Saher Aslam, Roll No.

D14630 2019
Assig PMC Submitted by:
nment International Saher Aslam
Module No. 01 Montessori Teachers Roll No. D14630
Training Program

Assignment No. 1

Question No.1
Discuss the life and work of Dr. Maria Montessori and why is she referred to as a
lady much ahead of her time?

Dr. Maria Montessori was one of the strongest women in the world

of modern education. Dr. Maria Montessori is a founder of Montessori
Method of teaching. She was a very confident and smart lady of her
time. She is well known of introducing the Montessori Method and also
the early childhood education.
She was born on 31st August 1870 to an educated middle class family.
Her father was a conservative military man and her mother was liberal
lady who always encouraged her daughter to pursuit her education.

EARLY LIFE AND EDUCATION:

She was born in Ancona, Italy on 31 st August 1870 to a middle class family, her father was
a civil servant and former soldier and her mother was unusually well educated, and Maria
herself proved remarkably talented. She was a confident and strong-minded lady who
excelled in school by the role of leader in different games
and conversations.
Her early education was in Florence and then Rome. At the
age of thirteen she got admission in a technical school. She
scored high marks that when she graduated, in 1886; she
was able to enter in the Regio Istituto Tecnico Leonardo da
Vinci.
She chose to study medicine and was awarded with a
medical degree, making her Italy's first woman doctor. After
this accomplishment she was promoted to surgical assistant at Santo Spirito. In 1904
accepted a professorship in anthropology at the University of Rome.

WORKED WITH DISABLED CHILDREN:

Montessori was well known for her contributions in education. She became the director of
the “deficient and insane” children in the University of Rome. She started working with
these mentally disabled children. She discovered that her children need purposeful
activities to do in order to get sense and mind and she successfully achieved her goals.
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In Rome during this time, children who were considered

mentally deficient were sending in asylums. She observed children
who use to crawl on the floor to grab crumbs of bread after
mealtime and realized that “not all children developed through
phases of life in the same way."
Her initial focus was to rehabilitate mentally retarded children,
with behavioral problems, orphans, and the desperately poor.
Montessori's early efforts were so surprisingly successful that she
soon had a large following, not only of parents desperate for her help, but of teachers
desperate to learn her methods.

INSPIRATION FROM ITARD AND SEGUIN:

Maria was so much inspired by the work of two French doctors who had also worked with
children who had some physical and mental disorders. They attempted basic skills in their
work for example reading, writing or alternative methods which were helped full for
children. Maria had keenly observed their methodology and figure out that children could
learn the same things as the normal children. After the success, she started working with
normal children.

CASA DEI BAMBINI:

Montessori started her first school with normal children named Casa dei Bambini (the
house of children) which was inaugurated in 1907. When she found out that the job of the
teacher is to serve the children, she believed that the urges of the children are universal.

WORLDWIDE RESPONSE:

Her school became famous all over the world in a very short time. After first school, she
started numerous schools. People from all over the world visited her and appreciated her
effort and discoveries. Her methodology was started to practice all over the world.

HIGHEST RECOGNITION AND AWARDS:

She became so much successful as she was nominated for Nobel Peace Prize thrice. She
was even pictured on the Italian 200 lire coins and through 1990s on the 1000 lire bills.

LADY AHEAD OF HER TIME :

Montessori is referred to lady a head because her discoveries are being practiced all over
the world. She is immortal through her methods which are still being practiced now and
will in future also. She lived in old days but was definitely “A woman much Ahead of her
time.”

Question No.2
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Which are the main requirements to be considered to start a House of Children?

How do you implement them?

Montessori is the place where children can do whatever they want and meet their needs
and interest. Therefore, one has to be very particular and consider numerous things
when start the house of children. It is the most difficult task to start it. There are several
requirements which one should be keeping in mind.

CLASS ROOM DESIGN:

Class room design is the most important place
where children have to stay. Montessori
educational apparatus, tables and shelving, and
related activities equipment should be appropriate
and several in number so that children could
approach them.

EVERYTHING IS CHILD SIZED:

Montessori house should be child-sized where he could enjoy his age. A child sized
kitchen, science lab, an art studio, bath rooms, hobby workshop, everything should be
according to the size of a child. They lead him to fulfill his desires and enjoy his own
world.

OUTDOOR ENVIRONMENT:
A house should be design in such a way that the child could face outdoor
environment. There must be window through which the children could face sunlight
at a daytime and become a natural source of ventilation.

A FAMILY SETTING:
Children are usually not allowed to do by themselves what they want at their home so
Montessori room should provide them this opportunity.
These are some factors which should consider while starting any house of children.

ACTIVITY AND INDEPENDENCE:

In Montessori rooms, children to be taught to work individually through activities.
They must develop love of activity but also to be provided with full independence that
may choose their activity at their own. Child really learns to work functionally.

PREPARED ENVIRONMENT:
Prepared environment is very important. Montessori children continuously observe
their environment and surroundings. In order to maximize their learning process, House
of Children must be designed to acquire the purpose completely.

RESPECT FOR THE CHILDREN:

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Respect is the basic thing which everybody requires. Every child needs respect. Parents
try to force them to follow the parents without regarding their needs and interest.
Therefore, first we should take great care of the respect of the child.

FOCUS ON INDIVIDUAL CHILD PROGRESS AND DEVELOPMENT:

Every child is different from one another. Teacher should focus on individual child as
his learning progress, growth and understanding is different from other children.

COOPERATION AND COLLABORATION, RATHER THAN COMPETITION:

Children at this age to be taught to be kind and compassionate. They must learn to help
each other out in times of need. They must develop a sense of fondness and
responsibility towards each other.

ROLE OF ADULT:
The teacher is the role model for the student. Her behavior should be polite towards
students. Kids learn a lot from them after their mother. So, her behavior and attitude
should be very good so to prepare healthy, stable, flexible and well equipped children.

MIX-AGE GROUP:
In House of Children, children should not be categorized in classes, grades or standards
but mixed. So, children with different age groups; 3, 4 or 5 years may interact together
which enhances the learning.

CONCRETE TO ABSTRACT:
At this level, as children have just begun their learning process, it is important start
with concrete experiences. That is to provide everything to child concrete in the
classroom. Then bring them to abstract concepts to allow children to learn with much
despair understanding.

PARENT- TEACHER MEETING:

There must be parent-teacher meeting as parents should know the progress and
development of their student and the most important about the attitude and the nature of
the student. Montessori teacher can guide them according to the nature of their
children.

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

Question No.3
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What are the discoveries made by Dr. Maria Montessori by observing the child?
Dr. Maria Montessori made a lot of discoveries by observing the children. She is a founder of
Montessori education. She conducted a lot of experiments and observed children by spending a lot
of time with them. After nearly 22 years of such experimentation, Dr. Maria could say that she had
found a method of helping children in their educational pursuits. She discovered several aspects of
children. She has specified some of the discoveries she had made during her work.

1) CHILDREN LOVE TO WORK PURPOSEFULLY:

They work until they reach to their goal. They are very enthusiastic about the work which makes
them select and concentrate on different activities which lead them to make them perfect in their
inner development.

2) THE INNER DRIVE IS SUFFICIENT:

The teachers or adults should follow the child and just provide necessary conditions. Total
development is possible only when a child can work in different fields of human activity at
specific times.

3) WHEN SOMETHING THAT ANSWERS THE INNER NEEDS MEETS THE

CHILD’S EYES, SPONTANEOUS INTEREST IS KINDLED:
When a child does activities again and again or when there is an impromptu repetition of an
activity is done with great interest the result is concentration .The child concentrates more when
they found right conditions.

4) VERY YOUNG CHILD NEED ORDERS:

She found out when she saw her children putting their things back to their places; same in the
case of values, functions and other human activities. The child wants to learn by practice that is
the truth, the need to see it being practiced. Montessori students in this age, built up their
personalities, they needed consistency in all aspects of environment.

5) NORMALITY DEPENDS ON ALL THE HUMAN POWERS WORKING IN UNISON,

IN COLLABORATION:
Dr. Maria says that during the early childhood it is possible to rectify any developmental error
and bring the child back to normality. The child should work individually and with freedom. All
activities are very important to bring child back to normality. The rectification can be made
possible only by the child’s working individually at the development freedom. Activity was
essential.

6) ACTIVITIES INVOLVING SENSORIAL CONCEPTS ARE NECESSARY FOR

CHILD’S EDUCATION:
Activities involving sensorial concepts, languages, arithmetic, art, culture were found to be
necessary for the child’s education. These are very important for building of child’s personality.
Montessori found that these activities can bring intelligence in the children.
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7) THE CHILDREN CAN ASSIMILATE THE KNOWLEDGE:

The children showed that they could assimilate the knowledge, normally considered to be too
complex for the child, it it’s presented in rightful manner. Some of the topics, for the children
aged 3-5 were considered to be too difficult or hard were brought in the house because Dr. Maria
found that these areas of knowledge are necessary for the child’s total development rather than
being subjects to be learnt or perhaps, memorized.

8) REAL DISCIPLINE COMES THsROUGH FREEDOM:

She discovered that real discipline comes through freedom. Discipline must come from within
and should not be imposed from outside because true discipline is born in freedom.

9) REAL OBEDIENCE IS BASED ON LOVE, RESPECT AND FAITH:

Real Obedience is based on love, respect and faith. If a child is satisfied he or she starts
respecting elders which will leads to his real development.

10)CHILDREN ARE OFTEN SEEN TO BEHAVE IN A CERTAIN MANNER:

Dr Maria discovered that the environment plays a vital role in the development of child’s
behavior. When a child couldn't get the correct environment for development, where his inner
needs does not fulfill, he becomes stubborn, disobedient and destructive. So we should provide
him or her suitable environment and condition for development.
11)Activities are results of observing the child:
Most of the activities presented to the children in Montessori houses of children are results of
observing the child like the silence activity, exercises of practical life and walking on the line.

12)“HELP ME DO IT MYSELF”:
A child loves to do everything on their own so we should give them such space where they are
free to do anything of their choice.
13) ENVIRONMENT ITSELF WAS ALL-IMPORTANT IN OBTAINING THE RESULTS:
The children learn to control their movements when everything was according to their likings.
Maria had a view that we should provide a very good environment to the student in order to
attain good result. For this purpose, she used child size table and chair rather than heavy desk.
She discovered the child wants everything according to its size. Tables were so small and light in
weight so two children could easily move it.

14)TRAFFIC PATTERN OF THE ROOM:

The area where children are staying should not be over-loaded or congested. Children love to sit
on floor so she put a lot of rugs where they play and perform daily activities.

15) MONTESSORI CARRIED THIS ENVIRONMENTAL ENGINEERING THROUGHOUT

THE ENTIRE SCHOOL BUILDING AND OUTSIDE ENVIRONMENT:
She observed that the building and outside environment should be according to the size of a
child. For instance toilet, low sink, windows, shelves, garden tools etc. designed in child
sized.
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Question No.4
Write a comprehensive note on the role of teacher in a Montessori class?

A Montessori teacher is a guide and a facilitator; she should not consider herself as a
primary source of learning. To understand her role clearly, there are mainly two types of arts
namely; productive and cooperative.

PRODUCTIVE ARTS:
This can be defined simply as “arts in which the activity of the artist is the principle and only
cause of production like carpenter.

COOPERATIVE ARTS:
This is the arts where activity of the artist is neither the principle, nor it’s the only cause of
production. The three very common cooperative arts are:
1) Farming: The art of raising plants and animals.
2) Healing: The art of curing.
3) Teaching: This is what we are concerned with.
The role of a Montessori teacher is very much different from the teachers of upper level.
Their role is circled around the preparation and organization of appropriate learning
materials to meet the needs and interests of each child in the class.
A Montessori teacher’s classroom practices involve;
 Preparation of the environment
 Observing the Children
 Giving lessons
 Primary goal of the teacher

PREPARATION OF THE ENVIRONMENT:

The teacher should prepare an environment to enable child’s independence and capability to
easily choose their work that they find appealing, selecting activities of child’s interest and
maintaining the environment in flawless conditions. As Dr. Maria Montessori said: “The
first aim of the prepared environment is, as far as it is possible, to render the growing
child independent of the adult.”

OBSERVING THE CHILDREN:

Montessori teachers are vigilant observers of their children’s progress, needs and sensitive
periods. They are regularly experimenting, modifying the environment to meet their
perceptions of each child’s needs and interests, and accurately noting the result.

GIVING LESSONS:
Montessori teachers keep their lessons brief and simple. Lessons centre on the simplest
information for the children to work on their own which includes:
 Observing the child while he is exploring the materials in low shelves.
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 Going to the child and taking consent to work with that material.
 Taking a material to a workplace with the help of the child, specifying its place on shelf.
 Telling ground rules for use.
 Giving a brief and live demonstration of what can be done with it.
 Leaving the child to continue himself with concentration and without obstruction.

PRIMARY GOAL OF THE TEACHER:

Teachers should focus on each child as a person. Montessori teachers are taught to nurture
and inspire the human potential, leading children to ask questions, think for themselves,
explore, investigate, and discover. Our ultimate objective is to help them to learn how to
learn independently, retaining the curiosity, creativity, and intelligence with which they were
born.
Anne Burke Nuebat, in A Way of Learning (1973), listed the following elements in the
special role of the Montessori teacher:
1) Montessori teachers are dynamic link between children and Prepared Environment.
2) They systematically observe their students and interpret their needs.
3) They are constantly experimenting, modifying the environment to meet their perceptions
of each child’s needs and interests, and objectively noting the results.
4) They prepare an environment meant to facilitate children’s independence and ability to
freely select work that they find appealing, selecting activities that will appeal to their
interest and keeping the environment in perfect condition, adding to it and removing
materials as needed.
5) They carefully evaluate the effectiveness of their work and design of the environment.
6) They observe and evaluate each child’s individual progress.
7) They respect and protect their student’s independence.
8) They must know when to step in and set limits or lend a helping hand, and when it is in a
child’s best interest for them to step back and not interfere.
9) They are supportive, offering warmth, security, stability and non-judgmental acceptance.
10)They facilitate communication among the children and help the children to learn how to
communicate their thoughts to adults.
11) They interpret the children’s progress and their work in the classroom and parents, the
school staff, and the community.
12)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.
13) They model desirable behavior for children, following ground-rules for class, exhibiting
a sense of calm, consistency, grace and courtesy and demonstrating respect for every child.
14) They are peace educators, consisting working to teach courteous behaviors and conflicts.
15) They are diagnosticians who can interpret patterns of growth and behavior in order to
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better understand the children and make necessary referrals and suggestions to parents.

Question No.5
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- Language
E- Emotional
S- Social
There are three stages of development in which child’s growth from birth to maturity can be
divided.
First Stage
0-6 years It has two sub-phases:
0-3 years: The Absorbent mind which is unconscious.
3-6 years: The Absorbent mind which is conscious.
Second Stage
6-12 years The child has consolidated and established his inner
powers and interests in academics.
Third Stage

12-18 years It has two sub-phases:

12-15 years: Puberty
15-18 years: Adolescence
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Age 0-6 years Strong natural urges

Experiences which
Development satisfy the natural urges

First stage is from 0-6 years and is divided into two phases:
(a) 0-3 year’s period in which the child captivates everything from his environment mechanically.
This phase is a period of construction.
(b) 3-6 year’s period the child brings his insensible understanding to the sensible level through
movement and exploration of the environment. This phase is a period of consolidation.

Second stage is from 6-12 years and this is a period of unlimited constancy, period of development
go together with other changes. This period is for more mental development and building up of
creative and artistic skills. The peer instinct develops during this phase.

Third stage is again divided into two sub phases:

(a) From 12-15 years, there is a transformation in both physical and mental development as it is the
start of puberty. This period is very sensitive because child is delicate about the facts and
involvements relating to his life.
(b) From 15-18 years is the period of exploring more focused areas of interest in depth. This stage
of development is where independence, specifically economic independence, comes in and the
single pass in a new community life with self-assurance and right information.

DEVELOPMENTS DURING THE AGE OF 3-6 YEARS

Age PHYSICAL INTELLECTUAL LANGUAGE EMOTIONAL SOCIAL
3
year
Can balance on May name all More inquisitive Affectionate Tidies up well.
one foot for a colours but questioning. to baby
moment. sometimes mixes brother/sister
up blue and green.
Very Dextrous on Able to thread big Now will recite More able to last Plays well with
outdoor beads and built 9- name, age and the whole night others, during
equipment. block high towers gender. without wetting. pretend play.
and small bridges
with bricks
Will walk on Likes to paint but Can recite Loves helping Uses a spoon and a
tiptoes. unable to produce numbers up to with the fork to eat.
recognisable 10 but only able housework and
pictures. Decides to count 3 other chores.
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what it is after objects.
painting
Steers and runs Can use children’s Sentences are Pretend play is Will now share
round scissor completely more dramatic
obstructions with understandable and incorporates
ease. but still sound made up projects
childlike. and people.
Uses the pedals Holds a pencil Able to have Behaviour is on Will play by self or
on a trike, and properly simple the whole better. with others with
steers well. conversations May be toys on the floor.
with others. demonstrative,
warm and
trusting.
Will throw balls Will draw a head Will talk to self- Will now wait for Can now wash
above head. for a person. whilst playing, the wants to be hands, but unable
Catches clumsily Sometimes have mainly fulfilled. to dry hands
with arms or other features. throughout properly.
hands. pretend play.
Forcefully kicks Can copy a circle, Wants to be read Will show a little When going to the
ball. Walk in an a V, T, H and a favourite stories, understanding of toilet can manage
adult fashion cross. again and again. past and present. by self.
upstairs, even
holding a big toy.
Still puts both Recites more Still requires help
feet on each step rhymes and can with buttons, laces,
when coming sing some songs. zips, etc.
downstairs. Likes
to jump off the
last step
Moves large toys Understand and
about easily. Sits can use, you,
on bottom with me, I, him, her,
ankles crossed. she, he and
plurals.
Spatial awareness Grammar not yet
good. totally correct.

Age 4 PHYSICAL INTELLECTUAL LANGUAGE EMOTIONAL SOCIAL

years
Bends down to Skilful at holding Very inquisitive, Loves vivid Has best friend.
pick up toys pencils always asking pretend play and Sometimes hostile
with legs questions. dress-up and sometimes
straight friendly.
Can use Can draw a house Loves to have a More self- Argues more
ladders, climb joke. sufficient. Very constructively.
trees. wilful.
Better with Now draws people Likes long stories Understands Cheeky with adults
ball games. with heads, bodies, and now also tells about past, and friends when
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Age 5 PHYSICAL legs. INTELLECTUALstories.LANGUAGE present
EMOTIONAL
and cross. SOCIAL
years future.
Very good on
Dances May decide what
More detailed Grammar is now
Still asks the Complex
Normal play on Expertly
conduct Lots ofuses fork
a strike. drawing/painting.
drawing and correct.
meaning of carpet with toys. and
more restrained complexspoon. play,
Runs upstairs painting
Can build includingCanintangible
10-brick count 4 orwords.
5 reasonable
Sympathetic toand Takes
using more
turns andand
with total surroundings.
high tower, bridges objects, and can littleself-sufficient. shares.
more
efficiency. and can copy 6- recite up to 20. brother/sister in imagination.
Can now play allbrick Can
steps.usually copy a Still loves to Willwhen
friends defend and Is capable of
sorts of ball games 10-brick step listen to stories, hurtcare for babies
or upset. using a knife
competently.
Runs about on Copies model.
X, T, H, V Canandsingwill use themUsesand
several toddlers. Doesn’t
humour and fork.
like
tiptoes. and O. in play
rhymes. later.
Knows more in play and tidying up.
own name, age conversation.
Balance improved Can now draw Will now recite Reassures Very skilled at
and address.
considerably. figures with all own name, friends when construction
Is adept at Knows primary Still confuses Able to get dressed
features, including address, age and they are upset. toys.
running round colours. letters in speech, and undressed by
head, body, arm, sometimes knows
obstructions such as K with T, self but not yet able
legs and face. birthdays.
and corners R with W, or TH to manage buttons
Can now balance Can count fingers. Knows more Has a definite Shares very
with agility with F. and laces.
on either foot songs and best friend with well and
Able to sit Will recall latest Can now brush
easily. Hops for rhymes, and loves whom he is doesn’t argue
cross-legged. happenings in teeth, wash hands
longer. to sing them. usually friendly very much.
Hops around conversations and dry hands.
and obliging.
and balances with others.
Able to walk along Can draw a more Takes pleasure in Sense of Will tidy up but
on one foot.
on a thin line. detailed house humorous stories humour greatly usually needs
including the and witticisms, increasing. prompting.
windows,
chimney, door and
roof.
Touches toes with Skilled at Is increasingly In pretend play, Can now get
straight legs. colouring in. great articulate. will carry on dressed and
at jigsaws. stories to the undressed by
next day. self.
Softly runs on Now knows more Only confuses the Can wash own
tiptoes. Skips. Has colours and can letters S and TH, face and hands
a strong grip with match well. or F with TH and dry too.
both hands. Excellent handling now.
of pens, pencils.
More energetic Can now copy a
and lively in square, a triangle,
general. and L, H, Y, V, X,
T, O, U, C and A.
Expert at all Can relate to the
outdoor activities time of day
such as swinging, corresponding to
climbing and everyday activities
sliding.
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THANK YOU FOR CONSIDERATION!