Q:No1 Write a biographical note on Dr.

Maria
Montessori in your own words?
Ans:

Maria Montessori was born on the 31st August 1870 in the town of
Made By
Chiaravalle, Italy. Her father, Alessandro, was an accountant in the civil
service, and her mother, Renilde Stoppani, was well educated and had
a passion for reading.
The Montessori family moved:toFariha
Rome in 1875 and the following year
Maria was enrolled in the local state school. Breaking conventional
Butt
barriers from the beginning of her education, Maria initially had
aspirations to become an engineer. 
When Maria graduated secondary school, she became determined to
enter medical school and become a doctor. Despite her parents’
encouragement to enter teaching, Maria wanted to study the male
dominated field of medicine. After initially being refused, with the
endorsement of Pope Leo XIII, Maria was eventually given entry to the
University of Rome in 1890, becoming one of the first women in
medical school in Italy. Despite facing many obstacles due to her
gender, Maria qualified as a doctor in July 1896. Soon after her medical
career began, Maria became involved in the Women’s Rights
movement. She became known for her high levels of competency in
treating patients, but also for the respect she showed to patients from
all social classes. In 1897, Maria joined a research programme at the
psychiatric clinic of the University of Rome, as a volunteer. This work
initiated a deep interest in the needs of children with learning
disabilities. In particular, the work of two early 19th century
Frenchmen, Jean-Marc Itard, who had made his name working with the
‘wild boy of Aveyron’, and Edouard Séguin, his student. Maria was
appointed as co-director of a new institution called the Orthophrenic
School.  In 1898 Maria gave birth to Mario, following her relationship
with Giusseppe Montesano, her codirector at the school.
At the age of twenty-eight Maria began advocating her controversial
theory that the lack of support for mentally and developmentally
disabled children was the cause of their delinquency. The notion of
social reform became a strong theme throughout Maria's life, whether
it was for gender roles, or advocacy for children. In 1901 Maria began
her own studies of educational philosophy and anthropology, lecturing
and teaching students. From 1904-1908 she was a lecturer at the
Pedagogic School of the University of Rome.  This period saw a rapid
development of Rome, but the speculative nature of the market led to
bankruptcies and ghetto districts.  One such area was San Lorenzo,
where its children were left to run amok at home as their parents
worked. In an attempt to provide the children with activities during the
day to fend of the destruction of property, Maria was offered the
opportunity to introduce her materials and practice to 'normal'
children.  There, in 1907, she opened the first Casa dei Bambini
(Children's House) bringing some of the educational materials she had
developed at the Orthophrenic School.  
Maria put many different activities and other materials into the
children’s environment but kept only those that engaged them. What
she came to realise was that children who were placed in an
environment where activities were designed to support their natural
development had the power to educate themselves. By
1909 Maria gave her first training course in her new approach to
around 100 students. Her notes from this period provided the material
for her first book published that same year in Italy, appearing in
translation in the United States in 1912 as The Montessori Method, and
later translated into 20 languages. A period of great expansion in the
Montessori approach now followed. Montessori societies, training
programmes and schools sprang to life all over the world, and a period
of travel with public speaking and lecturing occupied Maria, much of it
in America, but also in the UK and throughout Europe. 
Maria lived in Spain from 1917, and was joined by Mario and his wife
Helen Christy, where they raised their 4 children Mario Jr, Rolando,
Marilena and Renilde. In 1929, mother and son established the
Association Montessori Internationally (AMI) to perpetuate her work.
The rise of fascism in Europe substantially impacted the progress of the
Montessori movement. By 1933 the Nazis had closed of all the
Montessori schools in Germany, with Mussolini doing the same in Italy.
Fleeing the Spanish civil war in 1936, Maria and Mario travelled to
England, then to the Netherlands where they stayed with the family of
Ada Pierson, who would later become Mario's second wife.  A three
month lecture tour of India in 1939 turned to a seven year stay when
the outbreak of war had Mario interned and Maria put under house
arrest, detained as Italian citizens by the British government. In
India, Maria began the development of her approach to support the 6-
12 child through 'Cosmic Education'.  Her 70th birthday request to free
Mario was granted and together they trained over a thousand Indian
teachers.
In 1946 they returned to the Netherlands and the following
year she addressed UNESCO on the theme ‘Education and
Peace’. Maria was nominationed for the Nobel Peace Prize in three
consecutive years: 1949, 1950 and 1951. Her last public engagement
was the 9th International Montessori Congress in London in 1951.
Maria Montessori passed away at age 81 on 6th May1952 in the
Netherlands, bequeathing the legacy of her work to her son Mario.

QNo:2 Write a note on the first Casa dei Bambini. Also

explain how did Montessori method develop there?
Ans: The first Montessori environment was opened on the 6 January
1907 in San Lorenzo, Rome, Italy, by Dr Maria Montessori. Through Dr
Montessori's observations and work with these children she discovered
their astonishing, almost effortless ability to learn. Children taught
themselves! This simple but profound truth formed the cornerstone of
her life-long pursuit of educational reform.
The following is a summary of a talk by Dr. Maria Montessori to her
students on the 6th January 1942, celebrating the anniversary of the
inauguration day of the first House of Children:
Today is the anniversary of the opening of the first House of Children.
When I tell you briefly how it started, the few words of its history will
seem like a fairy-tale, but their message may also prove useful.
Many times people ask with doubt in their minds whether the method
is suitable for poor children and whether it is at all adaptable to them.
In order that you may be able to answer such questions, I should like
you to have a small idea of how our work started, of the indirect way in
which it has arisen.
It came about in a strange way, I have pondered much about it and
tried to understand the reason for it. I don't know if it is an indication of
destiny, or if it was established by fate itself. All that I know is that it
has something to do with the House itself. It may seem curious that I
express it in this way but I do so to render the ensuing story clear.
Many years ago, Rome was a capital of a state in very rapid
development, which manifested itself in a mania for building. Every
small available space was utilised to build houses, every little open
square. One of the many was delimited on one side by the old Roman
walls which had witnessed many battles and on the other by the
modern cemetery. This area was the last place to be filled, no doubt
because of the superstition that it was not lucky to live near the dead,
for fear of ghosts and also for hygienic reasons.
But probably because of the beautiful and historical situation, one
building society decided to stake its money into building there. It was a
tremendous scheme, five houses on the scale of palaces, 5 or 6 stories
high. But the idea had been too vast so that the society went bankrupt
before the building were completed and the scheme failed. The work
was interrupted and left to stand. There were only the walls with open
holes for doors and windows, there was no plumbing and the erections
stood as a sort of skeleton.
For many years this enormous skeleton remained abandoned and
neglected. It became a shelter for homeless beggars, a hiding place for
evildoers who wished to avoid recognition and who if discovered, could
easily escape in this labyrinth. Criminals of all sorts, thieves and
murderers, took refuge in them. People lived there in the same
conditions as the cavemen of old did in their caves.
All those who were homeless, and those who wished to hide, found
shelter within those walls. Even the police did not go near them, or
dared to, as they did not know their way within these grim walls of
crime and horror.
Slowly, the number grew, until thousands of people crowded in these
abandoned buildings. People were found dead, murdered or
succumbed to diseases; the place became a breeding place of infection
for the whole land; a centre of crime and of the lowest prostitution.
The "Quartiere di San Lorenzo" became known as the shame of Italy.
People were too afraid to do anything about it; no one knew what
happened within those dark walls. There were no small shops for
provisions anywhere near, no itinerant vendor would go there to sell.
Even the lowest labourer, or the poorest fisherman would seem as
princes in comparison, for however poor, they would have at least
some honest livelihood whereas those who lived inside that gloom had
no work, no means to pay, their only livelihood was derived from crime.
The problem of clearing this pit of inhumanity demanded a solution.
Another building society of very wealthy bankers, considered the
problem and decided that as the walls already stood, only a small
expenditure would be necessary to make fruitful whatever capital was
invested. The district, due to its ill--repute, would of course never
become a fashionable quarter, therefore only small renovations were
necessary to render it habitable for these people already so
unfortunate. Regarding it thus as a business venture, they started with
one building which they discovered would house a thousand people.
They used some whitewash, put in some doors and windows, and laid
in a few water pipes and drains.
It was estimated that in this area lived at least 10,000 people, therefore
how could they discriminate which among them would be the best?
They chose the married ones who by reason of their relation with one
another would be the most human. As it happened there were only
very few children. It seems perhaps logical that under such conditions
although there were thousands of men and women there should be
only fifty children.
But these children, wild and uncivilised as they were, presented a
serious problem of damage to the houses. Left alone while the parents
went to work, they were free to carry out any wild fancy. So the
director of the concern decided that the only obvious thing to keep
them out of mischief was to collect all the children and confine them.
One room was set aside for this purpose, resembling in every way a
children's prison. It was hoped that a person would be found with
enough social courage to tackle the problem.
I in my capacity of medical officer of hygiene was approached to take
an interest in the work. Having considered the situation I demanded
that at least the commonest aids in hygiene, food and sanitation be
made available.
At the time it had become fashionable among society ladies to interest
themselves in social uplift. They were approached to do something to
collect funds, because we were confronted with the strange problem
that while the bankers had agreed to invest money to improve the
housing situation, they were not at all interested in education. One
could not expect any returns from money, put into anything with an
educational purpose.
Although society had embraced the ideal of improving the condition of
these unfortunate people, the children had been forgotten. There were
no toys, no school, no teacher. There was nothing for them. I was able
to find one woman of 40 years, whose help I asked and who I put in
charge.
On the 6th of January 1907 this room was inaugurated to collect the 50
children. The room had already been in use for little time but it was
inaugurated on that day. Throughout Italy the 6th of January is looked
upon as "the" day of feast for the children. It was on this day that the
three Kings arrived before the Child Christ and offered him their gifts. It
is celebrated as the Feast of Epiphany.
It was striking at the time this interest of society imbued with the idea
that their giving hygienic houses to the homeless would be the means
of purifying the evil core in their midst, consisting of a group of ten-
thousand criminals and pitiful humanity. I also was imbued with this
sentiment.
But while everyone had had the idea that by giving houses and
sanitation, the people would be purified, no one had taken in
consideration the children; no one had thought to bring toys or food for
them. When the children, ranging between the ages of 2 to 6 entered,
they were dressed all alike in some thick, heavy, blue drill. They were
frightened and being hindered by the stiff material, could move neither
arms nor legs freely. Apart of their own community they had never seen
any people. To get them to move together, they were made to hold
hands. The first unwilling child was pulled, thus dragging along the
whole line of the rest. All of them were crying miserably. The sympathy
of the society ladies was aroused and they expressed the hope that in a
few months they would improve. I had been asked to make a speech for
the occasion. Earlier that day, remembering that it was the feast of the
Epiphany, I had read the lesson in my mass book. When I made my
speech I read it as an omen for the work to follow.
"Arise, be enlightened, O Jerusalem; for thy light is come, and the glory
of the Lord is risen upon thee, For behold darkness shall cover the
earth, and a mist the people; but the Lord shall arise upon thee, and His
glory shall be seen upon thee. And the Gentiles shall walk in thy light,
and kings in the brightness of thy rising. Lift up thy eyes round about,
and see; all these are gathered together, they are come to thee: thy
sons shall come from afar, and thy daughters shall rise up at thy side.
Then shalt thou see, and abound and thy heart shall wonder and be
enlarged, when the multitude of the sea shall be converted to thee, the
strength of the Gentiles shall come to thee. The multitude of camels
shall cover thee, the dromedaries of Madian and Epha; all they from
Saba shall come, bringing gold and frankincense, and showing forth
praise to the Lord."
I don't know what came over me but I had a vision and
inspired by it, I was enflamed and said that this work we were
undertaking would prove to be very important and that some day
people would come from all parts to see it.
In reporting this new whim of society, the press also mentioned that Dr.
Montessori had made a beautiful speech, but what an exaggeration in
what she had said!
It was from then that the real work began.
Remember that all these children were completely illiterate. Their
parents were also illiterate and they were born and grown in the
environment, I have described.
What happened more than thirty years ago now will always remain a
mystery to me. I have tried since then to understand what took place in
those children. Certainly there was nothing of what is to be found now
in any House of Children. There were only rough large tables. I brought
them some of the materials which had been used for our work in
experimental psychology, the items which we use today as sensorial
material and materials for the exercises of practical life. I merely
wanted to study the children's reactions. I asked the woman in charge
not to interfere with them in any way as otherwise I would not be able
to observe them, Some one brought them paper and colored pencils
but in itself this was not the explanation of the further events. There
was no one who loved them, I myself only visited them once a week
and during the day the children had no communication with their
parents.
The children were quiet, they had no interference either from the
teacher or from the parents, but their environment contrasted vividly
from that which they had been used to; compared to that of their
previous life; it seemed fantastically beautiful. The walls were white,
there was a green plot of grass outside, though no one had yet thought
to plant flowers in it, but most beautiful of all was the fact that they
had interesting occupations in which no one, no one at all, interfered.
They were left alone and little by little the children began to work with
concentration and the transformation they underwent, was noticeable.
From timid and wild as they were before, the children became sociable
and communicative. They showed a different relationship with each
other, of which I have written in my books. Their personalities grew
and, strange though it may seem, they showed extraordinary
understanding, activity, vivacity and confidence. They were happy and
joyous. This fact was noticed after a while by the mothers who came to
tell us about it. As the children had had no one to teach them or
interfere with their actions, they acted spontaneously, their manners
were natural.
But the most outstanding thing about these strange children of the St.
Lawrence Quarter was their obvious gratitude. I was as much surprised
by this as everyone else. When I entered the room all the children
sprang to greet me and cried their welcome. Nobody had taught them
any manner of good behaviour. And the strangest thing of all was that
although nobody had cared for them physically, they flourished in
health as if they had been secretly fed on some nourishing food, And so
they had, but in their spirit. These children began to notice things in
their homes, a spot of dirt on their mother's dress, untidiness in the
room. They told their mothers not to hang the washing in the windows
but to put flowers there instead. Their influence spread into the homes,
so that after a while also these became transformed.
Six months after the inauguration of the House of Children, some of the
mothers came to me and pleaded that as I had already done so much
for their children, and they themselves could do nothing about it
because they were illiterate, would I not teach their children to read
and write? At first I did not want to, being as prejudiced as every one
else that the Children were far too young for it. But I gave them the
alphabet in the way I have told you. As then it was something new for
me also, I analysed the words for them and showed that each sound of
the words had a symbol by which it could be materialised. It was then
that the explosion into writing occurred.
The news spread and the whole world became interested in this
phenomenal activity of writing of these children who were so young
and whom nobody had taught. The people realised that they were
confronted by a phenomenon that could not be explained for besides
writing, these children worked all the time without being forced by any
one to do so. This was a great revelation but it was not the only
contribution of the children. It was also they, who created the lesson of
silence. They seemed to be a new type of children. Their fame spread
and in consequence all kinds of people visited the House of Children,
including State ministers and their wives, with whom the children
behaved graciously and beautifully, without anyone urging then, that
even the newspapers in Italy and abroad became excited. So the news
spread, until finally also the Queen became interested. She came to
that quarter so ill famed that it was considered hell's doors, to see for
herself the children about whom she had heard wonders.
What was the wonder due to? No one could state it clearly. But it
conquered me for ever, because it penetrated my heart as a new light.
One day I looked at them with eyes which saw them differently and I
asked myself: "Who are you, are you the same children you were
before?" And I said within myself: "Perhaps you are those children of
whom it was said that they would come to save humanity. If so, I shall
follow you." Since then, I am she who tries to grasp their message and
to follow them.
And in order to follow them, I changed my whole life. I was nearly 40. I
had in front of me a doctors' career and a professorship at the
University. But I left all, because I felt compelled to follow them, and to
find others who could follow them, for I saw that in them lay the secret
of the soul.
You must realise that what happened was something so great and so
stirring that its importance could never be sufficiently recognized. That
it will never be sufficiently studied, is certain, for it is the secret of life
itself. We cannot fully know its causes. It is not possible that it came
because of my method, for at the time my method did not yet exist.
This is the clearest proof that it was a revelation that emanated from
the children themselves.
My educational method has grown from these as well as from many
other revelations, given by the children, You know from what I have
told you, that all the details included in the method, have come from
the efforts to follow the child. The new path has been shown us. No
one knows exactly how it arose, it just came into being and showed us
the new way.
It has nothing to do with any educational method of the past, nor with
any educational method of the future. It stands alone as the
contribution of the child himself. Perhaps it is the first of its kind, which
has been built by him step by step.
It cannot have come from an adult person; the thought, the very
principle that the adult should stand aside to make room for the child,
could never have come from the adult.

Q No:3 Elaborate the discoveries made by Dr. Maria

Montessori by observing the child?
Ans: Maria Montessori made a lot of discoveries by observing the
children. She is a founder of Montessori education. She conducted a lot
of experiments and observed children by spending a lot of time with
them. She discovered several aspects of children. She has specified
some of the discoveries she had made during her work.
According to Maria Montessori children work until they reach to their
goal. They are very enthusiastic about the work which makes them
select and concentrate on different activities which lead them to make
them perfect in their inner development.
The teacher or an adult should follow the child rather them to motivate
him to do work.  When a child works in different areas of human
activity at specific time that lead them to develop the awareness and
usage of doing. The teacher should not ignore their inner urge of doing
activities.
When a child does activities again and again or when there is a
spontaneous repetition of an activity is done with great interest the
result is concentration .The child concentrates more when they found
right conditions. And condition is just a beginning not an end.
Maria discovered that children really need an order in their life. She
found out when she saw her children putting their things back to their
places; same in the case of values, functions and other human
activities. The child wants to learn by practice that is the truth, the need
to see it being practiced. Montessori students in this age, built up their
personalities, they needed consistency in all aspects of environment.
Normality refers to human power working in unison or in collaboration.
Dr. Maria says that during the early childhood it is possible to rectify
any developmental error and bring the child back to normality. The
child should work individually and with freedom. All activities are very
important to bring child back to normality.
A child needs those activities which help him to develop sensorial
concepts, language, arithmetic art, and culture. These are very
important for building of child’s personality. Montessori found that
these activities can bring intelligence in the children as they love to
perform these activities.
A child could assimilate that the knowledge which people think that this
kind of knowledge is too complex for the children but according to
Maria Montessori if that knowledge present in rightful manner or
condition, that would be easy for them to digest.
Montessori figure out that discipline should not be imposed on
children. If a child is satisfied, he would start respect others. He may
learn discipline unintentionally. Real discipline comes along with
freedom.
If a child is satisfied he or she starts respect elders because real
obedience is based on love, respect and faith.
She was confident that the child’s behavior rely on the environment. If
a child couldn't get the environment for development, when his or her
inner needs do not fulfill, he becomes stubborn, disobedient and
destructive. So we should provide him or her suitable environment and
condition for development and Montessori is the right place for that.
She discovered that children love to do their household work.They
believe in a statement that “Help me Do it myself” but parents don’t
pay any heed towards this. So, she says we should trust the child.
Maria had a view that we should provide a very good environment to
the student in order to attain good result. For this purpose, she used
child size table and chair rather than heavy desk. She discovered the
child wants everything according to its size. Tables were so small and
light in weight so two children could easily move it.
Another very important point which she had discovered is traffic
pattern. She figure out that a room where children had to stay, it
should not be congested and overloaded.  The children love to sit on
the floor so that’s why she put a lot of rugs and mats for children where
they sit and do activities.
Maria observed that the building and outside environment should be
according to the size of a child. For instance toilet, low sink, windows,
shelves, garden tools etc. designed in child sized.

Q N:4 Explain Sensitive period and write short notes of the

following? (Sensitive period for language/ Sensitive period for
Mathematics/ Sensitive period for Movements.

Ans: Sensitive periods are periods of psychological development in

the child. This period is a time of limited duration. During the sensitive
periods, the child has very powerful capacities. The child is able to do
great things and make very important acquisitions, like language and
movement. But after some time, these powers disappear. “Children
pass through definite periods in which they reveal psychic aptitudes
and possibilities which afterward disappear. That is why, at particular
epochs of their life, they reveal an intense and extraordinary interest in
certain objects and exercises, which one might look for in vain at later
age” 
During the sensitive period for language, children can learn any
language. Every basic essential human characteristic is established by
means of a sensitive period, which is an inner urge that drives the child
to make these acquisitions. One of the most important discoveries
made by Maria Montessori was that of the sensitive periods. She based
the majority of her method on these sensitive periods.
At birth there are three unconscious, omni directed powers that work
globally: Horme, Mneme, and Absorbent Mind. As children develop,
they seem to be directed more towards particular aspects of their
environment. Children are usually focused on order, sensorial
perception, language, and movement.
Sensitive periods give a direction to the unconscious powers. When we
call these periods sensitive, we are referring to two things. The first is a
condition of being open, or receptive towards certain aspects of the
environment. The second is reaching out towards certain aspects of the
environment. Now that we know of their existence, it has become a lot
easier recognizing sensitive periods . The child builds up basic,
universal human characteristics. There is a sensitive period for spoken
language, but not for written language, as it is not a basic human
characteristic. Sensitive periods manifest in two ways – either positive
or negative.  Some examples of positive manifestations are language
and concentration. Negative manifestations occur when a sensitive
period has not been allowed to take its course because the
environment fails to correspond to the needs of the sensitivity.
Order is one of the most important sensitive periods. When a child is
between the ages of two and three, he needs order in his environment,
otherwise, he will throw tantrums. The following sensitive period is
language, in which the child is fascinated by the human voice.
Movement is another great acquisition of a child. At birth, the child
cannot even hold his head up on his own, but the coordination of
movement begins to build gradually over time.  Dr. Montessori realized
that the child refines his senses through specific activities. Sensorial
activities help the child to develop his senses and lay the foundation for
his intelligence  .
 Sensitive periods are found only in the developing
being, whether it is a human or an animal. They are most obvious
during the first plane of development, which is normally from birth to
six years old. In the second plane of development, they are often
referred to as psychological characteristics such as reasoning,
imagination, morality, and hero-worship. Our role as adults is to learn
about sensitive periods, the laws of development, a child’s needs, and
what we can do to satisfy these needs. When a learning environment is
not properly prepared for sensitive periods, the adult is an obstacle
who causes frustration and naughtiness for a child. The child goes
through an internal struggle, torn between satisfying needs for
development and doing what the adult tells her to do .
We must prepare and provide the proper environment
according to the needs of each stage of development.  Our
responsibility is to help the child take advantage of these periods and
make the most of them while they last.
 Sensitive Period For Language: The sensitive period for
language is from 7 months in utero up to 5.5 to 6 years of age.
There are several aspects of language from spoken language, to
written language and reading. This is an integral part of a
child’s life to be able to use words to use words or language in
order to communicate. It is the progression from babbling to
single words to phrases to two or three word sentences, with a
continuously expanding vocabulary and comprehension. A
second language is also learnt very easily at this time.

The sensitive period for learning to speak is from is from 7 months to

2.5-3 years of age. The prenatal influence on language development is
important. By age three the child is ideally speaking 2-3 word
sentences.
The environment we prepare for this child is speaking to them in clear
language, reading to them and allowing them to speak their needs and
not anticipating their needs too much that there is no need for the child
to try to communicate verbally. This can be a common occurrence that
adults are often not aware as we try to be helpful at all times to the
needs of children.

The sensitive period for learning how to write is from 3.5 to 4.5 years of
age. This occurs with the preparatory work of the child using the
alphabet.

For reading, a child is learning intensely from 4.5 to 5.5. From the basis
of writing they can learn to read. It is important then that a child is read
to at least once a day if possible for about 20 minutes not necessarily
continuously especially for younger children but accumulated.

 Sensitive Period For Mathematics: The human mind is by nature

mathematical. From birth we learn the meaning of phrases such
as “how old are you?” and “we’re leaving in one hour.” The
capabilities of the mathematics mind are present in the mind of
the child. An infant is able to understand the difference between
one and many. A toddler is able to sensorially distinguish between
small and large quantities. A preschooler is able to identify the
symbols for numbers and begin to physically quantify ‘how many’
that symbol means. Numbers themselves cannot be easily
defined, but come to be understood from experiences with
concrete objects that eventually become abstract ideas.

Doctor Maria Montessori believed that children come to absorb

mathematical concepts naturally. She recognised that there were
specific sensitive periods in a child’s development whereby the
acquisition of mathematical concepts were eagerly explored through
repetition of activities with concrete, scientifically developed, didactic
materials. Doctor Maria Montessori designed concrete mathematical
materials to represent all levels of quantities and mathematical
concepts after she observed that children who are interested in
counting, like to move items as they enumerate them. In the
Montessori learning environment, the children not only sees and learns
the symbol for a number, they hold the quantity in their hand. For most
children, the sensitive development period for learning mathematical
concepts is between the age of four and six years.

Through the Montessori Curriculum areas of Practical Life, Sensorial

and Mathematics, children experience the concepts of order,
measurement, calculations, numeric symbol recognition, counting, and
exactness. There are six key skill areas within the Montessori
Mathematics Curriculum, including: numeration (numbers 1 – 10), the
decimal system, the tradition names, the arithmetic tablets, and the
passage to abstraction and fraction. In order to help each child achieve
their full mathematical potential, it is the role of the Montessori
teacher to set up and organise the materials in a way that is progressive
and sequential. Young Montessori students learn about precision and
exactness by measuring how many water drop it takes to fill a vessel
(i.e. ice cube tray). These Practical Life activities not only help children
to gain independence, but also provide indirect foundations for higher
level maths skills.

As children develop in the Montessori learning environment, they

become ready to encounter more concrete mathematics materials that
explore abstract thought, beginning with quantity. Quantity is first
presented to the child in the form of variables to avoid confusion. The
Montessori teacher will use a material, such as the Number Rods, in
order to introduce quantities from one to ten. The red and blue
partitions of the Number Rods make the quantity countable. The
number rods are then given a name and a number. As the child works
with the rods, they begin to realise that the first rod is the unit of
measurement, with which the other rods can be measured. In this way,
Montessori students learn about the mathematics through their hands.

 Sensitive Period For Movements: The sensitive period for

movement can be divided into two phases. From birth to 2.5 years,
children are sensitive to gross and fine motor development. This
begins when the infant child learns to crawl, pull up, and eventually
walk without assistance. Over time, children also develop fine
motor skills through repeating activities that strengthen their hand
muscles and improve hand-eye coordination.
From 2.5 to 4.5 years of age, children enter the sensitive period for
refinement and coordination of movement. This is when the child begins
to hold items using both hands, develop the pincer grip, and control and
coordinate movement.
To support the development of fine and gross motor skills, it is important
to provide your child with regular visits to the park or an outdoor
environment. At home, you can encourage sensitive periods for
movement by providing your child with opportunities to practice tasks,
such as drawing or writing, washing hands, threading, and jumping.

Q No:5 Write short notes on the following core concepts of

Montessori education?

Ans: (A) Mixed Age Group: In Montessori schools, multi-age

groupings enable younger children to learn from older children and
experience new challenges through observation. Older children
reinforce their own learning by teaching concepts they have already
mastered, while developing leadership skills and serving as role
models. Because each student’s work is individual, children progress
at their own pace; there is cooperation rather than competition
between the ages. This arrangement mirrors the real world, in which
individuals work and socialize with people of all ages and dispositions.
In a Montessori classroom, students work together in mixed-age
groupings specific to the developmental stages for which Montessori
education is based. 
 (B) Spiritual Embryo: Montessori developed the concept of
the spiritual embryo at the turn of the century. She suggested
that man develops through two successive embryonic stages – the
first (physical embryo) in the prenatal period from conception to
birth and the second during the period from birth to around three
years. She called this second stage ‘the spiritual embryo’ and
regarded it as the most significant phase in the life of the child.
Montessori believed that observations and understanding of this
phase were of key importance to education and could lead the
way to a more profound understanding of mankind – for in the
small child is seen an all-encompassing attraction to the
environment and the people in it (she referred to this natural
attraction as love) and, above all, a tendency to want to belong to
the group. The child develops in the security and protection of the
family. It is through the family that he adapts to his culture to
become as Montessori said, “…not just a man, but a man of his
race.” This means that it is through the family that all the
customs, behaviour, morality and religion of his cultural group are
transmitted to the child. Unfortunately, this task, which is the task
of the parents, is becoming increasingly difficult for parents now
seem to be less secure in their own beliefs and ideas. What was
right when they were growing up seems to be less relevant in
today’s circumstances. Confused by the media message of
materialism and competition, parents increasingly are finding it
difficult to set standards of behaviour and morality that were in
their day and age more clearly spelt out and more generally
accepted. Coupled with this is a pervasive liberal sentiment in the
community which says that a parent’s views (moral, ethical and
religious) should not be imposed on an immature child, but
suggests that the child should be free to make a rational decision
as to what beliefs, if any, he will adopt when he feels ready. This
careless approach to the question of beliefs permeates other
areas of responsibility with regard to cultural transmission. As our
culture becomes increasingly materialistic, old virtues take on
new meanings. Honesty is the best policy because it pays. Love
your neighbours because they might reciprocate. And, more
destructive than these, “If it feels good, do it.” How foolish is this
abdication of parental responsibility. During the early stage of
birth to three years the child absorbs his environment totally.
Whether the message is confused and inconsistent or whether it
is clear and confident, whether it is right or wrong, the child in
these early years will absorb it totally. He will not absorb the bad
and reorder it to make it good for he does not have that capacity.
Neither has he the capacity to reject. The absorption is total. The
import of this for parents is profound. In the midst of these facts
of social disharmony it is true that psychological research into
man’s mental problems has never been more widespread. It has
been shown clearly that for man to maintain a state of
psychological and social equilibrium, some basic common needs
must be satisfied. These needs are best met in a secure
environment where love and respect give support to the
individual’s feelings of self-worth and where harmonious
relationships promote sound psychological development. But
these human attributes are not automatically bestowed nor
acquired with the attainment of adulthood – their foundations are
laid in childhood. Although we do not fully understand the specific
contributions of nature and nurture to their formation, it has
been shown that they are best fostered in a loving environment
within the structure of the family in the early years. There is
increasing evidence to suggest that the most critical time for the
 establishment of the foundation of these characteristics occurs in
the early years between birth and three. It is appropriate then
that this be recognized as an embryonic period.

 ( C )Absorbent Mind: According to the American

Montessori Society, the absorbent mind is from birth through
approximately age of six, the young child experiences a period of
intense mental activity that allows the child to” absorb” learning
from his or her environment without conscious effort, naturally
and spontaneously.
Child absorbs not only the language, but the
traits of his family and his community. He learns how to behave in
certain situations, he learns how and what to eat. Though some of it is
consciously taught, a great deal of it is simply absorbed through the
power of a child’s mind.
The child’s absorbent mind can be compared to a camera snapping
images of everything it sees through the lens or to a sponge soaking in
everything within the environment. What the child takes in during the
absorbent mind period is taken effortlessly and remains as the
foundation of his or her personality.
According to Dr. Montessori, the absorbent mind can be divided into
two stages: the Unconscious Stage and the Conscious Stage.

 The Unconscious Stage( from 0-3 years of

age):
During this stage, the child
absorbs information unconsciously or unknowingly. He ( or she)
learns to sit, stand, walk, speak without conscious effort. An infant
will look at everything intently without discrimination or choice. A
child during this period tends to mimic what they see. The
unconscious powers do not have aims or purposes, for example,
 the infant who is lying on the back is strengthening his muscles
and spine but he is not aware of this purpose. He acts simply in
keeping with the laws of nature. During this period, the child also
acquires from the environment a language. He learns to think in
that language. He absorbs the customs around him which then
become a part of himself.

The Conscious Stage ( from 3-6 years of age)

Around the age of three, we begin to see the emergence of
consciousness, indicating the beginning of memory and conscious
awareness. The child still has a sponge-like mind that absorbs
information easily, but now she will consciously seek certain
experiences. A child in this phase is expanding her newly developed
faculties and abilities. She is predisposed toward learning things like
order, sequencing, music, numbers, and letter sounds, which will
eventually lead to math, reading, and writing skills. The child begins to
show a strong desire to be independent, without any adult help. She
wants to become the master of her own mind, body, and environment.
The adult who gives unnecessary help, or creates dependency becomes
an obstacle to the child.
Montessori’s understanding of the power of the absorbent mind in the
first six years of life is a wonderful gift. As educators and parents, it is
our duty to recognize that the child’s mind is very different from our
own, and find ways to help the child to use this amazing absorbent
mind to his or her advantage.

(D) Prepared Environment:

The “prepared environment” is Maria
Montessori’s concept that the environment can be designed to
facilitate maximum independent learning and exploration by the child.
In the prepared environment, there is a variety of activity as well as a
great deal of movement. A Montessori teacher serves as the preparer
and communicator of the environment to the child and is responsible
for maintaining the atmosphere and order of the prepared
environment. A prepared environment gives every child the freedom to
fully develop their unique potential through developmentally
appropriate sensorial materials. The materials range from simple to
complex and from concrete to abstract, catering toward every child’s
age and ability.
Montessori classrooms are designed to offer lessons, activities, and
tools that match the developmental needs and interests of each
individual child. It is important to note that not every child will be
interested in every available lesson. This is why children are allowed to
choose the lessons they gravitate toward naturally.
Many parents may find themselves wondering what sets Montessori
childcare apart from your average daycare center or preschool. For
starters, as soon as you walk into your traditional childcare center, you
will notice that is most likely lively, loud, and messy. On the other end
of the spectrum, as soon as you walk into a Montessori classroom, you
will notice that it is peaceful, quiet, and orderly. You may ask yourself,
why are the two childcare systems so different from one another. The
difference lies in something that Dr. Maria Montessori calls the
prepared environment.

 Key components of the Prepared Environment

Freedom – One of the main goals of a Montessori prepared
environment is freedom of choice. This is achieved through giving the
child freedom to exploration, freedom of movement, freedom to
interact socially, and freedom of interference from others.
We believe in giving our little ones enough independence to choose
their daily activities. Meanwhile, we as mentors, will keep a close watch
and correct them where ever needed. It improves the cognitive (the
process of knowing, thinking, learning and judging) skill.

Structure and Order – The idea behind this principle is to reflect

the structure and order of the universe, so that the child can internalize
the order of his surroundings and is therefore able to begin making
sense of the world around him.
Beauty – It is also important to make the environment inviting for
learning. The atmosphere, therefore, should be prepared beautifully
and simplistically, in such a way that evokes peace, tranquility and
harmony. The learning environment should also be uncluttered and
well-maintained.
Nature and Reality – Dr. Montessori believed that nature should be
used to inspire children. That’s why Montessori teachers regularly take
the children out into nature and use natural learning materials in the
prepared environment. These materials include real wood, metal,
bamboo, cotton, and glass, rather than synthetics or plastics. The
materials should also be real and child-size, so the child is able to work
with the materials on her own without frustration and without having
to depend on adult for help with movement.
Social Environment – The prepared environment should support
social development by encouraging freedom of interaction. Montessori
classrooms foster the development of a sense of compassion and
empathy for others, thus causing children to be more socially aware.
Intellectual Environment –  Once all of the above principles
are met, Montessori educators will be able to reach children through
the intellectual environment, which develops the whole personality of
the child, as well her intellect.

( E ) Focus On Individual Progress:

The concept of Montessori education believes that every child
should be given the chance to learn at their own pace. This is the
reason why children are given uninterrupted time for individualized
learning where they can discover their passion and develop their
natural curiosity. This method also helps students develop inner
discipline, concentration and internalization of the learning through
thoroughly prepared classroom lessons and guidance from teachers.

THE END