Roll # D 15199

Shama Ahmed Abbasi

Assignment Module 1

Q1.Discus the life and works of Dr. Maria Montessori and why is she referred to as a
lady much ahead of her time?

Ans. The Life and works of Dr. Maria Montessori:

 Dr. Maria Montessori was an Italian doctor and teacher best known for the way of thinking of
instruction that bears her name, and her composition on logical instructional method. Her
instructive technique is being used today in some open and non-public schools all through the
world.
 She was born on 31 August 1870 in Italy.
 She belongs to an educated middle class family.
 Her father regularly move allowed to her to have training in huge urban communities all through
Italy. In those days entire of Europeans was preservationist in its mentality for ladies. Montessori
sought after restorative and logical training. Numerous long stretches of restriction from her father,
Teachers, and male individual understudies, she graduated with most noteworthy distinctions from
the Medical School of the University of Rome.
 Maria Montessori graduated at the highest point of her group in 1896 with a recognition that must
be hand altered to mirror her gender orientation. A month after graduation, she was picked as a
component of a little Italian assignment to go to the Berlin Women's Congress that had agents
Roll # D 15199 Shama Ahmed Abbasi

from everywhere throughout the world. Amazingly pretty and expressive, Dr. Montessori made a
major sprinkle with her discourses about ladies' training and work conditions in Italy. In her
subsequent discourse, she supported an issue that still has not so much been settled in our own
occasions: equivalent compensation for equivalent work
 She is recognized as initiator of Montessori Method.
 Afterward, Dr. Montessori built up her restorative vocation. She wound up engaged with the
neediest of patients. The neediest, she before long found, were what were then called "nitwit kids."
They were the rationally hindered who were kept in awful conditions in refuges alongside grown-
ups enduring extreme psychological sicknesses. With her standard vitality, she inquired about
techniques for helping them and before long picked up acclaim for her exceptional victories..
 She accepted that the youngster develops learning from encountering the world. Learning, she
stated, was not something that should have been constrained or inspired. Rather, learning is
something that people do normally. The early years particularly are ones of incredible mental
development. All through the early long stretches of life, the youngster retains impressions from
his general surroundings. Not with his psyche, however with his life.
A unification of mental and physical energies comes about when a youngster ends up consumed
in work. Montessori called this "standardization." And focus, she stated, was the key. The
painstakingly arranged condition at Montessori schools gives the chance to kids to develop
mentally and genuinely.
 Dr. Montessori leaves behind not only an outstanding body of research work and observation of
children and their abilities to grow and learn, but also a system of education which promotes the
freedom of the child to become more concentrated, creative and imaginative as he develops
intellectually and emotionally. Her lifetime work studying child development and education
remains well known internationally, numerous organizations promote her methods and Montessori
schools are prevalent in both the United States and many other countries, the reason why she is
referred to as a lady ahead of her time.
Roll # D 15199 Shama Ahmed Abbasi

Q2. Which are the main requirements to be considered to start a house of children?

How do you implement them?

Ans. The main requirements which are required to start a house for children are:

 In grown-up's reality (Home) kid feel himself like an outsider.

 Our Homes are planned by grown-ups. Kids can't get to anything naturally and easily.

 Children used to listen word "No" at multiple occasions in a day. "Denial is disallowance, either

sweet or nasty."

 Adults try to teach children by their commands or by their words, they usually not practice

themselves.

 Sometimes adults are too busy with themselves so that they do not have time for kids.

 We do not allowed our child to do something at its own strategy.

 Adults just want that children totally depend on them.

Things which we need to implement at house of children are:

 Respect of the children

 Always try to encourage children whatever he/she is doing. This is the age where children are

learning many things at their own. Always respect their ideas which they share with you.

 Always try to motivate them to do better.

 Try to respect their feelings.

 Everything should ne according to need pf children

 Peaceful environment for your children

Roll # D 15199 Shama Ahmed Abbasi

 Freedom for children to work independently.

 Focused on individual minds.

 Polite and reasonable behavior of teacher.

 Parent teacher meeting.

Q3. What are the discoveries made by Dr. Montessori by observing the child?
Ans. Dr. Montessori discover several aspects of the child and childhood and made several discoveries

during her work.

 Children loved to work purposely:

As all of us know that adults usually works for incentives but children do not do that. They work

for natural drive through which they can developed something.

 The inner drive is sufficient:

Adults usually don’t need any motivation from teachers, but need only necessary conditions

.Montessori teachers are not even allowed to give rewards to children for possibility of children

beginning to work for incentives.

 When something That answers the inner needs meets the child’s eyes

spontaneous interest is kindled:

Roll # D 15199 Shama Ahmed Abbasi

True learning always takes place with concentration. The children revealed that they could work

with concentration when they found right conditions for their work.

 Very young children need order:

We should develop awareness among children to put their all belongings after using them to put

them back. We should do practice this with moral values but adults usually do not practice it to

daily life.

 These developmental activities belonged to areas that the child needed for

building his/her personality:

Their many activities that are involved in theor education career for e.g sensorial, epl

language,arthematic art and culture.The introduction of EPL was major contribution given by

Dr,.Montessori for childs mental intelligence and development.

Montessori methods bases itself on these and various other discoveries she made while working

with children by herself.

Q4. What does “PILES” stand for when we talk of human development? Discuss the
Physical, Lingual and Intellectual development taking place during 3 to 6 years of
age?

PILES stands for:

 P = Physical
 I = Intellectual
 L = Lingual
 E = Emotional
 S = Social
Roll # D 15199 Shama Ahmed Abbasi

PHYSICAL DEVELOPMENT:
Physical development takes place during 3 to 6 years of age. The child feels certain strong urges at
specified time periods. Which lead him to development as shown in the figure:

Age 0-6 years Strong natural urges

Development Experiences which satisfy the

Natural urges

At the age of 3 years:

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

At the age of 4 years:

 Bends down to pick up toys with legs straight.

 Bounce with ball games. Can throw, catch and kick well and can now bounce a ball.
Roll # D 15199 Shama Ahmed Abbasi

 Runs about on tiptoe.

 Runs upstairs with total efficiency.
 Able to sit cross-legged. Hops around and balances on one foot for longer.

At the age of 5-6 years:

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

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

At the Age of 3 years:

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

At the age of 4 years:

 A child is skillful at holding pencils.
 He is able to build 10 ricks high tower.
 He also knows primary colors.

At age of 5-6 years:

A child can draw more detailed drawings and painting including surroundings.
He can also count figures.
Skilled at coloring and jigsaws.
He can relate to the time of day corresponding to everyday activities.

LANGUAGE DEVELOPMENT:
Language development also improves through time to time and the child is able communicate more
clearly. Children learn from the environment and we should make the environment suitable for the
children.
Roll # D 15199 Shama Ahmed Abbasi

At the age of 3 years:

In age of 3 a child can recite name, age and sex.
Sentences are completely understandable but still sound childish.
Wants to be read favorite stories again and again.
Recites more rhymes and can sing some songs.

At the age of 4 years:

Always asking very inquisitive questions like “What does that mean?”
He loves to have a joke.
He will recall latest happenings in conversation with others.
He can count 4 or 5 objects, and can recite up to 20.

At the age of 5-6 years:

 He still asks the meaning of intangible words.
 He will now recite own name, address, age and sometimes knows birthday.
 He knows more rhymes and songs, and loves to sing them.

Q5. Write a comprehensive note on the role of teacher in a Montessori classroom?

ROLE OF A MONTESSORI TEACHER:

A Montessori teacher is a guide, a facilitator and does not consider herself to be the primary cause
of learning that occurs in her students. To understand the role of a teacher better let’s look at the types of
arts. There are two types of arts namely, Productive and cooperative.

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

COOPERATIVE ARTS:
To define the cooperative arts, we can say that in such arts the activity of the artist is neither the
principal, nor the only cause of production. There are three very common cooperative arts, which
includes:
Roll # D 15199 Shama Ahmed Abbasi

Farming: The art of raising plants and animals.

Healing: The art of curing. (This includes doctors, physicians, surgeons, nurses etc)

Teaching: The third one is what we are concerned with.

A Montessori teacher’s normal classroom practices involves:

 Preparation of the environment
 Observing the children
 Giving lessons.
 Primary goal of the teacher.
PREPARATION OF THE ENVIRONMENT:
Montessori teachers would prepare the environment for the children which means to facilitate the
children’s independence and ability to select the material of their own choice and they will select the
activities that will appeal their interests and keeping the environment in perfect condition.

OBSERVING THE CHILDREN:

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

GIVING LESSONS:
Montessori teachers keep their lessons as brief as possible. Their goal is to bring the children in a state
of mind, so they will come back on their own for further work with the materials. These are some points
which are necessary for the teachers:

Observing the child while he is exploring the materials on low shelves.

Going to the child and taking consent to work with that material.
Taking the material to the workplace with the help of a child, and specifying its place.
Telling ground rules for use.
Giving the live demonstration of what can be done with it.
Leaving the child to work himself with concentration and without obstruction.
Roll # D 15199 Shama Ahmed Abbasi

PRIMARY GOAL OF THE TEACHER:

Montessori teachers are taught to nurture and inspire the human potential, leading children to ask
questions, think for themselves, explore, investigate, and discover.

Help them to learn how to learn independently, retaining the curiosity, creativity and intelligence
with which they were born.

Montessori teachers do not simply present lessons; they are facilitators, mentors, coaches, and
guides.

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

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

 They systematically observe their students and interpret their needs.

 They are constantly experimenting, modifying the environment to meet their perceptions of each
child’s needs and interests, and objectively noting the results.

 They prepared a independent environment in which the children will able to freely select their
work of their choice.

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

 They observe and evaluate each child’s individual progress.

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

 They are supportive, offering warmth, security, stability, and non-judgmental acceptance to each
child.
Roll # D 15199 Shama Ahmed Abbasi

 They facilitate communication among the children and help the children to learn how to
communicate their thoughts to adults.

 They interpret the children’s progress and their work in the classroom to parents, the school staff,
and the community.

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

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

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

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