Art and Culture Notes

ECCE Level 6 Early Childhood Arts and Culture 1
Programme Module Title *Early Childhood Arts and Culture
(Minor Award)
Programme Code 6N1936
Programme Module Status Mandatory
FETAC Level 6
*Successful completion leads to a Major Award 6M2007 Major Award in Early Childhood Care
and Education (Montessori Pedagogy)
Portobello Institute 2020

EARLY CHILDHOOD ARTS AND CULTURE CONTENT
UNIT ONE – INTRODUCTION TO ARTS AND CULTURE
1 The Programme Objectives

1.2 Measurements for making Cultural Materials
2 Arts and Culture, Síolta and Aistear
3 Culture
3.1 The Cosmic Method
3.2 The Cosmic Plan
3.3 The Fine Arts
3.4 Creative Play
3.4.1 The Benefits of Play
3.5 Drawing, Painting and Handicraft
3.6 Stages of Development in Art
3.7 Arts and Crafts
3.8 Music
UNIT TWO – CULTURE
5 General Topics in the Classroom

6 Nature, Botany and Zoology
6.1 The Nature Table
6.2 Indoor and Outdoor Garden and Window Boxes
6.3 Care of Indoor and Outdoor Plants
6.4 Plastic Animals of the World
6.5 The A4 sized pictures of Animals and Plants
6.6 General Classification of Animals and Plants
6.7 Specific Classification of Animals and Plants
6.8 Parts of Animals and Plants (3 part cards)
6.9 The Botany Cabinet
6.10 Botany Cabinet Cards
6.11 The Importance of the Sun
6.12 The Jigsaw Map of the Continents with a box of Plastic Animals
6.13 Living and Non Living Things
6.14 Life Cycles
6.15 Our Bodies
7 Geography
7.1 Sandpaper Globe
7.2 The Coloured Globe
7.3 A Jigsaw Map of the Continents
7.4 Folders of the Continents
7.5 An Introduction to the 3 Elements
7.6 Land and Water Forms
7.7 Map of the Oceans and Continents of the World
7.8 The Child’s Own Continent (Jigsaw)
7.9 The Child’s Own Continent (Maps)
8 History
8.1 Time
8.2 Timeline of a Child’s Day
8.3 Child’s Birthday Walk
8.4 The Black Time Line (The Story of Time)
8.5 Pre Historic Timeline of the Eras
9 Science
9.1 Simple Experiments

EARLY CHILDHOOD ARTS AND CULTURE
UNIT ONE
INTRODUCTION TO ARTS AND CULTURE

1 The Programme Objectives
This programme aims to develop in our Learners the highest level of professional competence as
practitioners of the Montessori Method of education and to establish in them a wide knowledge
and a deep understanding of educational practices in conjunction with the principles set down by
Síolta and Aistear.
Portobello Institute
On completion of this component learners will be able to:
Develop a comprehensive knowledge of the specialist know required to deliver a Montessori

cosmic cultural experience in a Montessori classroom
Recognise how the Montessori cultural and arts subjects are interrelated through knowledge of
the cosmic education and with the holistic development of the child
Create original cultural lesson plans and learning experiences for the child through researching
and gathering of information to meet with the holistic development of the child
Communicate to the child a deep love and respect for his surroundings whilst allowing them to
explore within the safe confines of the school classroom and grounds
Develop a Comprehensive understanding of the Montessori curriculum and concepts and

awareness and understanding of other cultures, perspectives and available resources
To plan and prepare arts and crafts activities for the young child in a space that promotes
freedom of choice, movement, inspiration, inclusion and participation
Exercise discernment in the making of appropriate and informed presentation choices while
maintaining accurate records on the individual progress to each child within the prepared
Montessori environment whilst building on the skill of observation and assessment in doing so
Analyse and evaluate own range of specialised skills and know required to operate the didactic
materials in the area of Arts and Culture within a Montessori classroom
Identify gaps in personal needs, knowledge, understanding and skills and those working
alongside you within the Early Childhood Care and Education setting and identify appropriate
means to gain these attributes
Apply a comprehensive range of interpersonal and pedagogical and professional skills to meet
needs of parents, children, colleagues, and other stake holders in the effective delivery of tasks
in an early childhood care and education setting

1.2 Measurements for making Cultural Materials
Pictures of Animal & Plants Pictures to be mounted on A4 White Card
Notes for teacher to be written on the back of

the card - ¼” Black Writing
General classification of Animal & Plants Pictures to be mounted on A6 White Cards
Name Slips - White Card - 1¼” depth by width

of A6 card - ¼” Black Writing
Specific classification of Animal & Plants Pictures to be mounted on A6
Botany to be mounted on Green Card
Zoology to be mounted on Red Card
Name Slips 1 ¼” x width of A6 - ¼” Black

Writing
Parts of Animal & Plants Botany to be mounted on Green Card
Zoology to be mounted on Red Card
Frieze A5
Matching Cards A5
Definition Cards A5
Name Slips - 1¼” depth by width of A5 card - ¼”

Black Writing
Living & Non Living Heading Cards - 1¼” depth by A5 width - ¼”

Black Writing
Life Cycles White A5 Cards

Folders of the Continents Folders - Colour of the Continent
Pictures to be mounted on A4 card in the colour

of the Continent
Colour Coded Folders

• Europe – Red
• Africa – Green
• Asia – Yellow
• Australia – Brown
• North America - Orange
• South America – Pink
• The Poles – White
Land & Water Matching Cards A5
Land - Brown
Water - Blue
Name Slips - 2” depth by width of A5 card - ¼”

Black Writing
3 Elements Pictures mounted on A5 Card
Blue Card for Water Pictures
Brown Card for Land Pictures
White Card for Air Pictures
White Heading Cards - 2” depth by width of A5 -

¼” Black Writing
Map of the Oceans & Continents of the World White folder
A3 Maps x 2 (1 named & 1 unnamed) mounted

on White Card
Name Slips - White Card - 1” depth by 4” width -

¼” Black Writing
The child’s own Continent Folder - Appropriate Colour of the Continent
A3 Maps x 2 (1 named & 1 unnamed) mounted

on appropriate colour
Name Slips - White Card - 1” depth by 4” width -

¼” Black Writing
Time line of a Child’s Day Frieze A5 White Card

Matching Cards A5 White Card

The Black Time Line A piece of Black ribbon or tape 12.4 metres
long. There is 1 cm of red on to the end
Pre Historic Time Line of the Eras Ribbon or Tape divided as follows:
• Black 13 feet
• Grey 7 feet
• Yellow 3 feet
• Orange 1.5 feet
• Green .5 feet
• Red .5 inch
Folders - appropriate colours of eras.
Pictures A4 mounted on appropriate

colour of era.
Definition Cards A5
Name Slips - Appropriate Colour of Era - 2¼”

depth by width of A5 card, both ends to be
pointed - ¼” Black Writing
2 Arts and Culture, Siolta and Aistear
In the Montessori context, the child of the first plane is not taught art as a subject. As in all the
areas of the classroom, we offer the sensorial explorer the materials for his own personal
experience. From these materials and Exercises, the child will have different sensorial
stimulations with various points of focus. From these, the child can learn the art of his own
culture, compare it to the art of other cultures, and can be provided with the materials to create
his own art.
As the directress, we want to provide experiences for the child to bring him into contact with
each of the areas of art. The elements of art are line, shape, form, color, and texture. These
elements can be found everywhere and are specifically found in the sensorial materials. The
elements of art are experienced everywhere in daily life.
Materials for art experiences are assembled and set up in the same way you would do for any
Exercises in Practical Life. It is advisable to have a separate shelf for the art materials, preferably
next to the Practical Life area. This is not only because they are set up and presented in the
same way but for clean up, you will need the material in Practical Life.

It is important not to have too many art Exercises at a given time. The most basic art media will
be constant and other opportunities should be rotated. From time to time, you can also offer
special projects and these will have to be thought through carefully. The child needs to be able
to choose whether or not to do it. You must never interrupt a child who is doing work.
In a mature Montessori class, art will most certainly be used correctly. But in a developing class,
there may be misuse of the art media. Children who have not yet deeply connected to the work
may be tempted to take the art material and misuse it. As a directress, you must watch for this.
However, art may be the place where the child first comes to concentrate. Because all children
love to draw and color, they may be drawn to concentration and might put in great efforts in
their personal art. It is important that once you have presented the media to the child, he must
be left to express as he wished with the media. This way, it becomes a true creative outlet for
the child.
Art must also be accessible to the child. Artwork in the classroom must be at the child’s eyesight
and must be pieces of art relevant to the culture. There must be art showing the different forms
of art such as painting, weaving, and carved art. These can be changed and rotated from time to
time to keep the children’s interest. Because the child is beginning his primary adaptation, art
from his home culture must be given first. Then art from other cultures should be presented to
the child.
Creative writing can also be attached to art. The child can draw his own pictures to a piece of
writing or draw and then write about the drawing. You will want to incorporate different art
books and books on art in the book corner for the children to look at and read.
Art is an avenue for self-expression and communication. These are also the functions of
language. In this way, art can be seen as another language. In the work of the great artists of any
society, art serves as a record of the values, events and trends, problems, concerns and why of
life of a society of people. As the child moves to the study of other cultures, he can learn a lot
about the history from the culture’s art.
Above all, be sure to give art to the child so it can awaken a creative path. Give the child the
experiences, which can be absorbed. Teach the child about the great artwork of his homeland
and of the world. It is an area in which all of us can find great activity, and which satisfies all of
us.
http://www.infomontessori.com/language/cultural-work-art.htm
Síolta
➢ Standard 2: Environments
Enriching environments, both indoor and outdoor (including materials and equipment) are well
maintained, safe, available, accessible, adaptable, developmentally appropriate, and offer a
variety of challenging and stimulating experiences
➢ Standard 16: Community Involvement

Promoting community involvement requires the establishment of networks and connections

evidenced by policies, procedures and actions which extend and support all adult's and
children's engagement with the wider community
The Components of Quality are further explained by a set of Signposts for Reflection and ‘Think-
abouts’ which are intended to support practitioners in early education settings to become aware
of and critical of their practice. These core elements of Síolta are set out in detail in each of the
Síolta user manuals.
http://www.siolta.ie/standards.php
Aistear states that “The adult has a responsibility to provide rich environments where children
are able to explore, touch, manipulate and experiment with different materials (Smith, Cowie
and Blades, 2005, p. 413) and where children can ask questions, make hypothesis and form new
concepts. Children have to construct learning for themselves, with the focus of learning on the
reasoning processes rather than on the end products. This requires time for children to engage
in their explorations.” (Aistear, Children’s Learning and Development, a Research Paper, pg 13)
3 Culture
“If a child can imagine a fairy and a fairyland, it will not be difficult for him to imagine
America”.....The Absorbent Mind, Maria Montessori.
The Culture area in a Montessori environment encompasses famous artists, music, peace, and
the celebration of various cultures. This area of the Montessori environment is really about
engaging children in the arts and the acceptance and celebration of the broad cultural diversity
around the world. Children are drawn to the Montessori Cultural materials as they have a
natural curiosity about the world around them.
• The Cosmic Method

• Fine Arts including Art, Creative play, Puppets and Music
• Nature
• Geography
• History
• Science
Why do we teach these subjects to the 3-6 year old?
For the child to learn about Ecology, Man’s Cosmic Task, Different Cultures (social, emotional
and spiritual development)
For Classification - seeing the changes and cycles in life, seeing a balance in nature etc.
(satisfying his sensitivity for order)
To increase vocabulary and reading (satisfying his sensitivity for language)

For Sensorial Impressions (satisfying his sensitivity for the senses)
3.1 The Cosmic Method
The Theory:
The Cosmic Method is a term used to describe Maria Montessori’s method of education. It
involves viewing things as a “whole” which is made up of different parts. All the parts are
interrelated, and all affect the “whole”. The harmonious interaction of these parts contributes
to the successful development of the whole
The way we view the child using the Cosmic Method:
Montessori describes the child as a whole with many parts. The parts are the different aspects
of his personality. These are P.I.LE.S.: physical, intellectual, language, emotional, social and
spiritual.
Before Dr Montessori developed her theories regarding the whole child, it was not uncommon
for teachers to isolate these needs and to direct lessons at each need separately
For example:
• Teaching maths or language while the child is seated, immobile at a desk.

• Allocating separate times for physical activities - decided and controlled by the teacher.
• Teaching religion in a religion class - also organised by teacher.
• Allowing for social interaction and understanding at set times only - break time/ in the
playground etc.
The Montessori Method is Cosmic because:
• The Materials have direct and indirect purposes, catering for the needs of the whole
child
• The Directress is aware of all of the needs of the whole child
• The Environment is prepared to cater for each need also
“Harmonious interaction – when it exists, as in the child – represents the normal relationship
between the individual and his surroundings.” (Montessori, M. p.59, ‘Education for Human
Development’, Clio Press 1992)
Teaching Nature, Geography, History and Science using the Cosmic Method:
These subjects give us a lovely example of Montessori’s “whole” approach. We present the child
to the world in its most concrete, sensorial and broad form.

For example:
• Work in nature
• Feeling the sandpaper shapes of the continents
• Watching time unfold
• The child then examines all the parts of the world around him.
For example:
• He learns the scientific vocabulary of things in nature
• He learns about the shapes of land and water forms
• He studies the eras of time
The child can always relate what he’s learning back into the broad picture of the world. In other
words, he can make sense of the world and all things in it.
“Let me look. Is this the world?” (Montessori, M. ch. 17, The Absorbent Mind)
3.2 The Cosmic Plan
In the Classroom:
Dr. Montessori believed that everything was connected, and that all things should work
together in harmony and we can see evidence of this in the typical Montessori classroom. The
environment, which is crucial to the child’s overall development, is also dependent on the
materials and on the Directress to form it and maintain it. The environment, the directress, the
materials and the children all receive help from and give support to one another.
In the Universe:
The Montessori classroom is like a mini-version of how Montessori saw the universe. She
believed that in the universe, all things are connected and that all things have a cosmic role to
play.
For example:
The worm digs itself into the earth for food and moisture, to keep himself alive. By doing so, he
is aerating the soil, preparing it for plant and animal life, and is thus aiding the survival of the
universe. This is his cosmic task.
Montessori belief in Man’s Cosmic Task:
Like the worm, we need to maintain our own existence by looking after ourselves, our family,
our community and our country. However, we also have a cosmic task. We are responsible for
all humanity, and for aiding the harmonious existence of what our universe contains.
The Cosmic Task in Education:

Finally, through our work with children, we can fulfill this cosmic task. By observing children
(who display the traits of our species in their most natural state), we can learn about their
needs, and answer them. In other words, by working with children, we are working with
mankind, towards the ultimate goal of cosmic harmony.
“All creatures who live on earth have a cosmic role to play” (Montessori. M pg 67 Education and
Peace)
“Man must labour not only to support himself and his family, but also to become an instrument
of something great and awesome – not only to serve his individual interests, but also to serve
humanity as a whole” (Montessori. M pg 79 Education and Peace)
Maria Montessori provides valuable insight on the role and impact of education, “The education
that will lead the way to a new humanity has one end alone; leading the individual and society to
a higher stage of development. This concept involves many factors and may seem obscure, but it
becomes clearer if we realize that mankind has to fulfill a collective mission on Earth, a mission
involving all of humanity and therefore each and every human being.” (Montessori. M Education
and Peace)
Since it has been ... necessary to give so much to the child, let us give him a vision of the whole
universe. The universe is an imposing reality, and an answer to all questions.... All things are part
of the universe, and are connected with each other to form one whole unity. The idea helps the
mind of the child to become focused, to stop wandering in an aimless quest for knowledge. He is
satisfied having found the universal centre of himself with all things. (Maria Montessori, To
Educate the Human Potential)
This, simply stated, is Montessori’s statement and reason for her idea of Cosmic Education.
Cosmic in this sense means comprehensive, holistic, and purposeful. “Cosmic Education” differs
from traditional education as it goes far beyond just the acquisition of knowledge and
developmental growth, to encompass the development of the whole person. Montessori
believed that children who are given a Cosmic Education have a clearer understanding of the
natural world and, thus, themselves. She believed that those children who receive a Cosmic
Education in childhood are better prepared to enter adolescence as independent, confident,
responsible, emotionally intelligent individuals, balanced in physical, intellectual and social
achievements. They are also prepared to make responsible decisions and act on them in a
responsible way; to recognize limits and give, ask for, and receive help, as needed.
‘Chart of Interdependency’ from ‘Human Tendencies and Montessori and Education’ by M. M.

Montessori (Revised Version 2003 p 5)

This is a graphic image of the unity to which we are referring. Here are depicted both the
organic/living and inorganic/non-living agents of creation. We could think of this as cosmic
organisation. Arrows indicate dependency, can you find the single independent element on the
Chart?
http://www.montessori-ami.org/congress/2005sydney/papermh.htm
Holistic Development in Curricula

(Aistear Children’s Learning and Development, A Research Paper pg21)
That children learn and develop holistically is acknowledged by many educationalists (Froebel,
Steiner, Malaguzzi, Montessori, Weikart). Steiner in particular exemplified the ‘whole child’
approach. Like Piaget he developed stages for human development which had cognitive
implications for teaching and learning.
However, this is only one part of the Steiner focus; through his philosophy of anthroposophy,
the journey for the soul and spirit was equally if not more important (Krogh and Slentz, 2001, p.
89). Steiner placed great emphasis on cultivating a sense of aesthetics, empathising with fellow
human beings, thinking and developing observation skills (a view shared with Montessori) and
promoted children’s engagement in rhythm, language, music, and movement. This emphasis on
physical development is an important message (Penn, 2005). Blenkin and Kelly (1994) advocated
experiential learning and sensory-based activities as opposed to pre-determined school
knowledge to be taught to young children.

Some curricula emphasise the use of domains of development and correspondingly present the
learning for young children as the physical self, the psycho-social self and the thinking self
(South Australian Curriculum and Standards and Accountability Framework, 2001). The Primary
School Curriculum (Department of Education and Science, 1999b) presents learning through
curriculum areas such as language, mathematics, social, environmental and scientific education
and so on, and recommends the use of topics and areas of interest particularly in infant classes
to present learning in an integrated way. For the young child, the distinctions between subjects
are not relevant: what is more important is that he or she experiences a coherent learning
process that accommodates a variety of elements (Department of Education and Science,
Introduction, 1999b, p. 16).
A thematic approach to understanding and supporting children’s learning and development as

presented in the Framework for Early Learning developed by the NCCA, bridges the gap
between the developmental domains and a more holistic and integrated approach. Holistic
development in the Framework for Early Learning
The Framework for Early Learning’s thematic approach to presenting children’s learning and
development conveys successfully the integrated and holistic development of the young learner,
and the totality of his/her learning needs (NCCA, 2004, p. 22). Bruce (1997) suggested that
subjects such as mathematics and art cannot be separated; young children learn in an
integrated way and not in neat, tidy compartments. Katz and Chard (1989) proposed project
work (an in-depth study of a particular topic that one or more children undertake) as an ideal
way of supporting learning in an integrated way. Projects can be ‘going to the hospital’ or
‘building a house’.
The thematic approach such as the NCCA’s (2004) proposed themes of Well-being, Identity and
Belonging, Communicating, and Exploring and Thinking bridges the developmental domains and
moves towards a more integrated way of thinking about how children learn and develop. This
new way of thinking continues to support children to grow and develop socially, linguistically,
physically, cognitively, creatively, and so on but in a way which is more natural, more
meaningful and enjoyable for children. Children’s interests and needs are at the centre of what
and how they learn. An effective curriculum acknowledges that children learn and develop
holistically.
3.3 The Fine Arts
Drawing and Representative Art:
Montessori believed in an indirect method for teaching art and drawing. The work that the
young child does in practical life, sensorial, maths, language and culture, all indirectly prepares
him for writing and also for drawing. It prepares his means of expression. For example: The
insets for design allow the young child to compose geometrical figures, which are filled in with
coloured lines. This trains the hand and the eye.
Other work such as grading colours and observing fine differences in shape and form, observing
nature, tracing shapes, cutting gluing etc., all prepare for further expression in art. By training

the hand and the senses, any natural talent is then free to develop and the spontaneous
manifestation of this talent will not be hindered.
“The Montessori school does not repress free drawing, rather it enables children to find the
greatest pleasure in it as they develop their hands and eyes”. (Montessori, M. ‘The Discovery of
the child’, Clio Press 1988)
Design:
Art is a universal human activity. In modern times the fine arts are considered to be literature,
drama, music, drawing, painting, sculpture and architecture. Art Design in industry is now held
to be of great importance whereas a few years ago the design of an everyday object, such as a
telephone, would not have been, on the whole, considered to be important. The Directress
should look at the Montessori classroom to see that the prepared environment really prepares
for today’s meaning of art. She should look at literature, drama, sculpture, architecture, design,
music, painting, drawing, film, radio and television, as well as art and craft. Children have
innocent eyes and ears. As a whole, each generation is brought up on the artistic standards of
the previous generation. The previous generation cannot easily appreciate the pioneering work
of the new generation. People have to be educated by experience to appreciate the arts. A
person seeing a ballet for the first time will not appreciate as many of the finer points as
someone seeing it for the tenth time. The Directress must see that she gives scope for the child
to grow to appreciate the arts of the masters in all the varied fields, as well as gaining the
technical ability, to execute his own wishes in the fields that will give him satisfaction
Literature:
The child should be exposed to suitable literature - poetry, great stories and nursery rhymes.
When able to read, he will enjoy reading by himself all his old favourites. These are important,
not only for their literary value but also for the enhancement of the child’s vocabulary
Drama:
In our classrooms the Directress should give children opportunities for acting their favourite
stories and poetry. Movement, voice training, listening, making sets and making costumes are
all examples of what can be explored and developed within the area of drama Children learn
easily by saying poems with you - they like to join in as you read. It is found that quite young
children learn long poems without effort. Their delight in the poem makes for natural learning.
Art:
The children should be acquainted with great works of art of many types, dates and nationalities
at the early stage of ‘classified reading’. Instead of having stereotyped pictures and matching
reading cards, the children should have biology, geography, art, etc. given to them with word
definitions. These help to open their eyes to the wonderful world around them.

Art Cabinet:
The Directress can create an art cabinet with a drawer for each different period of art, with
about eight typical reproductions from a period, e.g. Byzantine, Renaissance, Impressionist, etc.
The Directress can make two sets of cards to match the reproductions in the art cabinet. One
set has the title, date and painter written beneath the picture; the other set shows only the
picture. She can also make a label for each title, date and painter for the children to place on
what they consider to be the correct reproduction. The child will soon be matching up the
second set without having to refer to the first. Quite young children get to know and recognise
great paintings and their dates in this way.
Galleries:
The Directress should give children the chance to see the originals works. If they have some
prior experience, as for instance through the early reading material and the art cabinet, then
they are so happy when they discover an ‘old friend’ represented on the wall of the gallery. It is
a great delight taking 5 and 6 year olds to art galleries and providing them with these early
experiences. (N.B. The children have learnt how to walk quietly and whisper through the
Exercises of Practical Life.)
3.4 Creative Play
When a child is chanting, painting or using other ways of expressing his feelings and re-living an
event, this is his own interpretation of his life. He works at his own level making choices without
interference. It takes time and insight to perceive how a child is coping with some practical
problem. The child’s effort to say how he feels about things goes all the way from his scribbling
to an adult’s expression of a philosophy of life. The teacher helps the child by arranging the
environment so that things work for him and that he doesn’t fail because the teacher was
careless, e.g. that paint is correctly mixed, clay is soft enough, the water trough is not cluttered,
paste and brushes sufficient and not messy and other children do not intrude on the work. The
feeling for colour, shapes texture or tone is developed through their liberal use. It is the living
experience necessary for later aesthetic enjoyment of the arts and crafts. By the time the child
has reached 2 ½ years of age he will have learnt a great deal through his exploration and
dramatic play, and also through his growing use of words. Through the school years that follow,
he has to increase his skill in handling objects and in fashioning raw materials to his own liking.
Through his seeking, questioning and discovering he will have sensed and felt many of the basic
facts of science and mathematics. An important fact of his learning is that he also builds up an
image of himself as a person who can meet the world. But no child will learn if conditions for
learning are not satisfactory. He needs help; he cannot do his learning alone. As well as tending
to his physical needs, his parents must enjoy playing with him, providing toys, arranging the
home to suit his active play and meeting his mistakes with love rather than with threats. As they
listen and talk to him, they help his thinking and teach him a language. As he takes each step

forward he builds up his trust in himself and good feelings towards his parents. All this is basic
learning.
Síolta Standard 6: Play
Promoting play requires that each child has ample time to engage in freely available and
accessible, developmentally appropriate and well-resourced opportunities for exploration,
creativity and “meaning making” in the company of other children, with participating and
supportive adults and alone, where appropriate.
Component 6.1 - The child spends a significant amount of time in the setting at
play/exploration, and these and other playful activities are central to the daily routine.
3.4.1 Benefits of Play
Emotional benefits include…
• enjoyment, fun, love of life

• relaxation, release of energy, tension reduction
• self-expression
Developmental benefits include…
• Cognitive development:
• creativity
• abstract thinking
• imagination
• problem-solving
• social cognition, empathy, perspective-taking
• mastering new concepts
Affective development:
• self-confidence
• self-esteem
• anxiety reduction
• therapeutic effects
Social development:
• cooperation
• sharing
• turn-taking
• conflict resolution
• leadership skill development (control of impulses and aggressive behaviour)
Physical development:
• gross motor experiences

• fine motor experiences
• physical challenges
• self-help skills
Attentional development:
• attention regulation
• concentration
• persistence
Language development:
• communication skills
• vocabulary
• story telling
• emergent literacy
Educational benefits include…
• providing a meaningful context for children to learn concepts and skills;

• making learning fun and enjoyable;
• encouraging children to explore and discover together and on their own;
• allowing children to extend what they are learning;
• encouraging children to experiment and take risks;
• providing opportunities for collaborative learning with adults and peers;
• allowing for the practice of skills.
http://udel.edu/~roberta/play/benefits.html
3.5 Drawing, Painting and Handicraft
Experimenting with varied materials:
A truly great artist often experiments, seeking the perfect materials for conveying what he
wishes. The young child likes to experiment and find out the possibilities of different types of art
materials. The Directress should therefore see that different thickness of pencil, coloured
ballpoints, charcoal and wax crayons are there for him to use She begins by giving a
presentation of the material, e.g. showing how to wash out a brush in between colours, how to
wipe off the unwanted paint, the effect of mixing colours and so on. Then the materials should
be available for him to experiment with.
Form:
The Sensorial Material helps the child to gain a fine sense of form and proportion. By using the
geometrical figures he learns to represent the flat planes of various figures, making pleasing
designs by superimposing triangles and circles. At 3 and 4 years of age he fills in the drawn
shapes with coloured pencils, making straight parallel strokes of even thickness, keeping within
the outlines of the figures This helps the young child to gain good manual control, his eyes
working in unison with his hand and so he comes to drawing with a certain acquired skill In
these simple activities real skill is being acquired, and the children also gain the satisfaction of
producing a pleasing pattern. They often prefer these simple design activities to pure ‘drawing’
at this stage. They gradually get a rhythmical unity and balance.
Composition:
The child is acquiring a love for the great artists and is becoming aware of their natural
compositions through the art cabinet and with reading materials. A very young child, when
picking up a reproduction of a painting by one of the Dutch masters, will often unhesitatingly
put it back in the ‘Dutch’ drawer, showing that he has already naturally absorbed the Dutch way
of composition. With the children’s own compositions we must show respect. We should not
alter them or mark on them. If we are asked for help, we should show what is asked for on a
separate piece of paper.
Harmony:
In his composition with the metal insets, the child will want to make an ordered aesthetic whole
so that the parts will contribute to the significance of the whole. When he is manipulating the
simple insets, superimposing one shape on another and colouring the segments with his own
choice of colours, he begins to discern a certain balance, orderliness and rhythm by trial and
error, delighting when he attains a particular harmony pleasing to his innate inner sensitivity.
Observation of detail:
The natural observation of detail of the world around is enhanced by the Montessori classified
reading material, e.g. cards with leaf shapes with different types of edges. In this way, he
notices more of life around him. The child in this way begins to notice different kinds of bird’s
beaks, flower petals, etc. All this he will be able to bring into his drawing and art when he is
trying to reproduce a photographic type of drawing or painting. On the other hand, he has been
introduced to Cubist, Impressionist, Abstract and art of all kinds through reproductions, pictures
and exhibitions. He will consciously experiment with styles that he has seen and will
unconsciously reproduce the style that has most influenced him.
Teaching Perspective:
“As he matures, he will become impatient with his own work if he does not have the technical
knowledge to produce what he wishes. This particularly applies to perspective Dr. Montessori
anticipated the need and described to me a simple piece of apparatus for helping the child to
gradually understand the laws of perspective. It is very simple indeed, and I made one with
excellent results. The material is just a simple ‘window’ consisting of a wooden frame with clear
plastic inside (She described it as glass, but it was before the days of inexpensive, unbreakable
plastic).
The frame is placed in front of a table, for example. The child sees the table clearly through the
framed plastic and draws with a thick felt-tipped pen where he sees the edges of the table. By
drawing around objects placed on the table he soon sees that, as objects get further away, they
appear smaller and higher up on the ‘paper’. Children place a box on the table and learn to
draw on the plastic along each edge of the box. They may also colour where they see shadows
and begin to make objects look three-dimensional. After some time experimenting on the
frame, they soon put their new knowledge onto paper”.
Paper:
In the environment be sure that you provide papers of different colour, size, texture and shape.
This helps to make the child aware of the importance of background and textures.
Links with other Subjects:
Other types of experiences may be proved within handicraft and art, but which are also part of
other subjects. Mathematics includes symmetry, balance, tessellation and reflections - all these
come into art as well.
Different suggested Activities:
Paper craft:
• Paper tearing, making a collage, papier-mâché

• Folding and cutting with use of compasses and rulers
• Group murals, seasonal motifs, etc
Cut outs:
• Landscapes cut out mosaics
Painting:

• The Directress prepares pots of paint. She also has bright ‘pen paints’. Children should
have access to large amounts of inexpensive paper so that they may experiment and
find out about colour combinations
Modeling:
• Plasticine or clay with rolling pin, wire cutter, spoon, etc

• Sculpturing may be tried later in other materials such as a block of soap or chalk, etc
Printing:
• Potatoes, sponges, corks, stencils, leaves and string are all useful in printing
Carpentry:
• An ideal outdoor activity is elementary carpentry and hammers, nails and wood could
be provided. The children then develop their own creations by, for example, making
boxes and then linking them together to make a train.
Working with Natural Materials:
• For handicraft and art, natural materials can be found and used. Egg shells for painting,
pine cones to be painted and made into animals - pebbles for people and so on.
Seaweed can be collected and made into pictures, shell decorations made on boxes.
Rubbings can be taken from the barks of different trees and used as wall hangings.
Scientific Handicraft:
One of the most exciting and productive fields of craft is brought about when children apply
simple experiments and use them in imaginative handicraft. For example, a flower with a centre
that lights up. Here a simple electric circuit can be made using just a piece of wire, paper, leaves
and petals, a torch bulb and torch battery A paper spiral snake pinned to a stick will move and
turn by hot air rising when placed on a radiator. A kaleidoscope can be put together with two
pieces of mirror and tri-coloured shapes. Lots of simple experiments can be done with the use of
everyday objects found around the home. No previous science experience is required for some
very easy but interesting experiments described in a paperback book called ‘Experiments with
Everyday Objects’ by Kevin Goldstein Jackson. They can be creative, cost very little and bring
into vision many scientific truths that are not otherwise obvious. They all encourage handicraft
but each can highlight a scientific fact.
Geography:
When learning about land and water forms with the materials at sensorial stages, the children
can be encouraged to make tiny boats out of walnut shells and float them around an island. The
children can make the different contour layers in various shades of modeling clay and when the
‘mountain’ is complete a vertical section may be cut. Every subject lends itself to handicrafts,
which illuminate the facts. Later there is little time in the senior curriculum, but factual
handicraft is exciting to the young child and is often neglected.
Pets:
The keeping of pets often gives the opportunity for designing and making comfortable feeding
quarters and automatic feeders. Much discussion can be engendered and a great deal learnt
about design and craftsmanship. In fact, any aspect of life that thrills the child may be the focal
point of his art and handicraft.
3.6 Stages of Development in Art
1st Stage of Development:
This is called Random Scribbling. It starts at about one year of age, and lasts until 2 or 2 ½. This
scribbling is really not random but appears so to an adult. This scribbling is composed of
definite lines made with simple movements. The drawing instrument is usually gripped tightly in
the fingers and the wrist does not move much. The swing of the arm back and forth determines
the direction and length of the lines; these are typically repeated several times. The young child
may often watch closely to see what he is doing - the importance of this is not to control the
lines but to follow and enjoy the lines even though often he will look away while scribbling
The drawing tool is rarely taken from the paper except at the end of these sweeps. As the wrist
becomes more flexible, smaller lines will be made, but there is still little movement in the
fingers. Sometimes the child will hold the drawing instrument as if it was a hammer; and
sometimes he will grasp it tightly between his fingers. The characteristics of this stage of
development are basically the result of motor development, the development of the physical
foundations for drawing and writing. In general, many children have gone through the random
scribbling stage before arriving in a nursery school setting, but it does not just disappear
overnight.
Each stage of development builds upon the previous one, and no stage ever really disappears. It
does appear that the random scribbling process is a first step for all children in developing their
ability to control the marking tool and to put marks only where they are wanted. A pre-
schoolers random scribbling is actually very purposeful drawing.
2nd Stage of Development:
This stage is called Controlled Scribbling, and lasts about a year. Here the child’s drawing does
not differ much from previously. Before the scribbling was as a result of the physical action of
the hand pushing and pulling the pencil across the paper but now the child appears to have
visual control over the marks occurring.

The child now concentrates hard on what he is doing, watching carefully as he draws. Controlled
scribbling includes a wider range of scribbles and more intricate patterns of loops and swirls
than is included with the larger muscle movements of the two year old The wrist is now more
flexible and often the child will hold the drawing instrument in a fashion closer to the adult grip.
The marks are made mostly on the paper instead of occasionally wandering off, and sometimes
a certain part of the paper will get a good deal of attention. In drawing, there seems to be no
compulsion in filling the paper, but when youngsters paint, it seems to become a challenge to
cover the whole piece of paper as if the child were painting the side of a house
Greater control of the materials is needed for painting than for using fibre-tipped pens, crayons,
or pencils. The big brush, the fluid paint that needs to be transferred from container to paper
and the sometimes nearly vertical position of the painting surface, all require a more complete
mastery of the process. This means that controlled scribbling continues for a longer time with
painting than with more easily controlled materials
Sometimes around the age of three and a half or four, children begin to give names to the marks
they are making. The child may not start a drawing with a subject matter in mind, but the mark
often mean something to the child, which gives him thought for further scribbles. There is no
doubt in the child’s mind that the naming of these marks defines them clearly, for himself and
any observer who happens to be nearby. The serious intent with which children draw makes it
obvious that these marks are very important and should be treated with respect.
The naming of these scribbles illustrates an important step in the development of abstract
thought; essentially the children are now able to see relationships between the marks they
make on the paper and objects or events in their experience. It indicates a shift away from the
mere physical control over the lines to an understanding of these lines as symbols that stand for
things or have similar qualities to things the child knows. Possibly the identification of these
qualities, the up and down line for running or the wiggly line at the bottom of the paper for
water, can give us some idea of the way in which a child categorises various segments of
experience, how a child understands these relationships within a common framework. How this
relationship is established or what essential feature of the drawing signifies this reference is
sometimes not easy for the child to understand. But the child’s excitement at this discovery of
the relationship is easily understood.
3rd Stage of Development:
This stage is called Early Representational Stage and it is usually after the age of four that
children’s drawings begin to look more like the object that is supposed to be represented. It is
sometimes uncertain whether the child decided that this particular drawing is going to
represent a man, or whether the scribbles and circles that are drawn accidentally appear to
represent a man. It is great to be able to talk to a child at about the subject matter in his art,
particularly after many months of frustration at not being able to understand what all those
marks were about.

Most adults assume that the pictures by children are visual representations of our environment
But it is thought that the reason the 3 year old child cannot draw readily recognisable objects is
due to lack of motor control or/and perceptual awareness. But there may be some indication
that the 3 year old may be drawing his experiences with objects instead of trying to portray a
camera like reproduction of the form he sees
Drawings are not always attempts at representation. The child’s visual awareness of the
environment begins to play an important part during this stage of early representation, because
he now has the ability to recall visual images The child is now able to reproduce at will a symbol
for an object, although not a likeness. Gradually the drawings and paintings will take on a closer
relationship to nature. This representation may have little in common with what adults consider
the real world. Heads that seem nothing more than a circle with two dangling lines for legs
seem enough to signify a person for most children. The child is now trying to make a copy of a
person, but is using the head-feet representation as a symbol for a person - he has a shorthand
method, which he creates and they stand for the objects in the world around us. This head-feet
symbol is so common among young children everywhere that one wonders if it is almost pre-
programmed at birth.
Another possible explanation of the head-feet representation is that the youngster is actually
making a visual representation of himself. If we gaze forward, generally all we can see of
ourselves are arms sticking out as if from our heads, and our legs protruding beneath us.
Children might be merely representing their perception of self rather than representing an
impression of another person. Or possibly this head-feet representation is actually what the
child knows about himself and is not at all a representation of what he sees, the head being the
important part.
In addition to people, objects appear in these early drawings, objects that are meaningful and
close to the child. These include a pet, house and even trees or flowers that the child may have
touched or handled. Each of the objects is drawn facing forward It is as if the child draws the
person looking directly at him, and the drawing looks directly back, not at other things in the
picture. Even the door on the house is conveniently located on the front, somewhat like a stage
set waiting for the child himself to open it.
The child brings a picture into existence and it represents what he thinks it does, not what the
viewer would like to think it should. It does not stand for anything else it is just his picture.
4th Stage of Development:
This stage is called the Preschematic Stage. When the child is five-years old, we see changes
developing in his mode of drawing. Although these changes happen slowly and erratically and
individual children progress at different rates, there are some important differences between
drawings of a 4 year old and a 5 year old. Objects do not seem to float in space as much. There is
a right side up we now begin to see a line that stands for the sky and a line that stands for the
ground. This base for the objects to rest on grows stronger as the child grows older. It starts to
make its appearance as a definite base line about 6 year old and usually continues as a drawing
method for most children for the next few years.
With a greater feeling for order in the drawings by 5 years old, there comes a greater
understanding of the relative sizes of the objects portrayed. But the greatest change seems to
come in the representation of the human figure. There is now a body, usually with arms coming
from it rather than from the head, and with fingers, though not always the right number. There
are legs, usually drawn with double lines to suggest volume, with some indication of feet, shoes,
or even toes shown. Hair is often included and some indication of clothing.
Each child seems to develop his own method of drawing a person; it seems almost as if each
child tries several ways of portraying a person before he develops his own formula Sometimes
the body is a geometric shape - a circle, square of triangle - and the head, arms and legs area
attached to it.
The 5 yr. old does not seem to have as much difficulty with paints as the 4 yr. old. Fewer
paintings look like they are the result of picking up the brush and applying paint above the jar in
the easel trough. Now there are objects and people painted usually one to a piece of paper and
often filling all the available space. Whatever colour paint is available will do the child.
3.7 Arts and Crafts
Types of Painting:
• Brush painting
• Sponge painting
• Blow painting
• Blob/fold painting
• Bubble painting
• Hand painting
• Finger painting
• Feet painting
• Candle/wax crayon painting
• Potato/vegetable painting
• Object printing
• String painting
• *Relief printing
In *relief printing the image to be transferred to paper (or other surface) is raised above the
surface of the printing plate. Ink is applied to the raised surface then rolled or stamped onto the
substrate. The relief printing process is similiar to using an inkpad and stamp.
Guidelines when Introducing a Painting Activity:

Be Prepared: The teacher must have paints made up, more than the required amount necessary.
She must have paper, brushes, aprons and any other accessories sorted out and at hand nearby.
Children: The teacher never force any child to paint. It is not obligatory. The teacher ensures
that each child has sufficient elbow room for painting, can reach the paints and accessories at
his disposal, is wearing an apron and has access to a wash hand basin for washing up afterwards.
The Adult: The teacher always acts as a supervisor/facilitator not an instructor. She must allow
the children to paint at their own pace and in their own way within appropriate limits. The child
is not told what to paint she may make suggestions and allow them to use the colours they
choose.
Displaying work: If she displays one child’s work on the wall all children’s work must be
displayed. Their work should not be altered it’s unfair to the child.
Allow sufficient time: For an art activity the teacher should not rush the children, the children
should be involved in the cleaning process. She encourages a group discussion about the art
activity especially if it was related to a current topic in the classroom. An art activity, like any
activity, has to be enjoyed by all involved for it to be of value to anyone, especially the artists -
the children
Some Fun Art Ideas
Recipes for Finger Paint:
Recipe 1:
In a large saucepan the teacher mixes:
• Half a cup of corn flour

• Half a cup of cold water
• She must add:
• 1 cup boiling water
Method:
The teacher brings the mixture to the boil then lets it cool. She adds 1-teaspoon of non-toxic
powder paint and mixes it
OR
She can dissolve half a cup corn flour in 1 cup of cold water and pour the mixture into 3 cups of
boiling water, stirring constantly until shiny and translucent. She allows it to cool and uses it as
finger-paint base

OR
She makes a paste with flour and water. She then adds colour. This must be used immediately. It
does not keep.
Recipe 2:
In a large saucepan the teacher mixes:
• 2 cups of flour
• 2 cups of cold water
• 1 teaspoon salt
Method:
• The teacher cooks the mixture until smooth, stirring constantly. It is brought to the boil.
She leaves it to cool.
• The teacher mixes a small drop of washing up liquid-to-liquid point. The washing up
liquid will thicken the paint and make it easier to wash off hands.
• She blobs the finger paint on a smooth surface such as a metal tray or a lino-topped
table.
• The children will start with one finger or fingertips only.
• The teacher could show them how to use palms, knuckles and even backs of their
hands.
• Sometimes she can offer 2 colours so that children can see what happens when colours
mix.
• Later they may like to try the effects of using pieces of plastic sponge, cardboard combs
and nailbrushes to make patterns in the paint. In winter the teacher can warm the finger
paint. Some dried designs could be used for decorating book covers.
Recipes for Play Dough:
Recipe 1:
• 3 lbs plain flour

• Salt (1 cup)
• 1 ¼ pts. Water
Recipe 2:
• Boiled Dough
• 2 cups flour
• 1 cup salt
• 2 cups water
• Teaspoonfuls cream of tartar
• 2 dessertspoons oil
OR
• 3 cups flour
• 1 dessertspoon salt
• 2 tablespoon oil
• Water to mix
• Food colouring if desired.
Method:
• Children love to make play dough. They can mix the flour and salt, pour in the jug
mixture and knead the dough.
• The teacher mixes the flour and salt in a basin.
• Then she mixes in the oil, water and food colouring in a jug.
• She pours the jug mixture gradually/slowly into the basin, stirring all the time.
• When the mixture becomes dough like the teacher gives a little to each child and they
start kneading (as when making bread).
• Jam jar lids/cups/egg cups can be used as cutters and a brush handle cut up would make
several rolling pins. To get a lovely speckled play dough crayons can be used instead of
food colouring. The teacher scrapes different coloured crayons into the dough.
Puppets
Puppets may mean a number of things to children: a companion, a mouthpiece and an outlet for
behaviour, which would be normally disapproved. Children whose conversation is limited and
those who are reluctant to speak to other adults or other children often respond well with
puppet play.
Hand puppets are best for children under seven and they are often better made at home than
bought They can be finger puppets but on the whole these are more useful for adults in story-
telling and music sessions. Children can do more with a puppet, which fits over their whole
hand.
Finger Puppets:
They require a head about the size of a marble but not so heavy. A wooden bead, a small
expanded polystyrene ball or a small piece of shaped plastic foam covered with stretch material
are the easiest type of head to make. A shaped tunic wide enough to fit over finger or thumb
with arms fashioned from a pipe-cleaner passed through one sleeve, across the back of the tunic
and then down the other sleeve, is the basis of the body. The neck of the tunic is then firmly
stitched to the fabric covering the head. The hand ends of the pipe cleaner can be suitable
covered or bound after the end is looped to make a rough hand shape. It is the trimmings,
which make these interesting: tiny buttons, lace, braid. Embroidering can make the features.
Hair can be made of string, wool, raffia, or a tiny piece of fur. It is a simple enough matter to
work out a pattern to include a head, which can be lightly padded, or, if double wool is used just
for the head area, this should be enough without extra padding
Hand Puppets:
Hand puppets need a fabric body, which may have a neck wide enough to take forefinger and
middle finger and arms to take the thumb on one side and third finger and little finger on the
other. To make a pattern one can draw around a child’s hand with the fingers suitably arranged.
Add a little extra to this shape to allow for case and turnings. The body length can be as far as
the wrist or even longer. Heads can be made from a suitable size lightweight ball (tennis-ball size
or slightly less), from plastic foam, tightly rolled plastic sheet, expanded polystyrene balls or
even a piece cut from a replacement sponge for a paint roller. A hole should be made large
enough to take fore and middle fingers and deep enough to allow these fingers to control the
head movement easily. The head needs to be covered in a stretch fabric so that features can be
embroidered on and hair attached.
The neck part of the glove can be cut to a suitable size to leave a short neck and is then attached
firmly to the head. A very beautiful fabric used for the glove will not need a great deal of
decoration. For a specific puppet a plain fabric suitably decorated with the most obvious
features of the character is best.
Puppets for adults to use obviously need a larger glove body and also a larger head than those
for children. A head which, when complete (that is allowing for hair), is the same size as the
palm of the adult’s hand. Apart from this they can be made in exactly the same way as those for
children. Often if the adults have a collection of puppets for story telling - an old man; an old
woman; a girl; a boy; a dog and a cat would be a good start - the children may like small
duplicates for their own use.
Animal Puppets:
Using the head pattern of stuffed animal toys can also make puppets. Sometimes the outgrown
vinyl baby toys can be cut to provide a head. It is also possible to cover shapes reminiscent of
the main features of an animal to make an animal head. On the whole, the younger the child
the simpler the puppets he/she needs. A sock pulled over the hand and given a red felt tongue
and a pair of bead eyes can be fun for the two-year-old. A three-year-old would appreciate
floppy felt ears and whiskers sewn to the same sock.
Stick Puppets:

Stick puppets are simply a head fastened to a rod - or a neck frill can be added. For older
children, a cone of fabric can serve as a cloak for the stick puppet. For five-year-olds, the cone
of fabric could have two finger holes cut in so that the thumb and forefinger become arms and
the stick and head are moved by the middle, ring and little finger. A large wooden ball with a
hole drilled in to take the stick can have printed or stuck-on features. A cotton reel will serve
the same purpose In fact, a wooden spoon with painted features and a thick skein of wool stuck
on, the handle thrust through a hole in a circle of fabric, can be made in ten minutes flat. Other
quick improvisations are paper bag puppets or a round felt head quickly attached to the fore
and middle finger of a glove.
Pop-up puppets are stick puppets, which can be drawn down into a conical cup made of
cardboard. These are often popular gifts for children to receive but they rarely play with them
for long and they add little to imaginative play.
More ambitious puppets with shaped features - from paper-mache, polyfilla or carved from
balsa wood - only become necessary when children wish to enact a play. This is not usually until
at least six or seven years and the puppets become a specific character playing a defined role
rather than being an extension of the child himself. In the same way, theatres are not needed
until this stage is reached. When one finds children dragging a coffee table across an open
doorway to make a stage the time has come to provide them with a large carton to cut and
make into a theatre screen. A more permanent piece of equipment can be made if the interest
looks like being more than just a passing one. A three-sided screen with a high large window
made along the same lines as a play-house screen or an arch to fasten temporarily to a low
chest of drawers are suitable ideas. For children, parents and nursery staff who become really
enthusiastic about puppets there are some useful books available from most libraries.
3.8 Music
As with Drawing and Art, Montessori supported an indirect method for teaching music. We can
do this by preparing the environment in such a way that it arouses a feeling and understanding
of music. She felt as strongly about this as she did about painting and drawing, insisting that we
can only introduce children to music giving opportunity for a natural interest or talent to
develop spontaneously.
Music:
• Effects our emotions

• Is a way of communicating
• Is found in all cultures - “universal language”
• Has three forms: Song, Dance, Instruments.
• Helps movement – three forms – Time (fast and slow), Space (high and low), Weight
(heavy and light).
• Encourages walking on the line.

Types of movement:
• Spontaneous Movement: walking, running, marching, galloping, and skipping

• Adjusted Spontaneous Movement: slow walk, slow march
• Specific steps e.g.: waltz, polka, Irish dancing etc
(Never correct a child in movement)
Songs:
• Develop vocabulary.
• Develop number concepts.
• Strengthen vocal chords.
• Develop timing and phrasing.
• Encourage creativity and expression of emotions
• Aid memory skills
The Montessori Approach to Music
Rhythm:
The most primitive appeal is in rhythm. The embryo before birth has the experience of the
rhythmic beat of the mother’s heart. Songs with rhythmical music have always been sung whilst
people work. Soldiers march to rhythmical music and indeed it is an international way of
communication, cutting across frontiers and age groups.
Rhythmical Exercises:
Walking on the line – This helps balance and controls hands and feet. Children understand slow
and fast in music by slowing down/ speeding up etc. They see the contrast in music. Children are
free to move from the line to “feel” the rhythm.
Repetition:
Very Important – play music over and over.
Listening:
She can seldom isolate listening from movement in these early years, as one seems often to
involve the other. They need space for spontaneous groups to perform music games, songs,
finger- plays, and stories with a song refrain. There needs to be a CD player which can be used
by the children. If there is no piano a drum can be nearly as good. If the teacher has no ear for
music this is probably a result of her own lack of musical experience, not something she was

born with, so make sure that the children hear music, enjoy music and are not afraid to make
music of their own. The adult, who sings in a soft little voice, not by any means an expert, will
appeal and will quickly attract those who wish to join in, or just enjoy the song and carry it home
to practice.
In-group participation, the adult has to be careful not to impose standards beyond the physical
powers of any of the children in the group. A child should always be allowed to ask for music for
herself alone. This one to one response is valuable, there does not always have to be a group
response for music to be “happening”.
Progress in Development:
In movement an all over response develops into a more specific ability to clap, tap or to walk or
run to a beat. Children will ask for the same tune repeatedly before joining in the tune, the
ability to improvise follows. A general listening and response through movement develops.
Provision:
The teacher provides triangles, drums, chimes, castanets, bells, tambourines, tape recorder,
tapes, record player and records. Ingenuity in making different types of “music makers” is
encouraged.
Supervision:
The teacher watches for an opportunity to develop music when time is appropriate, not only
with groups but also with individual children. She must see that all music materials are available
all through the session. She takes part in activity games, singing games, jingles, finger play or
chants, as opportunity occurs.
They listen to chants of dramatic play. It is possible to improvise a song or story around what is
heard. The children and the teacher enjoy listening, singing and moving to the music. The
natural movements of children are very relaxed and free. Listening or auditory discrimination is
a pre-reading skill. Pre-school children in this day of T.V. and radio, of cities and traffic, may live
in a world of discordant noise where the natural sounds are blotted out or not heard at all.
Supervisors and assistants help children to listen to the individual sounds around them e.g the
ticking of the clock, the sound of water, a pin dropping on the floor, the varying sounds of the
wind and rain, etc. There are many games, simple games to be spontaneously invented and
enjoyed which involve listening.
Modern Equipment:
In our classroom with children of all ages, the Directress should see that the children have the
possibility of self-expression through music. They should be able to listen to what they find
pleasing as well as participating in music, dance and song. It is simple to provide the means of

watching and also listening through modern electronic equipment. Children could have
earphones so that they are able to listen to music or watch and listen to opera, without
disturbing others. It can happen as a group as well. CD’s, radio, television, video equipment
should also be used whenever possible.
Performances:
Children enjoy having their own percussion band and taking part in performances of music and
drama.
Nursery Rhymes:
Children love to join in the early songs and nursery rhymes passed down from generation to
generation. With mixed ethnic groups it is important to include examples of each culture.
Music and Movement:
Maria Montessori conducted many musical experiments with very young children. Montessori
observed the neurological effect of organised motor activity through rhythmic movement. The
sensorial auditory material (the sound boxes, and the Montessori bells) is very helpful in the
development of listening.
Explore Sound:
The children should explore movements and sound separately. They are given ‘auditory building
blocks’ which will be of value in larger musical experiences. Modern research has proved the
value of this approach in helping those with difficulties in speech, hearing or visual-motor co-
ordination.

EARLY CHILDHOOD ARTS AND CULTURE
UNIT TWO
CULTURE

5 General Topics in the Classroom
When introducing topics/planning projects in the Montessori Classroom:
The teacher must research the topic and gather information, and then she plans how she is
going to pass on this information to the children in the Montessori classroom, where they can
take an active part in the learning.
• Montessori materials
• Models
• Books
• Language
• pictures
• name slips
• sentence strips
• definition cards
• information cards
• books
• Worksheets
• Photographs/Pictures
• Art Activities
• Outings/Walks
• Games and Activities
• Discussions
• Practical Classes
• Posters
• Real Life Experiences
• Role Playing/Dressing Up
• Songs/Rhymes/Poems
6 Nature, Botany and Zoology
From Nature to Society:
Maria Montessori felt that there was a huge difference between nature and society. The teacher
should be aware of this when we are working with children. She can adapt to them while
helping them adapt to our society. This means being aware of the enormity of their task and
recognising what they need to complete it with joy and ease. In “The Discovery of the Child”, Dr.
Montessori refers to the French physician “Itard”. She says that the descriptions of his work with
the “sauvage d l’ Aveyron” describe perfectly the differences between natural and social life and
the difficult task of adaptation.

Living Naturally:
Maria Montessori felt that a child should not just learn about nature – he should live naturally.
Sometimes teachers make mistakes with how we approach nature and the child, e.g. presenting
nature as a moral lesson, fearing the elements and over protecting the child from nature,
imprisoning nature by restricting the child’s experiences to the classroom. Children should have
access to a school garden or park where they can observe and discover nature all around them.
To Love his environment, the child needs to observe it and work within it. He needs to
experience nature. Through these experiences the child develops a knowledge of the workings
of his surroundings. He also develops a deep love and respect for them. Love for, and
knowledge of something, allows for a real care and respect for its well being.
Nature in Education:
School can provide Motives for Activity. These will be materials based on his interests. The
young child is interested in living beings and things, and in seeing the fruits of work in nature.
Experiences in nature help the development of the whole child (Intellectual, Social, Emotional,
Physical, and Spiritual).
Ecology:
To love his environment, the child needs to observe it and work within it.
He needs to experience nature. Through these experiences the child develops a knowledge of
the workings of his surroundings. He also develops a deep love and respect for them. Love for,
and knowledge of something, allows for a real care and respect for its well being.
Examples of Activities:
All of the culture subjects (Biology/Science, Geography, and History) offer the children materials
that correspond to his need for discovery.
Through them he also learns about the balance in nature and how we can help maintain our
environment e.g. feeding birds, seeing chickens hatch, watering flowers, gathering
fruit/vegetables, making a pond etc. Awareness of rubbish disposal, water conservation, paper
recycling, litter etc
Global view:
Again, we must remember that all subjects are inter-related. There are not really any separate
subjects in the world. Everything is related to everything else; one subject leads into another
quite naturally unless kept in a watertight compartment. Children’s experience of life today is
global. The advent of cheaper travel, from one side of the world to another, has meant that
many children know people who come from different lands, or who are going to a different part
of the world. All children see photographs of different parts of the world. Their favourite

football team may go to play in a far away country, or they hear the news of other countries on
the radio, or see the pictures on television. It is much easier today to have a clear
understanding of the world.
The Universe:
It is our duty also at this time to give the child an understanding of the universe and not just our
own world. Men have visited the moon. People will soon be journeying into outer space and so,
again, Montessori would have said, ‘Adapt the child to the environment of his own day’. The
Directress must have material that helps the child to understand the sky above him, so that he
knows which are the nearest planets to the earth, what their relationship is to each other and to
the moon. There are wonderful books and pieces of apparatus to show this in very simple terms
to a young child.
“…a child needs to live naturally and not simply have a knowledge of nature” (Pg. 69)
“The function of the school is to supply him with interesting information and motives for action”
(Pg. 73)
“When children come in to contact with nature, they reveal their strength” (Pg. 71)
All quotes are from “The Discovery of the Child”, Montessori, M, Clio Press 1988
Nature- Botany and Zoology
BOTANY: The study of the plant kingdom
Plants, flowers and trees are an important part of the child’s everyday environment Even if living
in the city, the child can be in contact with plant life. But children do need their attention drawn
to nature around them in order to develop an appreciation and respect for it. By doing this we
help the child to understand the ecological significance of the plant kingdom for the future of
the planet.
ZOOLOGY: The study of the animal kingdom
Animals and birds are very appealing to young children. They enjoy seeing pictures of farm
animals and wild animals in their natural habitats, learning about their life, appearance etc. The
teacher must encourage children to focus on one animal at a time, they get to associate names
of animals with pictures and learn their names and any facts that go with them.
List of Materials:
• The Nature Table

• Plastic Animals of the World
• The A4 size pictures of animals and plants
• General classification of animals and plants
• Specific classification of animals and plants

• Parts of animals and plants
• Botany Cabinet
• Botany Cabinet Cards
• The Importance of the Sun
• The jig saw map of the Continents
• Living and Non-Living Things
• Life Cycles
• Our Bodies
Note:
ARTWORK, HANDWORK, CRAFTWORK AND PRACTICAL LIFE
These subjects complement the work that the child does with regards to Nature. There are
many activities associated with what the child is learning for example: flower pressing, leaf
rubbings, bark rubbings, making models from plasticine and using stencils.
The Practical Life activities show the child how to look after animals and plants, and also simple
experiments.
The teacher always encourages even the small children to have a copybook for Nature/Biology
In it, they can record, as best they can, any interesting information.
6.1 The Nature Table
Description of the Material:
A table, not too big, placed near the window where light can shine on it. On the table there
should be several objects (4 - 6) and they are changed regularly and replaced by different ones.
Each object should be labeled carefully and clearly and the objects should be seasonal. E.g.
Autumn; Chestnuts, Winter; Mistletoe, Holly, Spring; Crocuses, Birds nest, Summer, Blossoms.
Objectives:
To get the child in touch with nature and stimulate an interest in living things.
To extend the child’s vocabulary.
Control of Error:
Teacher directed exercise.
Language:

Nature, Animals, Leaves, Shells etc
Use of the Nature Table:
Every few days, the teacher gets a group of children together and talks about what’s on the
nature table, giving them information at their level of understanding
Names can be taught individually through a Three Period Lesson.
Children can be invited to bring in interesting objects.
Age:
From 2½ years onwards.
Suggested ideas for the Nature Table
September: Harvest, seaweed, shells, wet and dry sand, salty water, stones and
smooth glass, plant bulbs
October: Autumn Fruits, pumpkin, sweet and sour Apples, nuts, pips and berries,
leaf shapes and colours, trees
November: Spiders Webs, Food We Grow, Cereals, Vegetables, Sugar Beet. Bulbs at
the end of the month
December: Bird Table, important to feed regularly and correctly. Animal

Hibernating, Squirrels, frogs, hedgehogs, Birds migrate, holly, mistletoe
January: Bird table, try to identify common garden birds. If there is snow look for
different footprints, ice – what is it? Bulbs should be in flower.
February: Show mustard and cress. Farm animals, baby lambs, Bird table
March: Plant beans, and peas in Jar. Hibernating Animals awake
April: Migrating birds return. Look for feathers, old nests. Beans and peas
growing, have the parts – roots, shoots. Leaf tendril plant flower seeds
May: Insect hotel, Snails, Wormery, and Caterpillars Learn the names of wild
flowers and some garden varieties.
June: Domestic pets – caring. Irish Wild Animals.
*It is illegal to collect frogspawn and bring to a class room.
6.2 Indoor and Outdoor Garden and Window Boxes

Montessori felt strongly that children should have access to a school garden. If none is available
try to have flower tubs and window boxes as the children should be given the opportunity to
become gardeners and work with proper tools. First show the children how to prepare the soil
and then to plant the seeds. Always encourage them to look after their garden or window box
or flower tub. All this planting can be linked to the seasons. These activities make the children
feel part of their community and they are aware that they are part of a purposeful activity. Also
the children can come in contact with the physical environment of a garden i.e. sky, clouds, sun,
wind, snow, rain, rain, etc.
Nature Walks and field Trips
Children love the freedom of the outdoors to explore at their own pace where they can simply
wander around an open area (supervised) taking in everything they see, hear, smell and touch.
If prepared with paper and crayons they can make bark rubbings, or collect leaves with on their
return to school can be used for leaf rubbings. They can bring back objects i.e. – conkers, shells,
feathers, etc and display them on the nature table.
6.3 Care of indoor and outdoor plants
Description of Material:
Gardening tools; watering can.
Objectives:
• To provide opportunities for the child to observe the growth, behaviour and needs of
the plants being cared for
• To develop a caring attitude and sense of responsibility
• To increase the child’s knowledge
Control of Error:
None
Language:
Name of the flowers or vegetables and general discussion
Presentation:
• Show one or a group of children how to water the plants. For indoor plants they can be
shown how to feed them regularly; how to remove dead flowers and leaves; clean the
vases and the saucers used as drainage dishes.
• For outdoor plants they can be shown how to prepare the Ground; how to plant; how to
tend and cut flowers; arrange them, and how to harvest vegetables and prepare them
for eating
• They should also be shown how to clean the tools and keep them neatly in the garden
shed or classroom cupboard.
• The children are encouraged to care for the plants each day as part of the daily routine.
Age:
2½ Years onwards.
6.4 Plastic Animals of the World
Description of Material:
A box containing an assortment of plastic animals of the World e.g. Fox, Llama, Kangaroo, Koala,
Tiger etc
A Mat
Objectives:
To stimulate the child’s interest in living things
To increase the child’s knowledge and vocabulary
Control of Error:
Language:
Names of the animals being presented
Presentation:
• A Group or Individual floor presentation, which can be done at Circle Time
• The teacher introduces the child to the work cycle.
• The teacher takes 2 or 3 animals, talks to the child about them and gives them the
name.
• The names are introduced through a Three Period Lesson.
• Complete the work cycle.
Further Exercise:
When he is at a reading stage, name slips are given and he can place them underneath each
animal.

Age:
3 – 4 years onwards
6.5 The A4 sized pictures of Animals and Plants
A Folder containing a large variety of pictures of animals and plants mounted on white A4 card
e.g. Lion, Polar Bear, Penguin, Camel, Flowers or Trees. The pictures should be as large as
possible colourful, with good detail and notes written on the back for the teacher
A Floor Mat
Objectives:
To stimulate an interest in living things in the natural world
To extend the child’s vocabulary
To link nature/biology and geography - cosmic view
Control of Error:
Language:
Names of the animals and plants being presented
Presentation:
• A Group or Individual floor presentation, which can be done at Circle Time
• The teacher presents 2 or 3 pictures at a time, giving simple and interesting information.
• The information always relates the animal to its environment e.g. What is he standing
on? Is it hot? Are there lots of people near? Is it growing in a wet place? Etc.
Further Exercise:
The name slips for these animals and plants are introduced at a later stage.
Age:
3 - 4 years onwards.
6.6 General Classification of Animals and Plants
1st set of Cards: 6 pictures with names underneath
2nd set of matching cards: 6 pictures with separate name slips
All pictures are mounted on coloured card – Botany: Green, Zoology: Red
The first picture consists of the animal or plant coloured in its natural colours. The other
pictures have the part being introduced highlighted in the colour of the card
Categories: Wild animals, Domestic animals, Fruit, Birds, Trees
Objectives:
To help the child put living things into categories and to prepare him for more advanced
classification
Control of Error:
The first set acts as a control.
Language:
Names of the animals and plants being presented
Presentation:
• An Individual table presentation
• The teacher introduced the child to the work cycle.
• The teacher introduces the classification packet to the child, explaining what the title
means.
• She lays out the 1st named set of picture cards at the top of the table. She then asks the
child to match the second set of pictures and name slips, placing them on the card
underneath the picture.
• The teacher asks the child if he can name each picture, any name the child does not
know can be introduced through a Three Period Lesson
• When the child is at a reading stage, he can read the name slips and write them.

Age:
3 years onwards
6.7 Specific Classification of Animals and Plants
1st set of Cards: 6 pictures with names underneath
2nd set of matching cards: 6 pictures with separate name slips
Specific Categories: Animals with hooves, Animals that kill to eat, Animals that gnaw,
Deciduous/ Coniferous trees, Wild flowers
Objectives:
To lead the child into more detailed classification
To increase his knowledge and interest of the natural world
Control of Error:
The first set of cards act as the control.
Language:
Name of the animals and plants being presented
Presentation:
• The teacher introduces the specific classification packet to the child, explaining what the
title means.
• She lays out the 1st named set of picture cards at the top of the table. She then asks the
child to match the second set of pictures and name slips, placing them on the card
underneath the picture.

• The teacher asks the child if he can name each picture, any name the child does not
know can be introduced through a Three Period Lesson
• When the child is at a reading stage, he can read the name slips and write them.
Age:
3 years onwards
6.8 Parts of Animals and Plants (3 part cards)
1st set of Cards: 6 pictures in a frieze formation with names underneath
2nd set of matching cards: 6 separate pictures with separate name slips
3rd set definition cards for the child to read at a later stage
A Floor Mat
Objectives:
To give the child the specific vocabulary
To develop his knowledge and interest of the natural world
Control of Error:
The first set of cards act as the control
Language:
Names of the part’s of animals and plants being presented
Presentation:
• An Individual floor presentation
• The teacher introduces the frieze to the child, laying it out on the table.

• She asks the child to match the second set of pictures and name slips, placing them
underneath their corresponding part.
• She asks the child if he knows the name of each part of the animal/plant. Any part not
known can be introduced through a Three Period Lesson.
• When the child is at the reading stage, he can read the name slips and the definition
cards. He can write the information into his copy.
Age:
3 years onwards
Note: Prior to this presentation it is important to show the child how to open and close the
frieze
6.9 The Botany Cabinet
Description of the Materials:
A wooden cabinet containing 3 drawers
Each drawer contains a selection of different leaf shapes
Objectives:
To make the child aware of the different leaf shapes in nature
To encourage him to be more observant
Control of Error:
The teacher
Language:
Trace, draw, colour, etc
Presentation:
• An individual table presentation
• The teacher shows him how to remove one leaf shape from the drawer by using their
pincer grip to hold each knob and then trace the shape anticlockwise and place it on the
table. He continues with all the shapes. He then can trace the frame anticlockwise find
the corresponding shape, again trace it anti clockwise and replace each leaf shape into
the corresponding frame.
• The teacher can show him how to remove a shape and draw around it on a piece of
paper. He can then colour it in and in this way build up a picture book for himself.
• The teacher can take the child out on nature walks. Leaves can be collected and brought
back to school. The leaves are sorted accordingly and the shapes are compared to those
in the cabinet.
• The child works with the cabinet as presented.
Age:
3 years onwards
Note: Vocabulary is not given at this stage. This is purely a sensorial exercise.
Examples of Leafs Shapes
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6.10 Botany Cabinet Cards
A wooden cabinet containing 3 drawers. Each drawer contains a selection of different leaf
shapes.
3 Sets of cards. Set 1. - Solid Set 2. - Thick Outline Set 3. - Thin Outline.
A Floor Mat
Objectives:
To make the child aware of the different leaf shapes in nature
To encourage him to be more observant
Control of Error:
Visual
Language:
Place, match, corresponding, solid, thick, and thin.
Presentation:
• An individual floor presentation
• The teacher invites the child to take the first drawer from the Botany Cabinet and bring
it to the floor mat.
• She then shows the child where to find the first set of cards (solid) and take them to the
floor mat.
• She randomly places the cards (solid) on the mat and invites the child to match the
corresponding leaf shapes to them.
• The child continues in this way until all three sets of cards have been matched with the
corresponding drawers of the Botany Cabinet

Age:
3 years onwards
Note: Vocabulary is not given at this stage. This is purely a sensorial exercise.
6.11 The Importance of the Sun
A large picture of the sun
Pictures of Plants and Animals (Herbivores and Carnivores) in various sizes
Objectives:
To illustrate the cosmic plan: how one thing effects another, how everything in the world is
connected
To teach about the function of things in nature
To prepare for further work in biology and other subjects
To increase the child’s vocabulary, knowledge and motive for activity
Wall space or Notice Board
Control of Error:
Teacher, reference Books
Language:
Sun, plants, plant eaters, meat eaters, herbivores, carnivores etc
Presentation:
• A group floor presentation
• The teacher invites the children to help make a large sun to put on the center of a mat
on the floor.
• She talks to the group about the sun and how it is a star (very big, very far away, and
hot).
• The teacher can discuss what the world is like when the sun is up (bright, warm, flowers
open etc.) and what it is like when it is not shining (dark, cold, flowers close up etc.).

• She explains that the world needs the sun because it helps plants and flowers to grow.
Also that they make their food from the sun’s rays. She looks at pictures of plants that
feed from the sun. The teacher sticks them all around the sun.
• The next day, she talks about the importance of the plants that grow by feeding from
the sun – they are the food for some animals. They look at pictures of animals
(Herbivores) that feed on plants and stick them around the sun underneath the plant
pictures.
• Next, the teacher talks about how these animals help the survival of other animals.
They look at pictures of animals (Carnivores) that feed on other animals. The child can
stick these pictures all around the sun, underneath the pictures of the animals that eat
plants.
• The child and the teacher look at the sun, which is surrounded by all of the things it
provides for. They talk about each section to illustrate how one thing affects another and
how life works in cycles etc. Lastly the Teacher introduces pictures of animals that are
both Herbivores and Carnivores, i.e they eat plants and animals, she places these
pictures under all the other previous catergories and tells the children that these animals
are called Omnivores.
• (The words carnivore and herbivore and omnivore are taught gradually, but are initially
referred to as plant eaters and meat eaters and animals that eat both plants and
animals)
Further Exercises:
The children can bring in their own pictures to add to what’s there.
They can draw a picture of the sun and the things it helps, for their nature copy book.
Age:
3 years onwards
Note: Before this exercise, the teacher may like to let the child observe simple experiments, e.g
she can cover a patch of grass with a mat and observe the difference in colour. The teacher
explains in simple terms how important the sun is for helping plants make food.
6.12 The Jigsaw Map of the Continents with a box of Plastic Animals
Place this Presentation after the Jigsaw Map of the Continents please

The Jigsaw Map of the Continents
A Box of Plastic Animals
A Control Map
A Mat
Objectives:
To show the child where the animals come from
The child can see that some continents have a greater amount of wild animals than others
Control of Error:
Language:
Names of the continents
Presentation:
• The teacher points to a continent and asks the child to name it i.e. Africa.
• She now asks if he knows of any animal that comes from there. If the child gives the
correct answer ask him to fetch that animal from the box and place it on to the
appropriate continent.
• If he does not know an animal the teacher takes one and places it on the appropriate
continent explaining to the child that this is where the animal I.e. elephant comes from.
• Continue in this way until each continent has an animal placed upon it.
Age:
3 years onwards
Note: Colours of the Continents:-
• North America: – Orange

• South America: – Pink
• Europe: - Red
• Africa: - Green
• Asia - Yellow
• Australia: - Brown
• Poles: - White
6.13 Living and Non Living Things
Two heading cards with “Living” and “Non Living” written on them
A large selection of pictures mounted on white card of objects/items that are either living or
non living.
A Floor Mat
Objectives:
To help the child understand the difference between living and non living things
Control of Error:
Each picture is colour coded on the back to match the colour on the back of its heading card
Language:
Living and non living
Presentation:
• A Group or Individual table or floor presentation
• The teacher asks the children: Are you living? The teacher then asks: Why? How do you
know? The Teacher explains that if we can eat and breathe we are a living thing.
• Then the teacher and child discuss each picture and decide whether the item is living or
non-living, if it needs air to exist it is a living thing if it does not need air it is a non-living
thing The pictures are placed under the relevant heading cards.
Age:
6.14 Life Cycles
A variety of the life cycles mounted on white card in the form of a frieze e.g. Frog, Acorn,
Butterfly, etc.
Simple notes can be written under each picture.
A Floor Mat
Objectives:
To show the children that life goes in cycles. Life is constantly changing. The child identifies with
the living things in the pictures and sees that he too has a life story.
Control of Error:
The Teacher
Language:
Frog, frogspawn, butterfly, cocoon, methamorphosis etc.
Presentation:
• A presentation which is done during Circle Time
• The teacher asks a child to roll out a floor mat.
• The teacher opens out a frieze and discusses each picture in turn, with the children. She
then asks the child to match the second set of pictures to the frieze and lastly the
separate name slips.
• She can then hang the frieze on the wall.
• The children can study the frieze. When reading, they can read the notes underneath
the pictures.
Age:
3 years onwards
Note: It could be illegal to collect frogspawn and bring to a class room. Check with your local
childcare officer.
6.15 Our Bodies

A model of a skeleton
Charts of a skeleton, one named and one unnamed, where the different bones are clearly seen
Appropriate books
Objectives:
To make the child aware of the structure of their own bodies
To give the correct vocabulary
Control of Error:
The control chart and the teacher
Language:
Skeleton, skull, rib cage, pelvis etc
Presentation:
• A Group presentation, which is done during Circle Time
• The teacher introduces the children to some of the main bones of the body.
• She explains that the skull protects the brain and therefore we must avoid injury to it.
• She can talk about the rib cage, which protects the vital organs; the pelvis, which
supports our weight; the collarbone, which looks like it sounds. She can talk about the
backbone, explaining that it’s like a telephone cable, sending messages from our brain
to other parts of the body. When the child is at a reading stage, she gives him name
slips to go on the chart and he uses the control chart to check he has got them right.
Later on, he can make a booklet about himself.
• 2nd PRESENTATION
• A set of pictures could be introduced to the child and each picture discussed naming
the different body parts. A second set of pictures could be given to the child and he
takes these pictures and matches them to the first set.
Age:
4 years onwards
7 Geography

Geography is wide study of the world in which we live. It is part of everyday life and a child’s life.
The framework of geography is man’s relationship and adaptation to the earth. Nowadays,
children travel around the world. They have a great interest in different countries and the
people that live there. The Montessori classroom offers geography in a broad sense. The main
aims are to give a clear sense of where we are in the world and in the universe The Montessori
curriculum clarifies concepts and encourages awareness and understanding of other cultures.
The information is introduced gradually- the “whole” subject is given first then the different
“parts” of this topic are looked into in more detail.
Through sensory experience and the use of imaginative stories, children in the Montessori 3-6
environment learn about their physical world. They can touch a sphere and compare the shape
to the globe. They build landforms using play dough and fill water forms with water. Montessori
puzzle maps are meant to be taken apart and put back together again as children develop an
understanding of continents and oceans. These Montessori hands-on activities build long term
memory by physically engaging the hand. Discoveries are made about the people who live on
different continents. Montessori students learn about food, music, clothing, traditions, holidays,
customs, housing, as well as the plants and animals of the region as they compare their lifestyles
to others. They learn about the flags of the world and reverently carry them as they “walk the
line” in the Montessori prepared environment. They learn to appreciate the wonder found in
the similarities and differences found around the world.
List of Materials:
• Sandpaper Globe
• Coloured Globe
• The Jigsaw Map of the Continents
• Folders of the Continents
• Introduction to the 3 Elements
• Land and Water Forms
• Map of the Oceans and Continents
• The Child’s Own Continent (Jigsaw)
• The Child’s Own Continent (Maps)
7.1 Sandpaper Globe
A globe, built on a tilted stand, with the continents marked by fine sandpaper.
Objectives:
To give a sensorial impression of the world

To allow the child to focus on the shape of the globe and to get a sensorial impression of land
and water
To introduce vocabulary related to geography
Control of Error:
The sandpaper
Language:
Land and Water
Presentation:
• The teacher introduces the child to the globe saying: “This is the world”.
• She feels it slowly with her hands keeping her eyes closed, explaining to the child that on
this globe our world is made up of rough and smooth parts and that the rough parts are
all the land in the world and the smooth parts is all the water in the world she invites the
child to do the same.
• When the child has gotten a sensorial impression of the globe by feeling it we can ask
him to feel the globe again keeping his eyes closed but this time to try and workout if he
can feel more rough or more smooth parts in our world. Hopefully he will work out that
the world is made up of more smooth parts than rough parts so we can now explain to
the child that in our world there is more water than land.
• He can learn the terms globe, land and water in a later lesson introducing these through
a Three Period Lesson.
• NOTE; The word Continent is NOT introduced at this stage
Age:
3 years onwards
7.2 The Coloured Globe
The sandpaper globe

The coloured globe
Colours of the Continents:-
• North America: – Orange

• South America: – Pink
• Europe: - Red
• Africa: - Green
• Asia - Yellow
• Australia: - Brown
• Antarctica: - WhiteWhite
Objectives:
To make the child aware of relative sizes and also the shapes and positions of the landmasses
To introduce the word continent and later the terms Equator, North Pole and South Pole.
Control of Error:
The two globes and the teacher
Language:
Continents, land and water
Presentation:
• The teacher shows the child both globes. She tells him that this time the land on our
coloured globe is divided into different colours. A large mass of land is called a
continent, so each continent is a different colour.
• The teacher asks him to count the continents and to pick out the largest and smallest
continent.
• She shows him a continent on the sandpaper globe and asks him to find it on the
coloured globe.
• This is an oral exercise. The teacher can discuss the different continents with the child
and get him to become aware of the idea of a globe. At a later stage the names of the
continents are introduced.

• NOTE; The names of the continents are NOT given at this stage.
Age:
3 years onwards
7.3 A Jigsaw Map of the Continents
A wooden jigsaw map of the world. Each continent is cut out as a single knobbed section. The
colours correspond to the colours on the coloured globe
The Coloured Globe
Objectives:
To introduce the names of the continents
To give a sensorial impression of their relative sizes and shapes
The child’s first introduction to a map of the world
Control of Error:
When he is working with the jigsaw map the control is the sockets.
The teacher acts as the control for the Three Period Lesson.
The coloured globe acts as a control.
Language:
Names of the continents: Europe etc.
Presentation 1:
• The teacher shows the child the coloured globe in relation to the map.
• She explains that in order to look at all the continents at the one time, we need to flatten
out the globe. To help the child understand this concept the Teacher could take an
orange cut it in half, scoop out the segmants and then flatten out the skin of the orange
illustrating to the child that if we took our globe cut it in half and flattened it out like our
orange, this gives us our world made flat which is called a map of the world to help the
child understand.
Presentation 2:
• The teacher shows the child how to remove the pieces, tracing each shape anticlockwise
from the map and place them randomly in front of the Jigsaw map and then replacing
them.
Presentation 3:
• She introduces the names of the continents through a Three Period Lesson.
Presentation 4:
• The teacher shows the child how to draw around the shapes of each continent to make
his own map, colouring each continent with the appropriate colour.
Presentation 5:
• She gets examples of products that grow in each continent and places them on to the
appropriate coloured continent of the map e.g. Coffee beans – on to South America, Tea
leaves – on to Asia etc. The Teacher can also introduce pictures of items found in each
continent.
Presentation 6:
• At a later stage, when he is reading well, name slips can be given to match the items
associated with each continent.

Age:
4 years onwards
7.4 Folders of the Continents
A folder for each continent. Each folder contains a map of the world highlighted where the
continent in question is, and a collection of A4 pictures of the people, houses, products etc from
that continent. It is good to have pictures of young children like them, and their parents, in their
own cultural background. The folders are the same colour as the card on which the pictures are
mounted. These colours correspond to the colours of the continents in the jigsaw maps.
(The teacher can put child friendly information on the back of each picture).
Jigsaw Map of the World.
Objectives:
To stimulate the child’s curiosity about how children live in other parts of the world, so
increasing his knowledge and understanding of other cultures.
Control of Error:
Language:
Names of the continents, people, children, map, flag etc.
Presentation 1:
• An individual or group table presentation
• The teacher chooses a continent e.g. Africa and takes the green folder to the table with
the Jigsaw map. The Teacher asks the child to find Africa on the Jigsaw Map and explains
today we are going to learn about Africa.
• She explains that they are going to look at some people, food, buildings etc. from Africa
• She removes the map of the world from the folder and lets the child see how Africa is
highlighted. They examine each of the pictures in the folder and discuss the pictures and
what they have learnt about the continent of Africa

• The teacher invites him to bring in his own pictures of African life, or any information he
might have. She also invites him to look at that folder or other folders any time he
wishes.
Presentation 2:
• The teacher reads stories, poems or teaches songs to the children about people in Africa
and other continents.
Presentation 3:
• She gives the children blank maps which they can colour in the colours of the different
continents and then lets them stick pictures of people, animals or products on to them
from all the different continents.
Presentation 4:
• The teacher and the child can collect pictures of houses from different continents
(making sure to have a varied cross section), collect souvenirs from holidays or prepare
food from different countries e.g. curry from India, pasta from Italy etc. and let children
enter into the culture of that country for the day.
Age:
4 years onwards
7.5 An Introduction to the 3 Elements
3 jars; one brown topped, one blue topped and one white-topped jar
Soil

Water
Picture Cards
Objectives:
To give a clear sensorial impression of the 3 elements
Control of Error:
The colour coding on the material
Language:
Air, land and water
Presentation:
• An individual table or floor presentation
• The teacher invites the child to get some land in the brown-topped jar. He can get some
soil from the garden.
• She invites another child to get some water in the blue topped jar.
• She asks another child to get some air in the white-topped jar. Usually the child will ask
“where do I get air?” The teacher can explain that air is all around us, and fills up every
empty space – so there is air already in the jar, but we cannot see it. She can also have
the child take a deep breath and then blow out the air onto their hand explaining that
our bodies are full of air which we need so that we can breathe. Another example you
could do with the child is blow up a balloon showing the child how air inflates the
balloon.
• The teacher introduces 3 heading cards for the three elements Land, Air, Water. The
Teacher has a selection of pictures mounted on the appropriate colour card or colour
coded on the back of each picture– brown for land; white for air and blue for water The
teacher lays out the heading cards from left to right across the table or mat on the floor
she discusses what the child can see in each individual picture with the child and asks the
child to place the pictures under each of the heading cards.
• The child uses the material as presented. The child may collect his own pictures, to add
to his nature copy book.

Age:

7.6 Land and Water Forms
Models of the following:
• Bay
• Cape
• Gulf
• Peninsula
• Strait
• Isthmus
• Island
• Lake
• Archipelago
• Group of lakes i.e Suite
The land and water forms come in pairs, one of the pairs having the reverse land form and
colouring to the other.
Two sets of cards corresponding to the models. Land is represented by brown card and water by
blue. One set has the names attached; the other set has separate name slips.
Definition cards
Objectives:
To teach the geographical terms and their meanings
To introduce the child to the abstract concept of representing land and water forms on paper –
this is a preparation for mapping
Control of Error:
Only blue area of models should contain water. (Presentation 1)
Teacher Directed Exercise for Three Period Lesson (Presentation 1)
Named set of cards (Presentation 2)

Language:
Appropriate language for land and water form being presented e.g. Bay and Cape
Presentation 1:
• The teacher brings one pair of models to the child’s table .i.e Island, Lake
• The teacher pours water into the land form and explains to the child that in the center is
a piece of land and when we poured in the water we can see that the water surrounds
the land.
• The teacher repeats the same for the water form explaining that when we poured the
water we can see the water stays in the center and that the water is surrounded by the
land.
• She introduces the names e.g. “Island” and “Lake” through a Three Period Lesson.
• She reinforces the lesson with pictures of islands e.g. Dalkey Island etc., and pictures of
lakes. The child can find examples of these in a Children’s Atlas at a later stage.
• The teacher can gradually teach the names of all the models 2 at a time in pairs. Pairs
should be presented together.
o Isthmus & Strait
o Bay & Cape
o Island & Lake
o Peninsula & Gulf
o Archipelago& Group of Lakes Suite
Presentation 2:
• At a later stage, she introduces the cards for land and water forms. She shows the child
how to match the cards to the models.

• Also the child can be introduced to a set of 3 Part Cards of the Land and Water forms to
give the child more practice with these Land and Water forms.
• When he can read, he can read the name slips and the definition cards.
Definitions of Land and Water Forms:
Isthmus: a strip of land joining two larger pieces of land.
Strait: a strip of water joining two larger pieces of water.
Bay: a wide piece of sea coming a little way into land.
Cape: a point of land going a little way into the sea.
Island: a piece of land with all water around it.
Lake: a piece of water with land all around it.
Peninsula: a point of land going a long way into the sea.
Gulf: a piece of sea coming a long way into the land.
Archipelago; a group of islands
Suite; a group of lakes
Age:
4 years onwards

http://www.google.ie/images
NOTE; With the above material pictured you can paint the water area of each form blue to highlight the
difference between the land and the water and when you pour the clear water into each the water is seen
as blue and the land remains the brown colour of each form.
7.7 Map of the Oceans and Continents of the World
A white folder containing two maps of the world coloured to match the jigsaw map of the world
and mounted on white card. One map has the names of the continents and oceans written on
the map. Indian Ocean, Atlantic Ocean, Pacific Ocean, Arctic Ocean, Southern Ocean. The
second map is blank with name slips.
Jigsaw map of the continents
Objectives:
To teach the names of the oceans
To reinforce the names of the continents
To give reading practice
Control of Error:
The named map

Language:
Names of the oceans and continents being presented
Presentation:
• The teacher brings the jigsaw map to the table to allow the child to compare it to the
new map.
• She places the labelled map in front of the child and reminds him of the names of the
continents, by saying them together and pointing to the written label.
• She talks about the meaning of the word “ocean” – how it is a large area of water etc.
and explains how all the water in the world is divided into Oceans and today we are
going to learn the name of these Oceans and where they are found in the world.
• She reminds the child that the world is divided into land and water and we know the land
is divided into Continents. The Teacher hands the child colour coded name slips for each
of the continents asks the child to read them and match them to the continents on the
map.
• Then the Teacher starting at the top of the world shows the child that the water
surrounding the Artic Circle is called the Artic Ocean and she places a name slip with
Artic Ocean written on it on the map at this point.
• Travelling down from the Artic the Teacher stops and points to two Continents on her
left and asks the child to name them. The child should name them as North America and
South America, the teacher then points to the Continent on her right hand side and the
child should know this is Europe. The Teacher explains that all the water between these
two continents is called the Atlantic Ocean and the Teacher places a name slip there.
• The Teacher then shows the child all the water on the far side of North and South
America and how this mass of water goes all the way round and meets up with the
Continent of Asia. This Ocean is called the Pacific Ocean. (To make this more concrete for
the child you could show him on the Coloured Globe.)
• Moving down the Teacher shows the child the water below Asia and names this body of
water as the Indian Ocean, the only ocean named after a country.
• Finally, the Teacher travels down to the water surrounding Antarctica and tells the child
that this body of water is called the Southern Ocean.

• Later he can place all the name slips without looking at the control map and use it to
check his work.
Age:
5 years onwards
7.8 The Child’s Own Continent (Jigsaw)
A wooden jigsaw map of the child’s own continent
Objectives:
To teach the names of the countries of that continent
To give a sensorial impression of the relative sizes, shapes, positions of the countries
Control of Error:
The shape of the jigsaw pieces
Language:
Europe, Ireland, England etc.
Presentation:
• The teacher shows the child how to remove the pieces using the pincer grip.
• The teacher mixes them on the table and the child replaces them.
• She introduces the names using the Three Period Lesson.
• She gives the child a large sheet of paper and shows the child how to draw around the
pieces, to make his own map.
Age:
4 – 5 years onwards.

Note:
Child might like to make a booklet about all the different countries.
7.9 The Child’s Own Continent (Maps)
A folder containing 2 maps of that continent, mounted on the appropriate colour card. One map
has names attached, the other is blank, with separate name slips.
Objectives:
To focus the child’s attention on the continent where he lives
Control of Error:
The child should be able to work with the blank map and the name slips, without looking at the
named map.
Language:
Europe, Ireland, England etc.
Presentation 1:
• The teacher studies the named map with the child
• He will know most of the names from his work with the jigsaw. They read the names
together and talk about the different countries
• The teacher introduces any names the child still doesn’t know through a Three Period
Lesson.
Presentation 2:
• The child places the named map to the side and works on the unnamed one. He lays
out the name slips in a neat row and sees how many he can match. He uses the control
map to check his work.
Age:
5 years onwards
Note:
“CAPITAL CITIES” and “FLAGS OF THE COUNTRIES” can be introduced using similar material and
presentation.
8 History
History is presented in a global way. The children are given a broad outline, the details are given
later on – like a jigsaw. The children loved Nature/Biology and Geography (living things and
people in the present world). The Montessori method of teaching History is simple and
sensorial. It follows the patterns of showing the child:
The Earth’s Beginnings
How Life Developed
The Process of Change and Evolution.
The child can eventually move on to any historical period that interests him. Children absorb
information subconsciously. They need clear, simple, appealing lessons. Careful guidance is
needed to teach History.
The teacher’s task is to sow the seeds of learning. At a time when children are most interested.
History is presented first in the form of a beautiful story. This leads to a comprehension of the
creation of the universe, interdependency, and adaptation of everything within it. The child sees
that we have a common past, present and future. He becomes aware of his task – to preserve
the planet. This will also give a framework and preparation for further work in History.
8.1 Time:
The young child lives in the present. He has very little concept of time. Yesterday is all of the
past and tomorrow is all of the future. A perception of time is the basis of History perception.
Through referring to and working with things that tell us about time, the teacher can help the
child understand about yesterday, tomorrow, next week, etc.
The child will begin to see the cycle of days that make a week, the weeks that make a month,
the months that make a year - all following a pattern, etc.
He will observe the passage of time through work with Nature, Weather, Clocks, etc.
List of Material which helps the child develop a sense of Time:

A day Calendar:-
The day calendar consists of a single day and date clearly marked on a sheet of paper. Invite a
child to tear off the previous day’s date to reveal the current day’s date. The torn off sheets are
stuck onto the wall in sequence so it is possible for the child to count how many days have
passed since the beginning of term.
A monthly Calendar:-
This calendar shows all the months of the year on one picture with the name clearly written
underneath. The child can study each picture. Draw his attention to the month we are in i.e.
September, the beginning of the school year and read the name with him. As the month passes
show him the next picture and discuss it. Over the year the child begins to see that the months
follow each other in a definite pattern and he learns their names.
Nature Tables:-
Seasonable Objects. (See Nature Table)
Season Packets:-
Packets for the seasons, one for each season containing pictures of children doing various
seasonal activities i.e. collecting fruit in autumn.
Weather Chart:-
A chart depicting all kinds of weather situations which is changed daily.
Teaching Clock with Moveable Hands:-
A large teaching clock with movable hands. We can teach the child to read the numbers around
the clock. Show him how the hands move around in one direction. We can teach him that the
large hand is at twelve we say “o clock” and the same for half past and gradually extend his
knowledge. Always have a clock in the classroom and refer to it when it’s time for an activity or
time for home. Bring in lots of examples of time pictures.
List of Materials:
Timelines are used as a sensorial exercise to show time as linear:
Timeline of a Child’s Day
Child’s Birthday Walk
Black Timeline (introductory)
Pre Historic Timeline of the Eras

8.2 Timeline of a Child’s Day
A frieze of pictures showing a child’s typical day i.e. Getting up, Having Breakfast, Going to
School, etc.
Have a clock in each picture showing the time
A set of loose, matching pictures
Name Slips
A Floor Mat
Objectives:
To help the child develop a knowledge of the order of his day
Control of Error:
The Frieze.
Language:
Morning, breakfast, lunch, evening, dinner, bedtime etc
Presentation:
• The teacher lays out the frieze on the floor.
• She discusses each picture one at a time pointing out the time on the clock and what we
can see in each picture.
• She then invites him to describe what is happening in each picture and relate it to his
own day.
• It is important to draw attention to the clock, where possible.
• The child then matches the separate pictures to the frieze. Eventually, he will be able to
lay out the loose pictures in their right order without looking at the frieze.
• When he is reading, he can add the name slips.

Age:
3 years onwards
8.3 Child’s Birthday Walk
A candle
The sandpaper or coloured globe
An ellipse is drawn on the floor
Objectives:
This is a group activity for celebrating a child’s birthday.
Language:
Birthday, walk, born, crawled, teeth, friends, school etc
Presentation:
• A group presentation.
• The children sit in a circle around the marked ellipse on the floor.
• Before doing the presentation, the teacher finds out some details about the child’s life
e.g. what time he was born, when he sat up, smiled, walked and talked, when he first
went to school, when any siblings were born from the parents or main carers of the
child. Ask the parents if they could give you photographs etc. to show their child at
different stages of his/her development.
• She asks the children to sit outside the ellipse and explains that this is a special day for
the child whose birthday it is.
• The teacher asks the birthday child to hold the globe and place the candle in the centre
of the ellipse. She explains that this candle represents the sun – the centre of our
universe – and that we on Earth orbit around it and that this takes one whole year.
• She tells the children that the birthday boy “x” is waiting to be born. Then “x” begins to
walk slowly on the ellipse, carrying the Globe i.e Earth

• The teacher gives whatever details she has on his first year as he/she walks and as “x”
reaches the starting point, she explains that this is his first birthday and that the Earth
has taken one whole year to orbit around the sun.
• She continues in this way for the second, third, fourth years, with “x” slowly walking
around the ellipse as she tells his/her story.
• She emphasises how it takes Earth a whole year to orbit the Sun, so that on his fourth
birthday, “x” has orbited the sun four times.
• Then, he may like to turn off the candle.
• For older children, the birthday child may like to choose a friend to be the moon. The
friend circles the birthday child twelve times as he walks the ellipse, to represent the
moon’s cycle
Age:
3 years onwards
8.4 The Black Time Line (The Story of Time)
Remind them about the explosion in space. Stars and planets were formed, one of these is
earth but it was a different earth to the one we know today. It was empty of all life
For hundreds of years there was nothing, and then volcanoes erupted pouring lava all over the
earth. The lava was hot, steam went up, then fell as rain, eventually cooling the earth. The
earth became covered in solid rock and some of the rain stayed in the hollows of the rocks,
forming lakes and shallow seas.
Then we had lakes and shallow seas, the sun came out and warmed the earth. Tiny animals and
plants developed in the water giving us oxygen. Plants and insects developed and fish lived in
rivers i.e they had developed lungs and were called lung fish.
The drought arrived, only some fish survived as they had an air bladder and so could live without
being covered by water. They also had fins which were like arms and legs.
Then came the Amphibians which means two lives- like large frogs. They could live in water and
on the land but returned to the water to lay their eggs.
Slowly some amphibians moved away from the water and became known as reptiles. Reptiles
like amphibians are cold blooded animals and live in water and on the land but they are covered
in scales to protect their bodies. Reptiles lay their eggs on land and are born on land like
crocodiles and turtles.
Some reptiles grew into dinosaurs which lived on the earth for hundreds of years.

Then the dinosaurs all died we believe because of the Ice Age and only warm blooded animals
survived like the mammals and the birds. By now the earth was covered by loads of plants.
Man arrived around this time. He was a hunter and gatherer and he discovered how to light a
fire.
The Black Timeline (Introductory)
A piece of black ribbon or tape 12.4 metres long. There is 1 cm. of red sewn on to the end
The red represents the amount of time that man has been on Earth
Objectives:
To give the child an overall view of how life developed upon Earth.
This makes him aware of the comparatively short time that man has existed.
Language:
Volcanoes, jelly fish, dinosaurs, etc.
Presentation:
• A group presentation done at circle time
• The teacher tells the story of the creation of the Earth, explaining that there was a big
explosion in space and then there was the formation of planets.
• She explains simply and briefly how life on Earth evolved from microscopic cells to
sponges, to corals, through to the fish, amphibians, reptiles, birds and mammals.
• As she tells the story, she unrolls the tape. The children get a clear picture and visual
impression of the passage of time, especially when the teacher explains that the small
red piece at the end represents the amount of time man has been on Earth.
• The whole presentation should not take longer than 15 minutes. It is essential to
maintain the interest of the child.
Age:
3 to 4 years onwards.

8.5 Pre Historic Timeline of the Eras
A timeline divided into the following sections:
BLACK: Azoic era 13 feet of black
GREY: Proterozoic era 7 feet of grey
YELLOW: Palaeozoic era 3 feet of yellow
ORANGE: Mesozoic era 1.5 feet of orange
GREEN: Cenozoic era .5 feet of green
RED: Neozoic period .5 inch red
Box of Objects
A folder for each era containing pictures, definition cards and name slips
The folder and its contents are colour coded to correspond with the timeline colours
Objectives:
To give the child a greater knowledge and understanding of the story of the Earth
Control of Error:
Each era has its own basket of objects and pictures are mounted on coloured card to match the
colour of the particular era
Language:
Names of the eras and appropriate language to work with the materials
Presentation:
• A Group floor presentation.
• The teacher unrolls the time line revealing the black section. She explains to the
children that millions and millions of years ago nothing existed. Then one day a huge
explosion occurred. The children can join in and help tell the story about how the stars
and planets were formed, one being our planet earth. Earth was not like what it is
today, it was very hot and nothing lived on it. The volcanoes erupted and lava covered
the earth. Steam rose above the earth and fell as rain. Very slowly the earth began to
cool and clouds formed. Rain fell for thousands of years and gradually cooled down the
hot rocks and some water filled the holes and rocks. There was nothing living at this
time, no mountains, animals, people, plants and this we call the Azoic Era. The teacher
can place some volcanic rock on the black section
• The teacher then moves onto the grey section of the time line. At this time, the sun
came out and warmed the earth and the seas became full of tiny living animals and
plants, so small that they could not be seen with our eyes. Towards the end of this time,
jellyfish appeared at the end of the grey section and explains that we call this the
Proterozic Era.
• Now the teacher comes to the yellow section: The teacher can place a sponge on the
time line and explains that small animals lived in these under the water. She can then
place corral, fossils, seaweed, seashells, sea urchins and starfish on the time line as all
these belong to this era. The first animals with backbones appeared in the sea. Plants
grew and grew all over the land. Then the earth became very dry and a lot of rivers and
lakes dried up Some of the fish with strong fins like legs and arms crawled onto the land
and after millions of years they grew legs and lungs and became known as the first
Amphibians. These lived on the land but still laid their eggs in the water. This time when
plants began to grow on land and creatures came out of the sea to live on land is called
the Palaeozoic Era.
• Now the teacher comes to the orange section: The teacher explains that slowly some
Amphibians moved away from the water and laid their eggs on land. They became
known as reptiles and some grew very big and the greatest reptile of all were the
dinosaurs. Some reptiles lived in the sea, others grew wings and flew from tree to tree.
Some of the gliding reptiles grew feathers and became the first birds. The first birds had
teeth like the reptiles and they were the first warm blooded animals. About this time
mammals appeared. This time when dinosaurs roamed the earth and the first birds and
mammals appeared is known as the ‘Age of Reptiles’, the Mesozoic Era. The teacher can
lay out dinosaurs on the time line as she tells the story.
• Now the teacher moves onto the green section: She explains that the first mammals
were no larger than mice and rats. Later the animals grew bigger and bigger. The
woolly Rhinoceros and the Sabre-Toothed Tiger were some of the huge animals which
lived during this time. She can place pictures of these on the time line. She tells the
children that over thousands of years many of the mammals died out and mammals like
we have today evolved. The time when mammals appeared on earth and dinosaurs
died out is called the Cenozoic Era.
• The teacher then moves onto the red section. The teacher explains that it was around
this time that man appeared. Man was different to all the creatures, he could walk
erect, think and reason. The first men had animal like faces and their bodies were
covered with hair. Gradually man developed until we have the man of today. The time
when man first appeared on earth was known as the Neozoic Era.

PRESENTATION 1: The teacher tells the story as she unrolls the time line.
PRESENTATION 2: The teacher tells the story as she unrolls the time line and lays out the
objects.
PRESENTATION 3: As above but this time she lays out the pictures.
PRESENTATION 4: Includes the labels.
PRESENTATION 5: Includes the definition cards.
Age:
4 years onwards
Note:
It is up to each individual teacher to tell the story with a sense of awe and wonderment. Try to
be creative and encourage the children into expressing what they think it may have been like.
Perhaps they could draw their impression of each era making their own Era Time Line Book.
Notes on the Different Eras
Azoic Era
When unrolling the black part of the time line, the teacher explains that this is the Azoic Era
which means ‘without life’. The children are helped to imagine the world as it was before the
coming of life - black, barren landmasses, no signs of life at all, no green grass or blue sky.
Proterozoic Era
Algae which are one celled plants evolved at this time. Protozoa were the first animals and
looked like blobs of jelly. They were microscopic. The Amoeba was one of these and it
reproduced itself by dividing into two. Also jellyfish and worms evolved in this era.
Paleozoic Era
Only when we come to this era do we find abundant evidence of life. The first half of this era is
known as the ‘Age of the Invertebrates’. The teacher will get each child to feel his backbone and
explains that people are vertebrates as they have a backbone, also some animals are
vertebrates, for example, starfish, trilobites and sponges are invertebrates as they do not have a
backbone. The number of these creatures increased and it became necessary for them to have
some defence if they were to continue to exist. The early fish were very important because they
were the first creatures to evolve backbones. During this time there were long periods of
drought when the level of the water fell. The fish found less oxygen in the water and some fish
evolved two little air sacs called lungs. They were able to survive by taking oxygen directly from
the air. The first animals to survive on land were called amphibians.
Mesozoic Era
This era is known as the ‘Age of Reptiles’ because during this time reptiles became numerous
and varied. All the reptiles had tiny brains and so they were not very clever. They were cold
blooded creatures and they were able to flourish in the warm climate of the Mesozoic Era.
Some of the reptiles grew to an enormous size for example, the dinosaurs. Plant life and
vegetation began to take on a familiar look. The magnolis tree evolved at this time. During this
era the first animals to take to the air and fly evolved. The bird was about the size of a crow
Cenozoic Era
Mammals that had been evolving during the Mesozoic Era now came into their own. Mammals
had several advantages over the reptiles:-
They were warm blooded animals.
They had furry coats to keep them warm.
The young were born alive whereas the eggs of the reptiles were in danger of being broken or
eaten by other animals.
They showed love and care for their young, feeding them on their own milk and teaching them
how to survive etc,
Their brains were bigger and so they were more intelligent
The most primitive were the marsupials and the most advanced were the primates.
Neozoic Era
This was a very special time because man appeared. Man walked erect and was different from
all other creatures that had come before.
9 Science
9.1 Simple Experiments
Simple experiments to help the child understand scientific concepts.
• Liquids
• Gas
• Solids
Science Experiment 1:
The idea of this experiment is to show the children that plants/flowers need water to survive
3 flowers
3 vases
Ink and water
Direct Aims:
To demonstrate that plants/flower need water.
To show that it must be water that other liquids cannot be used as a substitute.
Control of Error:
Language:
Flower, vase, water, ink, wither, survive, liquids.
Presentation:
• A group presentation
• The teacher places each flower into a vase.
• She puts nothing in the first vase; ink in the next one and water in the next one
• She discusses with the children what she has just done.
• She places all three vases side by side on a windowsill so they all get the same amount
of light.
• The teacher & the children check the three vases each day to see what is happening.
• After a few days they should see the flower without water beginning to wither, the
flower in ink turning blue and the flower in water still fresh.
Age:
3 years onwards.

What made the balloon expand?
This experiment demonstrates the scientific principal that air expands when heated.
Bowl
Hot water in a jug
Narrow - mouthed bottle
Balloon
Presentation:
• She stretches a balloon over the mouth of the bottle
• She pours hot water into the bowl.
• She places the bottle in the bowl.
Result:
The balloon blows up.
Explanation:
Air expands when heated.
On expansion the air cannot fit in the same bottle space
As more air flows into the balloon it blows up.
Age:
3 years onwards
Note: Use a previously blown up balloon.
Balloons come together!

Two balloons
String
Scissors
Presentation:
• The teacher introduces the work cycle.
• The teacher blows air into the balloons.
• She ties them with separate strings.
• She hangs them a few inches apart and blows in between them.
Results:
The balloons come together.
Explanation:
When she blows in between the balloons, she removes some of the air and reduces the
air pressure at that place. The air around the balloons has a greater air pressure and
pushes the balloons together.
Age:
3 years onwards

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ECCE Level 6 Early Childhood Arts and Culture 1

Programme Module Title *Early Childhood Arts and Culture

Programme Code 6N1936

Programme Module Status Mandatory

Portobello Institute 2020

EARLY CHILDHOOD ARTS AND CULTURE CONTENT

UNIT ONE – INTRODUCTION TO ARTS AND CULTURE

1 The Programme Objectives

UNIT TWO – CULTURE

5 General Topics in the Classroom

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EARLY CHILDHOOD ARTS AND CULTURE

INTRODUCTION TO ARTS AND CULTURE

Portobello Institute 2020

1 The Programme Objectives

On completion of this component learners will be able to:

Develop a comprehensive knowledge of the specialist know required to deliver a Montessori

Develop a Comprehensive understanding of the Montessori curriculum and concepts and

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1.2 Measurements for making Cultural Materials

Pictures of Animal & Plants Pictures to be mounted on A4 White Card

Notes for teacher to be written on the back of

General classification of Animal & Plants Pictures to be mounted on A6 White Cards

Name Slips - White Card - 1¼” depth by width

Specific classification of Animal & Plants Pictures to be mounted on A6

Botany to be mounted on Green Card

Zoology to be mounted on Red Card

Name Slips 1 ¼” x width of A6 - ¼” Black

Parts of Animal & Plants Botany to be mounted on Green Card

Zoology to be mounted on Red Card

Name Slips - 1¼” depth by width of A5 card - ¼”

Living & Non Living Heading Cards - 1¼” depth by A5 width - ¼”

Life Cycles White A5 Cards

Name Slips - White Card - 1¼” depth by width

Folders of the Continents Folders - Colour of the Continent

Pictures to be mounted on A4 card in the colour

Colour Coded Folders

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Land & Water Matching Cards A5

Name Slips - 2” depth by width of A5 card - ¼”

3 Elements Pictures mounted on A5 Card

Blue Card for Water Pictures

Brown Card for Land Pictures

White Card for Air Pictures

White Heading Cards - 2” depth by width of A5 -

Map of the Oceans & Continents of the World White folder

A3 Maps x 2 (1 named & 1 unnamed) mounted

Name Slips - White Card - 1” depth by 4” width -

The child’s own Continent Folder - Appropriate Colour of the Continent

A3 Maps x 2 (1 named & 1 unnamed) mounted

Name Slips - White Card - 1” depth by 4” width -

Time line of a Child’s Day Frieze A5 White Card

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Matching Cards A5 White Card

Name Slips - White Card - 1¼” depth by width

Folders - appropriate colours of eras.

Pictures A4 mounted on appropriate

Name Slips - Appropriate Colour of Era - 2¼”

2 Arts and Culture, Siolta and Aistear

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➢ Standard 16: Community Involvement

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Promoting community involvement requires the establishment of networks and connections

• The Cosmic Method