Sadaf Kausar

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Assignment
Module#1
Q#1. Discuss the life and works of Dr. Maria Montessori and why is she referred
to as a Lady much ahead of her time?
ANS:
LIFE AND WORK OF Dr. MARIA MONTESSORI
Maria Montessori was an Italian physician, educator, and innovator, acclaimed for her
educational method based on the way children naturally learn. She was, known for
her philosophy of education, and her writing on scientific pedagogy. She was born on
August 31, 1870 in Chiaravalle, Italy. Her father, Alessandro Montessori, was a
conservative military man. Her mother, Renilde Montessori was, raised in a family that
prized education. She was well schooled and an avid reader—unusual for Italian
women of that time. Maria was very close to her mother who readily encouraged her as
compared to her father who disagreed with her choice to continue her education. Maria
grew up in, Rome, a paradise of libraries, museums, and fine schools. Maria was a
sterling student, confident, ambitious, and unwilling to be, limited by traditional
expectations for women. Europe was very conservative toward women at that time.
Maria being a strong-headed woman never gave up on her dreams and persuaded her
goal despite of all the opposition from her father, teachers and fellow students. She
graduated from medical school of the University of Rome in 1896; she was Italy’s first
female physicians. After graduating, Montessori continued with her research at the
University's psychiatric clinic. As part of her research, she visited asylums in Rome
where she observed children with mental disabilities, these observations were
fundamental to her future educational work. She also read and studied the works of 18 th
and 19th-century physicians and educators Jean Marc Gaspard Étard and Edouard,
whose work greatly inspired her. Their researches gave her a new direction and
scientific approach toward education, based on observation and experimentations. She
started to work more scientifically and carefully observing the behavior of her disabled
patients. Her hard work amazed the whole world when many of the mentally disabled
children passed the standardized exams given by the Italian public schools. The results
of normal children in those exams also rose questions in her mind. She responded by
suggesting that every newborn enter the world with an intellectual potential that was
barely being developed by schools in early years of the twentieth century. She
challenged the schooling system of that time. Her work strengthen her humanistic
approach and regard as a reformer. Maria was motivated of her work that she want to
implement that on normal children. At first, she was not ,welcomed. In 1907, Maria was,
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offered to open a childcare center, organized for working class children too young to
attend public schools, in a poor inner-city district. The first CasaDei Bambini, a quality-
learning environment for young children. The youngsters were unruly at first, but soon
showed great interest in working with puzzles, learning to prepare meals, and
manipulating materials that held lessons in math. She observed how they absorbed
knowledge from their surroundings. She used her scientific observation and experience
learned from her earlier work with young children, she designed hand-on learning
materials and a classroom environment that encouraged the children’s natural desire to
learn. She introduced activities of daily routine such as cleaning, dressing, gardening
etc., she noticed that those activities made them more independent and raised their
self-respect. She was criticized for her system being academically demanding, for which
she replied that she follows the children and they teach her how to teach them.in her
opinion a teacher’s job is to serve the child, and bring out the best of them . She urged
that the child should be, given the right to select their activities and work. She believed
that it was wrong to blame a student who fail at school rather it is the duty of an
educator to facilitate their natural process of learning. Her children showed amazing
academic achievements, which surprised everyone. All that was not perfect from day
one. Maria improved it by trial and error. Her keen observation made her understand the
child. News of the school’s success soon spread like a wild fire, many people visited
and taken by surprise. Montessori did not stop she started a second Montessori then
third and so on. Her hard work praised by leaders and scientists like Woodrow Wilson,
Alexander Graham bell, Thomas Edison, and Henry Ford. Many articles and publication
written about and by her made her known to parents and teacher around the world.
Amazing thing about her method is that her model center, casa dei bambini, got
duplicated everywhere as compared to other models in her field. It is because her
model is so systematic and adjust to new settings. It has to offer something for
everyone. Leaders and educationist see the system as a reform to the old-fashioned
school system. They foresee a much peace loving, hardworking and disciplined
population. Scientists on the other hand acclaimed Montessori for her experimental and
scientific approach behind this model. This resulted in the form of many Montessori
school systems opened around the world.
Subsequently, she traveled the world and wrote extensively about her approach to
education, attracting many devotees. There are more than 22,000 Montessori schools in
at least 110 countries worldwide. 

MARIA A LADY AHEAD OF HER TIME

For the rest of her life, Maria devoted herself to spread child-centered approach
to education. She spread her knowledge via lectures, articles and books like “The
Absorbent Mind” and “The Discovery of the Child”. She devised certain programs to
train teachers
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for the Montessori Method. Casa dei Bambini was a huge success and was famous
around the world. Whoever visited it, stunned by the ways little kids managed their
workMontessori started many other schools. She visited America on the request of
Alexander Graham Bell. Her House of Children was copied everywhere. Political
leaders and educationist found that this as the right way to change old-fashioned
educational system in Europe. Dr. Maria acknowledged as one of the world’s leading
educators. Her students recognized as hard working, peace loving and disciplined.
Montessori no doubt a Lady much ahead of her time. As she is a true pioneer of modern
educational system. Her methods not derived from any ongoing system. She had in fact
circumvented the traditional path. She was a smart scientist and quick-minded observer,
discovered important and revolutionary principles about children and the process of
learning.
For her work and dedication, Dr. Maria was, awarded by many countries with royal, civil
and academic awards. Nominated three times for the Nobel Peace Prize in 1949, 1950
and 1951. Pictured on Italian 200 lire coin and in 1990 on the 1000 lire bill.  

 Maria Montessori died in the Netherlands on May 6, 1952 aged 81. She will always
stay alive through her teaching and methods, which are helping children of all times.

Q#2.which are the main requirements to be, considered to start a house of

children. How do you implement them?
ANS:
Before discussing the requirements, we need to start a house of children, it is important
to understand why we need such a house. For this, we need to analyze the problems
that kids come across in their daily life at home. Genes of every human being is embed
with several behaviors and attitudes, which are necessary for our survival and
development. For example, every newborn knows to cry in order to convey his need to
mother. All such activities, which he do, is the ways of nature making the child reach his
maximum development. The process is natural and simple as the child feels certain
strong urges at specified times, which lead him to experiences that ultimately lead to
development. The natural urges during childhood are universal; however, the
experiences that a child undergoes during these periods may vary from child to child.
Thus, the better experiences at appropriate times develops more and vice versa.
Research shows that not all children can have best experiences at home as,

. Homes generally not designed according to child’s need.

. Child’s natural urges prohibited by the adults.
. Children not allowed doing their tasks independently.
. The furniture and other things are quite bigger in the house to children.
. Things at the house attract children as they want to feel and touch them but not
allowed as they might hurt themselves.
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These are a few factors affecting the learning and mental competencies of a child. This
arise the need of a real world according to the size of children, which they are free to
explore. They do not have to hear the word “NO “all the time. As Dr. Montessori said,
“prohibition is prohibition, either sweet or bitter”.

REQUIREMENTS TO START A HOUSE OF CHILDREN;

These are some factors, which should considered while starting any house of children.
1) The design of a classroom should be according to the needs of a child. The
quantity of Montessori apparatus, tables, shelves and other equipment should be
appropriate and approachable.
2) Number of students should be according to the size of the class. 25-30 students
seems to be enough.
3) The house should be child –sized. Where he can enjoy and fulfill his desires
freely.
4) A garden and a play area is necessary. This not only fulfill their physical needs
but they enjoy the nature as well.

5) The size of the classroom should allow minimum of 20 square feet per students
at the early level, 30 squares for the elementary level and 40 squares would be for
secondary level.

6) Children should given full opportunity to do things by themselves, which generally

not allowed at home.
IMPLEMENTATION OF REQUIREMENT;
Now as we know the requirements needed to start a house of children. The crucial part
is to implement these to get maximum success in giving the child the best environment
for development. Let us evaluate certain requirements, which I would like to implement
in a house of children,
1) First thing, which we should know is the respect for every child. It is the basic
need of everyone. As parents generally force their thoughts on their child without
knowing their interests so, it is important for us to respect their interests, needs and
freedom.
2) As every child is different from other. It is the duty of a teacher to access
individually the growth, learning progress and understanding of every child.
3) After parents, teachers are the role models of a child. The behavior of a teacher
has a great impact on child’s character. Teachers referred to as spiritual mothers as
their students learn a lot from them. Polite and patient behavior of a teacher has a very
good influence.
4) Environment is an important part of the development of child. Children learn best
in a prepared environment, a place in which a child can do things for themselves.
Learning materials and experiences available to child is in an orderly format and he can
easily access them. Freedom is a vital characteristic of a prepared environment. Since a
child in such environment is free to explore materials of his choice, he absorbs what he
find there.

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5) Sensitive periods refers to periods which vary from children to children as some
of them are more inclined to certain behaviors and can learn specific skills more easily
than others. Although all children experience some sensitive periods (e.g., a sensitive
period
for learning), the sequence and timing is different. The teacher should use observation
to detect those times of sensitivity and provide best setting.
6) We should give children ample amount of time to explore materials present in a
classroom, independence to select and work with the activity of their choice. We should
implement group learning occasionally.
7) Every child is has an in born ability to learn. They have an absorbent mind. They
learn, as they are curious. However, what they learn depends on their teachers,
experiences, and environments. We need to understand that children cannot help
learning, simply by living, children learn from their environment.
8) Parent’s teacher meeting plays an important role to evaluate the progress and
development of a child. A teacher can guide parents according to the nature of a child
as well as the activities he is learning so the parents can also practice them at home.
As a conclusion, I would say that a controlled and prepared environment plays an
important role in the development and progress of a child. We should keep these
fundamental rules in mind to start a house of children to give child the best experience
for life.

Q#3. What are the discoveries made by Dr. Maria Montessori by observing the child?

ANS:
It would not be wrong to say that Dr. Maria Montessori discovered a child. She used her
keen observation, experimental tendencies from her medical background and
understanding of the process of learning to study the behavior of children more
scientifically. That is why if she saw some unusual behavior in a child, she would say, “I
won’t believe it now, I shall if it happens again”. She brought the scientific methods of
observation, experimentation, and research to the study of children, their development
and education.
Casa die bambini, was Maria’s first opportunity to work with normal children. From
there, she decided to abandon the predetermined ideas about child education and
began to use scientific methods based on research and observation. After about twenty-
two years of such experimentation, she made amazing discoveries about a child. Here
are some of the discoveries that are the most important for early learning activities:
1) According to Montessori, children have more liking for constructive work if it suits
their age and stage of development.
2) Children are capable of choosing their own activity suitable to their capacity.
3) Children have a natural drive of doing things. This drive enables them to choose
their activity and concentrate on it until they reach their goal.
4) The adults and teacher should only provide necessary conditions to a child.
Total development will achieved if the child perform activities at their time and with a
natural
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urge of doing them. Even rewards and incentives for their work will make them ignore
their inner urge.
5) Development of Concentration in a child is the beginning of his learning process.
This is, achieved by providing him appropriate conditions, where he indulge himself in
spontaneous repetition of an activity in which he is interested.
6) Maria discovered that children had a great sense of order. She observed when
she saw her children putting their things back to places where they belonged. She
respected that by placing the materials in an open cupboard and making it possible for
them. Same the case with values, functions and other human activities. She saw that
discipline comes with freedom. She realized the child wants to learn by practice, such
as speaking truth, he need to see it. Montessori age children need consistency in their
environment in order to develop a strong personality.
7) Human abilities working in harmony or in collaboration referred to as normality.
The child deviates from this normality very easily as he does not find appropriate
conditions. However, Dr. Maria says this deviation is easy to rectify during early
childhood by providing necessary freedom. Individual Activity is the best solution.
8) A child need developmental activities that help him to improve his sensorial
concepts, language, arithmetic art, and culture. These are necessary for his education
and personality development. Montessori realized that these activities are suitable for a
child as they bring intelligence, will and voluntary movement to their personality.
Moreover, they were well understood and enjoyed by a child.
9) According to Dr. Maria, a child could fully understand the knowledge, which
people think as a kind of knowledge too complex for them. If that knowledge is
presented in correct manner or condition, that would be easy for them to learn.
10) Montessori found out that discipline should not enforced on children. She
discovered that it comes with freedom. If a child is content and happy, he would respect
others. He learn discipline unintentionally. True discipline comes with freedom.
11) She observed that real obedience based on love, respect and faith. Real
Obedience is achieved when it lead to inner satisfaction. As inner satisfaction is
important for real development.
12) She discovered that child’s behavior depends on the environment. A child can
be disobedient, stubborn or disciplined, happy and healthy. Environment plays an
important role in behavioral development. A healthy and interactive environment leads
to normal behavior and vice versa. She called this deviation. If a child does not get the
environment suitable for the fulfillment of his inner needs, he becomes stubborn,
disobedient and destructive. Therefore, we should provide him an appropriate
environment and condition for development and Montessori is the right place.
13) She discovered that children are keen to do their household work. Therefore, all
the help we offer to them should lead to the independence in their life. As they believe in
a statement that “Help me Do it myself”. Therefore, she says we should trust the child.
14) Maria discovered through her observation that a good environment is necessary
to attain good results. To achieve this purpose, she built child size tables and chairs.
She

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learnt the child wants everything according to his size. Lightweight Tables and chairs
were easy for the kids to move.
15) Another very important discovery was the traffic pattern of a room. She
observed that a room where children had to stay should not be, congested. As the
children love to sit on floor, she put rugs and mats for them where they sit and do
activities.
16) Maria brought environmental engineering suitable for the kids in the entire
school. She made sure that everything is designed child sized. For example, low toilets,
low sinks, low windows, shelves, garden tools etc.
All these discoveries made by Dr. Maria Montessori while working with children
concludes that every human being should develop the humanity to learn from children in
order to create a healthy society for the better development of our children.

Q#4. 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.
ANS:
In human development, “PILES” stand for:
P = Physical, I = Intellectual, L = Language, E = Emotional and S = Social
3 to 6 years is a phase of development in children. In this phase, the child needs
appropriate environment and independence to practice activities that he learns,
observes and watches. Children want to put his sense of curiosity and exploration into
action. He wants freedom to practice everything by himself. Adults help or prohibition
are an interruption for his development at this phase. Research shows that a child’s
personality completely develops in these six years. Let us elaborate these human
developments during 3 to 6 years in detail.
PHYSICAL DEVELOPMENT:
Physical development is very vital and fast in this age.
At the age of 3 years:
. A child can run, jump, walk on tiptoes.
. He can pedal and steer his tricycle.
. He can jump off or go upstairs in an adult style.
. He can balance on one foot for a few seconds.
. He can move large toys.
. He can sit on bottom with ankles crossed
At the age of 4 years:
. He can bend down and pick up things.
. He is good at ball games.
. He can run upstairs with full efficiency.
. He can cross his legs and balance on one foot for a long time.
. He can climb trees using ladder.
. He can run round obstructions and corners more skillfully.
At the age of 5 to 6 years:
. A child becomes more strong and active.
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. He can dance and play all kinds of games more competently.

. He can balance easily on either foot or walk along a thin line.
. He can easily swim, climb, swing and slide.
. His grip with both hands become strong.
. He can touch his toes with legs straight.
LANGUAGE DEVELOPMENT:
During this phase, language attains more sense. Most important lingual skills learn at
this stage are:
At the age of 3 years:
. Asks many questions and can tell names, age and sex.
. His sentences are childish but understandable.
. His grammar is not that correct but they understand and use, I, you, me, he, she etc.
. He can sing some songs and rhymes and want their favorite stories to read repeatedly.
. He talk to himself while playing.
. He is able to have simple conversations with others.
. He can tell numbers up to ten and can count three objects.
At the age of 4 years:
. He became more inquisitive and love jokes.
. He can count to four or five objects.
. He can sing many songs and rhymes and can tell their name, address and age.
. His grammar is much correct.
. He now like long stories and can tell stories to others.
. He is still confused in pronouncing the letters K with T and R with W, or TH with F
At the age of 5 to 6 years:
. Asks meanings of intangible words
. He know his address, name, age and birthdays sometime.
. He sing more songs and rhymes.
. He is quite articulate and enjoy humorous stories.
. He only confuse S with TH, or F with TH now.
INTELLECTUAL DEVELOPMENT:
The child also grows intellectually with the passage of time. The child strengthens his
intellectual power with age.
At the age of 3
. He may name all colors.
. He love painting but unable to draw recognizable pictures.
. He may draw a head of a person
. He can use child scissors and hold pencil properly.
. He may be able to thread big beads and make a tower of blocks.
. He can copy a circle, a v, t, h or a cross.
At the age of 4:
. He can hold a pencil more skillfully and can draw a house
. He may draw people with heads bodies legs and arms.
. He know primary colors and can copy x, t, h, v and o.
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. He can paint and draw more purposefully

. He is able to build ten bricks high tower.
At the age of 5 to 6 years:
. His drawings are more detailed.
. He can copy a triangle, square, circles, l, h, v, y, x, t, o, u, c and a.
. He is much better at coloring, solving jigsaws and handling a pen or pencil.
. He can count on fingers and can relate to time of the day.
. He can draw figures with features.
EMOTIONAL DEVELOPMENT:
Like physical development, a child grows emotionally as well.
At the age of 3:
. He is affectionate to younger siblings and love to help in daily chores.
. He is dramatic, demonstrative, warm and trusting.
. He is able to last whole night without wetting.
. He will show understanding of past and present and can wait.
At the age of 4:
. He loves pretend play, dress ups and humorous conversations.
. He is sympathetic to younger siblings and friends if hurt.
. He is self-sufficient and understand past present and future.
At the age of 5:
. His conduct is reasonable, self-sufficient and restrained.
. He care for babies and reassure his upset friend.
. His sense of humor increases and form best friends.
. Tell stories in pretend play.
SOCIAL DEVELOPMENT:
At the age of 3:
. Tidies up, uses a spoon and fork to eat, and wash hands.
. Plays and share with others.
. Go to the toilet by himself but requires help with buttons, laces and zips.
At the age of 4:
. Has best friends.
. Argues a lot and cheeky when cross.
. Does not like tiding up but expertly uses fork and spoon.
. Get dress, undress by himself, shares, and take turns.
. Can brush teeth, wash and dry hands.
At the age of 5:
. Present complex plays, very imaginative and skilled at constructing toys.
. Does not argue and capable of using knife as well.
. Tidy up by prompting and can wash and dry hands and face.

Q#5: write a comprehensive note on the role of teacher in a Montessori classroom.

ANS:
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Montessori teacher is no doubt a guide, organizer and a facilitator. Her role in teaching
Montessori students is very distinctive and important. In order to understand the role of
a teacher we should understand the types of art that is,
1. Productive Art: which refers to an art where the activity of an artist is the principle
and the only basis of production such as shoemaker, tailor or carpenter.as a piece of
log will only become furniture if a carpenter wants.
2. COOPERATIVE ART: where the product not defined. There are three cooperative
arts:
. Farming
. Healing
. Teaching.
Unlike productive art in cooperative art, the activity does not stop by removing the artist.
Therefore, to be a real teacher we need to think like a cooperative artist by keeping in
mind the fact, the learner’s mind not the teacher’s activity causes learning. The role of a
Montessori teacher is different from teachers in other schools, as the focus is on
children’s learning not teacher’s teaching. Children considered as individuals in term of
growth, progress, and interest and preferred learning style. The Role of a Montessori
teacher in a classroom involves following practices:
PREPARATION OF ENVIRONMENT:
A Montessori teacher generally prepares an environment best for their children. Where
a child is free to select activity for himself and work with interest. A teacher make sure in
keeping the environment perfect by adding and removing objects according to a child’s
need.
OBSERVING CHILDREN:
A teacher should be a careful observer of a child’s sensitive period, progress and
needs. As she is an active connection between a child and the prepared environment so
it is her duty to constantly experiments and modify the environment. This help her to be
aware of every child’s interests, needs, and accomplishing her objectives.
GIVING LESSONS:
Montessori lessons must be brief and interesting. As the concept is to keep a child in
such a state of mind so, they keep on coming back to their work. The lessons should
centers simplest information necessary for them. It is duty of the teacher to present
lessons and materials with precision demonstrate an initial procedure and encourage
the child to explore further by himself. Their goal should making the child self-
disciplined. Children progress at their own pace. The initial lessons encourages the
child to repeat the exercises until the reach to perfection.
 Anne Burke Neubert, in “A Way of learning” (1973), listed the following elements in the
special role of the Montessori teacher:

1. Montessori teachers are the dynamic link between children and the Prepared
Environment.
2. They systematically observe their students and interpret their needs.

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3. They are constantly experimenting, modifying the environment to meet their

perceptions of each child's needs and interests, and objectively noting the result.
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
interests 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 the design of the
environment every day.
6. They observe and evaluate each child’s individual progress.
7. They respect and protect their students' independence. They must know when to step
in and set limits or lend a, helping hand and when it is in a child's best interests for them
to, step back and not interfere.
8. They are supportive, offering warmth, security, stability, and non-judgmental
acceptance to each child.
9. They facilitate communication among the children and help the children to learn how
to communicate their thoughts to adults.
10. They interpret the children's progress and their work in the classroom to parents, the
school staff, and the community.
11. 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.
12. They model desirable behavior for the children, following the ground-rules of the
class, exhibiting a sense of calm, consistency, grace and courtesy and demonstrating
respect for every child.
13. They are peace educators, consistently working to teach courteous behaviors and
conflict.
14. 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.