choose: Children can choose the activities they want to work
on.

Calm and well-ordered: The environment is calm and orderly, but still
allows for a lot of movement and activity.
Social environment: The classroom is meant to feel like home, and children
are encouraged to interact with each other.

Minimal décor: The environment is kept neutral, with minimal decorations

to avoid distracting the child.

Routine: Children know what to expect, and follow a routine. The role of the
adult in a Montessori environment is to guide the child to teach themselves.
The adult helps the child to be empathetic and understanding of others, and
to learn how to manage their emotions.

E) Focus on individual progress:

The Montessori classroom is referred to as the prepared environment. It is a

meaningfully structured learning space where everything has a purpose and
a place. Furniture is light and child-sized, learning materials are designed to
fit in children’s hands, and everything is designed to be open and accessible.

Focus on Individual Progress and Development: Within a Montessori program,

children progress at their own pace, moving on to the next step in each area
of learning as they are ready. While the child lives within a larger community
of children, each student is viewed as a universe of one.

Individualized Learning:

Montessori learning programs are personalised to each child based on their

unique stage of development, interests, and needs. Lessons with the
Montessori materials are presented one-on-one based on each child’s
academic progress.

Personalized learning

Montessori programs are customized for each child based on their interests,
needs, and stage of development.

Individual pace

Children progress at their own pace and move on to the next step when they
are ready.

One-on-one lessons

Lessons are presented one-on-one based on each child’s academic progress.

Customized learning plans

Teachers interact with and observe each student to create a customized
learning plan.

Achievement measures

Achievement measures look at individual progress and development rather

than traditional methods like grades and tests.

Other characteristics of the Montessori method include:

Encouraging children to move about freely

Encouraging children to select their own work

Encouraging children to treat one another with kindness and respect

Teaching children to complete a work cycle

Giving children the freedom to follow their own interests, as long as their
behavior is reasonable and acceptable.