Iqra Nayyab - D18333 - Assignment 1

Assignment no.
“The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist.”-
Dr. Maria Montessori-
IQRA NAYYAB – ROLL NO. D18333-2022
Question no. 1
Write a biographical note on Dr.Maria Montessori in your own words.
Answer:
Modern education would not have been possible without Dr. Maria
Montessori. She is well known for introducing both the Montessori
Method and the idea of early childhood education, in her day. She was
very confident and intuitive woman.
She was born on 31st August 1870 to an educated middle class family.
Her father was a conservative military man and her mother was liberal
lady who always encouraged her daughter to pursue education.
Early Life and Education:
Dr. Maria Montessori was born in Ancona, Italy on 31st August 1870 to a
middle class family and her father was a civil servant and former
solider. Her mother was unusually well educated and Dr. Maria, she
was vibrant, confident, strong willed and strong lady of her time.
EDUCATION:
Her quest for knowledge lasted lifelong. Her father’s frequent transfers
gave her a chance to have education in big cities throughout Italy. That
was the time when Europeans were conservative attitude towards
women. As her mother was quite a liberal, she supported her daughter
to attend male technical secondary school instead of traditional one
and she had a great interest in mathematics, so she wanted to become
an engineer but later she pursed a degree in medicine and graduated
with highest honors from medical school of the University of Rome. She
became the first lady doctor in the history of Italy 1896 despite facing
the reluctance from opposite gender.
Dr. Maria Montessori – Pediatrician:
Dr Maria Montessori specialized in pediatrics and the new field of

psychiatry. She accepted the offer to work in medical school of Roma as
a Professor and taught kids with different background. She often got a
chance to come across with poor and labor kids. Within the tenor of
four years, in 1900, she got selected as the Director of The
Orthophrenic School of Rome, where the children were kept in prison
with no hope of recovery.
Movement of Change:
Dr. Maria along with her team initiated a big step to bring some drastic
change in the institution as she found that her young patients needed
meaningful and purposeful activities to have a feeling of pride and
achievement like other normal people.
She grabbed the idea of scientific approach to education, based on

observation and experimentation and successfully achieved her aim.
Inspiration from Itard and Seguin:
It took almost a year to Dr. Maria Montessori to find out the successful
work done with the education of special need children. She moved her
attention towards medical libraries of Western Europe and got inspired
by the work of two French doctors of 18th and 19th centuries – Dr Itrad
(1775-1838) and Dr Seguin (1812-1880).
Dr Jean Marc Gaspard Itrad, studied the behavior of “wild boy of

Averyon”, which led him to maintain the presence of developmental
period in normal human growth. He implied that in sensitive periods of

child, there is a need of providing proper environment in order to
enhance a child’s physical and mental development and the
advancement of disability is possible if he is not provided with the
required needs in that sensitive period.
Dr. Edouard Seguin was a psychologist and Dr Itrad’s Student as well.

He further worked on the research and carried out Itrad’s idea of daily
education of children with special needs.
Dr. Seguin organized teens and tens boards, which are extensively used
in Montessori Education.
On the basis of Dr Itrad and Dr. Seguin’s work, Dr. Maria took the idea
and studied special need patients with real zeal. It took hardwork of
two years, the students with special needs were also able to pass the
standardized exams.
Dr. Maria’s work was acknowledged by many of the social changing

organizations. In all the Europe on behalf of children’s rights, Dr Maria
was invited as a guest speaker.
Casa dei Bambani (House of Children):
Maria Montessori formulated her methods of education based on many

years of scientific observation and analysis of processes that occur in
children during learning. Following their own observations and the
discovery that children naturally learn by themselves that children are
teaching themselves, Dr. Montessori has designed a specially prepared
educational environment in which children can independently choose
from many developmentally appropriate activities.
The furniture and educational materials that make up the classroom

equipment and the outdoor space was specially designed to develop
and learn the child’s coordination and motor skills.
Prime Time of Montessori:
From 1907-1930, this time period is considered as Prime Time for Dr.
Maria because of her studies on children’s development, learning and
methods of educating them. She left her medicine career and devoted
herself to her goal of Reproducing Mankind.
Appreciation and Awards to Montessori:
Dr. Maria’s picture was printed on Italian 200 lire coin and 1000 lire bill
and she was nominated thrice for noble peace prize.
Dr. Montessori’s Death:
Dr. Maria Montessori left the world in 1952 in Netherland, but her
great personality will always be unforgettable and lasting because of
her methods of education which remain aid children of all times to
being a good human being in every aspect.
Lady Ahead of her Time:
Dr. Maria Montessori can be considered as the inventor of the modern

education system and educational understanding based virtuously in
science. She is eternal through her methods which are still being
practiced now and will in forthcoming also. Her exceptional methods
and life have truly made her praise for being a woman much ahead of
her time. She was not only great leader for the education of that time
but still for the education of this era. Whenever there will be a skill
needed for the teachers/mentors to help/guide the students, there
always be a name behind teaching methods and that will be of

“Dr.Maria Montessori”.
Question no. 2:
Write a note on the first Casa dei Bambani. And also explain how did
Montessori Method developed there.
Answer:
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 first Casa dei Bambani:
The Casa dei Bambini was unique
because it focused on educating each child
based on his or her development stage.
Dr. Montessori encouraged children to take ownership of what they

wanted to learn and worked with each child to create a personalized
education that played to that child's strengths.
Montessori House of Children (Casa Dei Bambini):
Dr. Maria Montessori started her first school with normal children
named as Casa Dei Bambini (The House of Children) which came into
existence in 1907. Only fifty students were enrolled in the beginning.
These were the children, who were ignored by the parents and by the
untrained teacher. Dr. Montessori presented hands on material to her
students and that was the time when the journey began. She
introduced daily life activities like cleaning, dressing, etc. Children
showed excellent interest and they were independent and efficient by
the time. She believed that urges of the children are universal and that
every child has a nature to do such activities. Dr. Maria worked day and
night to find out new materials and resources which can help children
in growing and learning. Her school’s children showed outstanding
progress in academics and practical work and thus, her school became
famous and model for Montessori schools worldwide. Now, the
political leaders and educationists also knew her because of her
excellent work. That’s how Montessori Method came into being to
follow in the academics world.
To develop Montessori Method, the following are the most important

requirements:
Requirements:
Children can flourish academically, physically and emotionally in a

Montessori setting if their needs are satisfied and their interests are
taken into consideration in a learning environment. As a result, when
starting a family with children, one must be extremely careful and take
many factors into consideration.
The following are the needed requirements:
1. Classroom design: when a child enters the classroom, the first

thing is the image of the room whether it will impress the child or
not so, it’s the most important requirement to be considered as
he/she has to spend time there. Tables, shelves and other

associated activities’ equipment for the Montessori classroom
should be age-appropriate and plentiful so that the kids can get to
them. Original art work should be displayed by students or
famous artists, it encourages and values the students. Instead of
white boards/black boards, oft lightening effect is recommended.
There should be a harmony and balance between carpeted and
tiled flooring.
2. Seating arrangement: the students should sit in a manner that
the teacher can pay attention to every child.
3. Class size: The size of the classroom should allow minimum 20
square feet per student at the early level, 30 squares for the
elementary level and 40 squares would be for the secondary level.
4. Number of students: The no. of students is also important so that
each one of him feels valued and their individuality is focused by
the teacher. The strength shouldn’t be exceeding more than 30
students.
5. Environment of the classroom: It should be family and home-
oriented so that the kids feel safe and comfortable – friendly
behavior of the teacher is important to maintain that kind of
environment.
6. Learning through play areas: there should be resourceful play
areas where the kids can learn through play e.g. painting area
with paints, papers, aprons , writing area with board markers
colors, crayons, role-play areas etc
7. Play ground: there should be a playground with flowers trees, and
age appropriate rides so that kids can have a fun time in break
enjoying nature (sky, birds, etc).
8. Ventilation: there should be ventilation as a must like a window

so that the kids can face the outdoor environment and different
climate \weather.
9. Prohibition: there should not be any prohibition of doing
something which the child is not allowed at his home. Prohibition
is sweet or bitter, probation is prohibition.
10. Opportunity: children are usually not allowed to do things by

themselves at home, so Montessori classroom should provide them
this opportunity.
Implementation:
We must adhere to or adopt certain practices in order to

successfully implement the requirements.
Teacher’s Role: Instead of serving as a remote lecturer, a teacher

must act as mentors and helpers. They should provide learning-
related activities for the students and be there to help and support
them as needed when they are engaged in these activities.
Prepared Environment: Environment preparation is crucial. Children

can do whatever they want in a prepared setting. The child has
access to the material, which they can use to accomplish whatever
suits their interests. A child can learn effortlessly and joyfully in this
way.
Individuality: Each child is unique from the others. Since each

student’s learning progress, growth and comprehension differs from
that of the other students, the teacher should concentrate on each
of them and should allow each of them to choose an activity that will
help him feel accomplished and free, as this will satisfy his
development needs.
Behavior: The growth of a child’s learning depends on polite

behavior. As the student’s role model, a teacher should treat kids
with respect and modesty in order to foster a welcoming
environment.
Mutual Respect: The importance of teaching kids to respect one

another is essential. This can be accomplished by enticing them to
work together and cooperate rather than pitting them against one
another as rivals. In this way children will learn valuing each other’s
opinions.
Parent-Teacher meetings: Regular meetings between parents and

instructors should help parents stay informed about the progress of
their child. This will allow the parents to properly raise their kids
outside of the classroom environment without stifling their growth
as people.
Community awareness programs: Schools should setup community

education initiatives to guide parents about the importance of
Montessori methods.
Conclusion: in conclusion, a child’s home is a place where he/she can

fulfil his/her needs and pursue his/her interests. Therefore, when
starting the school, these requirements and their implementations
should be kept in consideration.
Question no.3
Elaborate the discoveries made by Dr.Maria Montessori by

observing the child?
Answer:
Dr. Maria Montessori conducted primary research using scientific

methods, then used the findings to analyze and build her renowned
teaching strategies. She did this by observing children. She learned a
lot about the child and childhood along the way. She noticed that
when children were engaged in enjoyable activities, regardless of
how difficult or complicated they appeared to be, any attempts to
divert them were ineffective because their concentration remained
unaffected, even as they repeatedly performed the same task
without displaying any sign of boredom.
Inner urge: As long as they were given the choice to pick what they
wanted to learn, children preferred academic work over play during
school hours. The sensation of satisfaction they got from satisfying
their inner urge became their source of motivation, which meant
that no external motivation or promise of reward was required.
Concentration: when children were given the proper tasks and

surroundings in accordance with their inner needs, they could work
with concentration, and this concentration marked the start of the
educational process. “The child who concentrates is immensely
happy” –Dr. Maria Montessori.
Normality: when inner needs are met, a child enters a level of

normalcy where they don’t bother others, act aggressively, or
participate in harmful behavior. When they do not discover the ideal
conditions for their development, they occasionally depart from this

state. Giving them each a chance to experience the necessary
activity individually is the only way to fix it.
Deviation: children frequently display destructive, disorganized,

obstinate, and disobedient behavior because there aren’t adequate
conditions to meet their inner demands. This condition was referred
to as deviation by Dr. Montessori.
Order of things: A young child requires order in surroundings at all

times. Any contradictions in his environment –be it in objects,
values, or actions—can cause disruption and hinder his
development. The youngsters want to observe the truth in action in
order to learn about it. Early on, when Montessori children were
developing their personalities, they required a consistence
environment in all respects.
Exercises of practical life: Additionally, she learned that it was

crucial to involve kids in a variety of engaging activities that covered
all facets of personality development and academics, such as sensory
concepts, physical activities, language, math, art, and culture, as
these activities can help kids develop their intelligence, will, and
voluntary movements of personality.
Rightful conditions: if complex information is presented in the

proper context, children may absorb it.
Discipline: Dr. Maria Montessori noticed the youngsters trying to

control things in a disciplined way and realized that true obedience
comes through freedom. This implied that discipline must originate
and should not be imposed.
Obedience: when obedience brings about an inner sense of

fulfillment, it transforms into true obedience, which is founded on
love, faith, and respect and so brings about true development.
Independence: She learned that kids enjoy doing their chores. They
adhere to the assertion that, “help me do it myself”. However,
parents don’t take this into consideration. She therefore thought
that the youngsters should become independent in their personal
and social life with the aid we provide.
“Never help a child with a task which he feels he can succeed.”- Dr.
Maria Montessori
Child sized Material: Dr. Montessori was the first to realize the
difficulty a child has adjusting to an adult-sized world. The layout and
design of the classroom were also observed to have a significant
impact on the wellbeing of the kids. For the comfort and safety of
students, it was determined that low windows, accessible shelves,
floor mats, open spaces, and child-friendly pleasant furniture were
essential. In the end, she built the entire school around the size of
her pupils. The Montessori Method is built on Dr. Montessori’s
observations and the analysis that follows them in order to help
children become healthy adults in every aspects of life and to
improve their ability to study.
Question no. 4:
Explain Sensitive periods and write short notes of the following
a) Sensitive period for language

b) Sensitive period for mathematics
c) Sensitive period for movement
Answer:
Sensitive periods:
Children are self-motivated to learn from their environments, as Dr.

Maria Montessori discovered. Taking cues from the philosophers and
scientists of her day, Montessori claimed that every infant possesses
two different types of genetic designs—one physical and one
psychical—within himself. The child's future height, hair color, and
other physical traits will be determined by the physical plan. The
sensitive times are how the psychical strategy appears. Order,
movement, small objects, grace and courtesy, refinement of the
senses, writing, reading, language, spatial relationships, music, and
mathematics are among the eleven sensitive periods identified by
Montessori as occurring from birth to age six. Other sensitive periods
include writing, reading, and language.
 A period of time during which the child centers his or her

attention on specific aspects of the environment, to the exclusion
of all else.
 A passion and a commitment.
 A guide towards creative activities.

 An intense and prolonged period which does not lead to fatigue

or boredom but instead leads to persistent energy and interest.
 A transitory state; once realized, the sensitive period disappears.
 Never relived or regained.
“What the hands does, the mind remembers.”-Dr. Maria

Montessori-
Giving the child freedom to accomplish things on their own terms is

crucial at this point since, intervention might obstruct their ability to
learn and shape their personality. A child’s strong impulses lead to
development when they are experiencing or engaging in activities
connected to them
Development
Activity/Experience
Strong urge
a) Sensitive period for language:
Language development begins with sounds and gestures, then the

words and sentences. It’s the higher level cognitive skill that involves
audition and oral abilities to communicate verbally individuals’ wants
and needs.
5-6 years
3-4 years 4-5 years  Enjoys humorous stories

and witticisms
 Can tell jokes even  Explain what they feel in
 Understandable
 Explain what they detail, properly
small sentences
 put words to
feel in words  still ask meaning of
 very inquisitive intangible words
emotions
 inquisitive
questioning  Now they are able to tell
 knows own name, own name, age, gender,
questioning
age and gender house address, phone no.
 can recite name, age
 able to recall latest and birthday too.
and gender
 use words as part of
happenings in  There is more fluency in
conversation the conversations, using
their play with
 Sentences are often appropriate vocabulary
others
 Grammar mistakes.
longer with less  Sentences are proper,
grammar mistakes. meaningful with least
 Loves to listen
 Recite more rhymes grammar mistakes
stories
and can sing as well  Knows more songs and
 Can count limited
 Can count more rhymes and loves to sing
numbers
numbers them
 Can count units,tens,100s
and thousands
b) 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 power of the mathematical mind resides in the child's
mind. Infants can understand the difference between one and
many. Infants can use sensors to distinguish between small and
large amounts.
A Montessori child can identify symbols for numbers and
begins to physically quantify the "how many" that symbol
means. Numbers themselves cannot be simply defined, they
are understood through experience with concrete things and
finally become abstract ideas.
Doctor Maria Montessori believed that children come to
absorb mathematical concepts naturally.
A child is enamored with numbers and quantities at this time.
Dr. Montessori created unique tangible math supplies that can
help your kid establish a solid foundation in geometry, algebra,
and arithmetic.
In accordance with the sequence of perceptual awareness
established in the development of the senses, Montessori
thought that a child's mind is mathematical. It is believed that
learning mathematical concepts progresses rationally from
tangible to abstract and from simple to sophisticate.
Children learn math in a hands-on environment at their own
speed in a Montessori classroom. These techniques include
working with bead and stamp materials, using strip boards,
teaching fractions using real-world objects, and memorization

of basic math facts.
That doesn't mean that once the sensitive period is over, the ability is
lost forever. Instead, it just means that more conscious effort is needed
to learn.
c) Sensitive period for movement
In this era, physical development is essential part of growth. A child

is incredibly imaginative, active and enthusiastic. In this stage of his
life, he aspires to rule the globe. Their muscles become stronger first,
and coordination follows gradually. Physical activities includes a lot
of high-intensity activities. With age, physical development
advances.
4-5 years 5-6 years

3-4 years
 Walk down stairs alone  Can walk, run and climb
 Balancing to walk along  Pedaling a bicycle with independently
plank little help  Pedaling a bicycle
 Pedaling a tricycle  Rolling and bouncing a independently
 Rolling and bouncing a ball ball appropriately  Catch and throw ball
 Catch and throw the ball  Catch and throw the ball strongly
 Holding a pencil with the with ease and can use the  Holding bat and hockey
correct grip bat as well appropriately
 Buttoning up clothing  Strong Grip on both  Cutting with scissors
hands without assistance
 Cutting with scissors
 Cutting with scissors  Climbing a ladder and
 Climbing bars with help
appropriately trees
 Standing, walking, and
 Climbing bars  Balancing on one foot for
running on tiptoes
independently several minutes
 Balancing on one foot for
 Balancing on one foot for  Using a spoon and fork
few seconds
several seconds correctly
 Using a spoon and fork with
 Using fork and knife  Building own projects with
assistance
appropriately blocks and other stuff.
 Building a bridge 3 blocks
 Build a block tower with
10 blocks

 Swinging and climbing
with ease
 Cutting
 Able to use bat
 Expert at all outdoor
activities
 Has strong grip with both
hands
Question no. 5:
Write short notes on the following core concepts of Montessori

education;
a) Mixed age group

b) Spiritual embryo
c) Absorbent mind
d) Prepared environment
e) Focus on individual progress
Answer:
Montessori education is basically a method of education that is based

on hands-on learning/experiencing, self-directed activity, and
collaborative play.
Children are given the freedom to make creative choices in their

learning. They can work individually or in groups to help them reach
their full learning potential.
a) Mixed age group: Contrary to popular belief, age doesn’t dictate

social or academic development level, and it’s in fact more
beneficial for children to be exposed mixed age groups
throughout their social, intellectual, and emotional development.
Following are the benefits of mixed age groups:
 It improves academics: as there are many things which no

teacher can convey to a child of three, but a child of five can
do with ease. In other words multi-age classroom gives

children the chance to learn from each other
 It boosts social skills: A four-year-old watches as two six-
year-olds negotiate over who’s going to use a material next.
The two six-year-olds calmly talk through the issue and
come to an agreement. This is a wonderful teaching
moment for the younger child, who can absorb social skills
such as compromising, using polite words, and more, from
the older students. These interactions are a daily occurrence
in multi-age classrooms!
 It eliminates competition: as every child is at a different
stage of learning, unique to their own development
 It encourages the children to build strong bonds with others,
not for their own age (much like how older and younger
siblings interact)
 Teaches peer-to-peer interactions (children are more apt to
learn from their peers than from adults)
 Encourages emotional well-being: Another benefit to a
multi-age classroom is that there is less competition.
Children in the same age group tend to compare themselves
to one another a lot! With a mixed-age group, the focus is
on discovery and the joy of learning. Without all of the
comparing, children are able to relax and enjoy the learning
process. Because each child is working at their own pace,
they can focus on their own learning goals and progress. This
can help relieve some of the anxiety many school children
feel about academics.
 Build self-confidence: the younger children look up to the

older ones as role models and the older children look
forward to the opportunity to be mentors. This mentorship
role helps older children develop self-confidence and
leadership skills
 Provides stability: Children remain with the same teacher
and group for a 3-year cycle, allowing each educator to
better observe the unique needs of students and to more
clearly understand and encourage the development of their
individual learning styles. Mixed-age classrooms provide
more stability, as the children form solid relationships and a
sense of community with both their peers and their
teachers.
 Offers a real-world experience: Mixed-age classrooms
better prepare children for the “real world,” in which
they’ll interact with other people of a range of ages,
experiences, and abilities.
b) Spiritual embryo:
The stage of spiritual embryos last from 0 – 3 years. Physically,

children require assistance since they are unable to stand, move, or
eat on their own.
Dr. Maria Montessori proposed that there are two successive

embryonic stages during which man develops:
The first (physical embryo) occurs during the prenatal period from
conception to delivery, and the second occurs between the time of
birth and around three years.
She referred to this second stage as "the spiritual embryo" and

thought it was the most important time in the child's development.
A spiritual embryo of a child Montessori frequently contrasted the

process of psychological and spiritual growth to how the human
body develops physically. Similar to how the material body develops
initially as a self-forming embryo that needs the womb's protection
and nourishment while it is developing.
c) Absorbent mind:
The absorbent mind is a phase of intensive cerebral activity that

occurs in young children from birth through about age six and
enables them to "absorb" information from their surroundings
organically and spontaneously.
According to Dr. Maria Montessori,
Which received all, does not judge, does not refuse, does not react. It
absorbs
everything and incarnates it into the coming man…to achieve equality
with other
men and to adapt himself to live with them…
The Absorbent Mind welcomes
everything, puts its hope in everything, accepts poverty equally with
wealth, adopts
any religion and the prejudices and habits of its countrymen,
incarnating all in itself.
This is the child.
The sponge-like ability to absorb from the environment what is

required to build an individual from his or her particular culture is
known as the absorbent mind. Up until the age of six, when there is
a transition to the thinking mind we have as adults, it refers to the

quality of the child's mind. Like a sponge, the absorbent mind
functions. It takes in as much of anything it comes into contact with
as it can. In what it consumes, it has no destinations. The perceptive
mind takes in whole pictures that become imprinted indelibly in the
unconscious.
d) Preparation of Environment:
An engaging, developmentally appropriate classroom setting that helps

children as they learn to work independently is created by the
Montessori teacher. As the teacher observes the kids’ changing and
new needs, this environment is continually changing in minute ways.
It includes: appropriate material and rules to use, independence &

freedom, long term thinking to plan lessons, an environment to create
courtesy & respect, for such an environment teacher act as a bridge,
 Appropriate Material and rules to use:
A Montessori teacher should offer the right materials/learning activity

items (age appropriate) that cater to the demands of the Montessori
kids in order to foster their interest in many academic and practical life
areas. To facilitate greater learning, the teacher’s role is to give the
students’ guidelines on how to use the activity items.
 Independence and freedom:
A Montessori teacher puts a lot of efforts into building system that let
kids be on their own as learners and have confidence in their own
abilities. She should provide them engaging and pertinent lesson before
letting them work independently to pursue their interests, come up
with fresh ideas, and meet their needs.
 Act as a bridge:
The foundation of Montessori is the concept of freedom within bounds.

The goal of the Montessori teacher is to thoughtfully establish those
boundaries. A certain amount of structure is necessary for children.
They feel safe and at ease in this environment, where they can
experiment and take risks. Teachers in the Montessori Method are
keen observers who serve as a link or a bridge between the
environment that has been created and the needs of the children.
 Communication Facilitator:
A Montessori teacher encourages the kids to communicate with one

another and educate them how to convey their ideas to adults.
 Sense of courtesy and politeness:
A Teacher has to be polite in actions to get the same reaction. One

should always remember that the kids are just like sponge, they will
absorb what we give them, whether it’s polite, respectful good
manners or its negative disrespectful manners. It’s the responsibility of
a Montessori teacher to develop the sense of courtesy, calmness,
grace, and respect for every child and to maintain everybody’s dignity.
 Think Long-term:
The three-year cycle of the Montessori Method give teachers a special

opportunity to think about big picture when working with kids. There is
a natural inclination to actually let the kids study at their own pace. This
method is very effectively supported by getting to know a child and his
family over the course of several years. It makes the Montessori
teacher considered different than other level teacher.
e) Focus on individual progress
Children in a Montessori curriculum develop at their own rate,

progressing to the next level in each subject when they are prepared.
Although the child is a part of a wider community of kids, each pupil is
seen as existing in a vacuum.
So the Montessori teacher plays an important role to make daily

observations on students’ learning. She makes a diary to write down
important evaluations, about every single child and assess them
accordingly.
Observation:
All the students should be observed individually by a directress. She

should interact with them in accordance with their interests and offer
materials or activities, but there needs to be dynamic relationship
between the kids and the environment that has been set up. In order to
determine their needs, she should pay close attention to her students.
Students’ evaluation:
Standardized examinations are not used by Montessori educators;

instead, they rely on the power of observation. They have notebooks
filled to the brim with information about what their kids have
mastered, need more help with, and are interested in. They continually
keep track of what they see kids working on, how it’s being done, and
any ideas they might have for what the kids should do next. A child is
literally seated next to Montessori teacher as they assess their level of
knowledge in a variety of subject areas.
Assistance:
When a kid is learning, Montessori teachers know when to lend a hand

and when to stand back and give the child more room to grow.
A Montessori teach role is different and sensitive too, as compare to

other teachers working in higher age group students because the
Montessori teacher has to deal with the sensitive age group of kids
where, what the child learns, will never forget.
To sum up, we can say that in order to be a good Montessori teacher,

one must think like a true COOPERATIVE ARTIST, keeping in mind that
it is the learner’s mental activity, not instructor’s, that is responsible for
their growth and learning.

Iqra Nayyab - D18333 - Assignment 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Iqra Nayyab - D18333 - Assignment 1

Uploaded by

Copyright:

Available Formats

Assignment no.

Write a biographical note on Dr.Maria Montessori in your own words.

Early Life and Education:

Dr. Maria Montessori – Pediatrician:

Dr Maria Montessori specialized in pediatrics and the new field of

She grabbed the idea of scientific approach to education, based on

Inspiration from Itard and Seguin:

Dr Jean Marc Gaspard Itrad, studied the behavior of “wild boy of

period in normal human growth. He implied that in sensitive periods of

Dr. Edouard Seguin was a psychologist and Dr Itrad’s Student as well.

Dr. Maria’s work was acknowledged by many of the social changing

Casa dei Bambani (House of Children):

Maria Montessori formulated her methods of education based on many

The furniture and educational materials that make up the classroom

Appreciation and Awards to Montessori:

Dr. Montessori’s Death:

Lady Ahead of her Time:

Dr. Maria Montessori can be considered as the inventor of the modern

always be a name behind teaching methods and that will be of

The first Montessori environment was opened on the 6 January 1907 in

The first Casa dei Bambani:

The Casa dei Bambini was unique

because it focused on educating each child

based on his or her development stage.

Dr. Montessori encouraged children to take ownership of what they

Montessori House of Children (Casa Dei Bambini):

To develop Montessori Method, the following are the most important

Children can flourish academically, physically and emotionally in a

The following are the needed requirements:

1. Classroom design: when a child enters the classroom, the first

he/she has to spend time there. Tables, shelves and other

8. Ventilation: there should be ventilation as a must like a window

10. Opportunity: children are usually not allowed to do things by

We must adhere to or adopt certain practices in order to

Teacher’s Role: Instead of serving as a remote lecturer, a teacher

Prepared Environment: Environment preparation is crucial. Children

Individuality: Each child is unique from the others. Since each

Behavior: The growth of a child’s learning depends on polite

Mutual Respect: The importance of teaching kids to respect one

Parent-Teacher meetings: Regular meetings between parents and

Community awareness programs: Schools should setup community

Conclusion: in conclusion, a child’s home is a place where he/she can

Elaborate the discoveries made by Dr.Maria Montessori by

Dr. Maria Montessori conducted primary research using scientific

Concentration: when children were given the proper tasks and

Normality: when inner needs are met, a child enters a level of

conditions for their development, they occasionally depart from this

Deviation: children frequently display destructive, disorganized,

Order of things: A young child requires order in surroundings at all

Exercises of practical life: Additionally, she learned that it was

Rightful conditions: if complex information is presented in the

Discipline: Dr. Maria Montessori noticed the youngsters trying to

Obedience: when obedience brings about an inner sense of

Explain Sensitive periods and write short notes of the following

a) Sensitive period for language

Children are self-motivated to learn from their environments, as Dr.

 A period of time during which the child centers his or her

 A passion and a commitment.

 A guide towards creative activities.

 An intense and prolonged period which does not lead to fatigue

 A transitory state; once realized, the sensitive period disappears.

 Never relived or regained.

“What the hands does, the mind remembers.”-Dr. Maria

Giving the child freedom to accomplish things on their own terms is