Assignment module 1

Name : SANA PARVEEN

Roll no: D17891
Q no.1 Write a biographical note on Dr Maria Montessori in your own words.
Introduction:
Dr Maria Montessori was an Italian physician, educator, and innovator, acclaimed for her
educational method that builds on the way children learn naturally. Maria Montessori is the
founder of Montessori method of education and regarded as a pioneer in the field of early
childhood education. She was born on 31 august 1870 to an educated middle-class family in Italy.
She was the only child of her parents. Her father served in military and later worked in civil
services. His frequent transfers in different cities provided Maria with opportunities to get
educational experiences in different big cities. Her mother supported her to get education
whatever she wanted. Because she was very liberal and educated woman in contrast to her father.
i n 1896, despite many years of opposition from her father, teachers, and male fellow students,
I

she graduated with highest honors from the Medical School of the University of Rome,
becoming the first woman physician in Italy.

Work with Disabled Children

As a physician, Montessori specialized in pediatrics and the newly evolving field of psychiatry.
Her approach was that of a well-trained scientist, rather than the familiar philosophical
exploration and intuitive approach followed by many of the educational innovators who came
before and after. Montessori found it ironic that she became best known for her contributions in
education, a field that she had been unwilling to enter as it was one of the three traditional roles
open to women at the time: working with children, homemaking, or the convent.

Montessori taught at the medical school of the University of Rome, and through its free clinics
she came into frequent contact with the children of the working class and poor. Her experience
with the children of poverty convinced Montessori that intelligence is not rare, although it
seemed to present itself in many forms other than those recognized by traditional schools.

In 1900 Montessori was appointed director of the new Orthophrenic School attached to the
University of Rome, formerly a municipal asylum for the "deficient and insane" children of the
city, most of whom would be diagnosed in the twenty-first century as autistic or mentally
disabled. She and her colleagues initiated a wave of reform in an institution that formerly had
merely confined these mentally challenged youngsters in barren settings. Recognizing her young
patients' need for stimulation, purposeful activity, and self-esteem, Montessori dismissed the
caretakers who treated the inmates with contempt. Facing a desperate lack of staff to care for so
many children in a residential setting, she set out to teach as many as possible of the less-
disturbed children to care for themselves and their fellow inmates.

Links to Itard and Séguin.

Her studies led Montessori to the work of two almost forgotten French physicians of the
eighteenth and nineteenth centuries: Jean-Marc-Gaspard Itard and Édouard Séguin. Itard is well
known in the twenty-first century for his work with the "Wild Boy of Aveyron," a youth who had
been found wandering naked in the forest, presumably abandoned as a very young child and thus
spending many years living alone. The boy could not speak and lacked almost all of the skills of
everyday life. Here apparently was a "natural" man, a human being who had grown up outside of
human society without the influence of interaction with his own kind. Itard hoped from this study
to shed some light on the age-old debate about what proportion of human intelligence and
personality is hereditary and what proportion stems from learned behavior.

This experiment was a limited success, although it captured the attention and imagination of
many of his contemporaries. Itard found his wild boy uncooperative and unwilling or unable to
learn most things. This led him to postulate the existence of developmental periods in normal
human growth. He formed the hypothesis that, during these "sensitive periods," a child must
experience stimulation to develop normally, or grow up, forever lacking the skills and
intellectual concepts not developed at the stage when nature expects them to be readily absorbed.

From the work of Édouard Séguin, a French psychologist who studied with Itard and carried on
his research, Montessori drew further confirmation of Itard's ideas, along with a far more specific
and organized system for applying it to the everyday education of children with disabilities.
Working primarily with the blind, Séguin developed a methodical approach to breaking skills
down into small steps, and was highly successful with a carefully developed collection of hands-
on educational materials. In the early twenty-first century, Séguin is recognized as the founder of
the modern approach to special education.

Casa dei bambini (Montessori house of children)

Maria Montessori established the first Montessori school in one large room with one worker. It
was named CASA DEI BAMBINI (the house of children)and was inaugurated on jan 6, 1907.

She introduced the manipulative perceptual discrimination and puzzles and eye-hand
manipulative exercises that she had used with mentally disabled children.
The results surprised her, for unlike her mentally disabled children who had to be prodded to use
her apparatus, these very small children were drawn to the work she introduced.

Worldwide Response
Maria Montessori's first Children's House received overnight attention, and thousands of visitors
came away amazed and enthusiastic. Worldwide interest surged as she duplicated her first school
in other settings with the same results. Montessori captured the interest and imagination of
leaders and scientists around the world.

Death:
Montessori died in the Netherlands in 1952 receiving in her later years honorary degrees and
tributes for her work throughout the world.

Q no 2: write a note on the first Casa dei Bambini. Also explain how did
Montessori method develop there.
Ans: A preschool for children between three and six years old established by Maria Montessori
is called Casa dei Bambini Having developed a method for teaching intellectually
disabled children, Montessori wanted to apply it to those without learning disabilities. In 1906
she was offered rooms in an apartment building in the slum-ridden San Lorenzo district of Rome.
This building had been intended as a model residence for poor families but was in disrepair
because of vandalism by residents’ unattended children. She accepted the offer, named the rooms
Casa dei Bambini, and collected toys, building blocks, and games. When the school was opened
in 1907, about 50 children attended. With minimal supervision, they found the challenge of
building and fitting to be more fun than their previous destructive activities.

While the children were unruly at first, they soon showed great interest in working with
puzzles, learning to prepare meals and clean their environment, and engaging in hands-on
learning experiences. Dr. Montessori observed that before long, the children exhibited calm,
peaceful behavior, periods of deep concentration, and a sense of order in caring for their
environment. She saw that the children absorbed knowledge from their surroundings,
essentially teaching themselves.

Utilizing scientific observation and experience gained from her earlier work with young
children, Dr. Montessori designed unique learning materials for them, many of which are still
in use in Montessori classrooms today, and created a classroom environment that fostered the
children’s natural desire to learn.

When Dr. Montessori observed this change with all the children in her environment, she
concluded that she had discovered children's true, normal nature, and she founded the Montessori
Method.
Q no: 3 Elaborate the discoveries made by Dr Maria Montessori by observing
the child.

Dr maria discovered the true nature of the child and developed an educational system that
correlates with it. She made some amazing discoveries during her creative work with the
children.

A) Children prefer academic materials over toys

Montessori discovered that children showed more interest in academic materials rather than toys
because of attractive academic materials. She also found that children prefer work over play
during the school time.
B) Inner need for freedom and constructive work

She has found that children love to do constructive work, provided it suited the developmental
age of the child. She observed that children repeatedly work that activity with great interest
which led them into state of concentration.

C) Ability to select activities

Dr Montessori further recognized that the children could select their own work once when she
was out of class. The children meanwhile took the material themselves from the cupboard and
started their work. This activity of children lead to realize Dr Montessori that they have ability to
select activities.

D) Naturally motivated and do not need rewards

She discovered children love to work purposefully. If it corresponded with the inner
developmental needs, they get naturally motivated without the need for any reward.

E) Children need order

She founded that children needed ordered for their development. They put things back at their
proper place after using it. She said that the child need order and consistency around him in
every thing.he needs to have things at their proper places. She believed that too much disorder
may create a wrap in child’s personality.

F) True learning happens with concentration

Dr Montessori found that the children revealed that they could work with concentration when
they need to learn something. Also, inner construction takes place when they are concentrating
on the task.

G) Purposeful activities lead to normalization

Dr Montessori says that during early childhood it is possible to rectify any developmental errors
and bring the child back to normality.the children need to do such purposeful activities for any
rectification and it requires reasonable time period.

H) Children need activities in multiple areas to develop fully

She found that the child needs a wide range of activities and experiences from multiple areas in
order to develop him fully and prepare himself for life. They need such activities that help him to
develop more so that he can do anything for himself.

I) Children are naturally well behaving

Dr Montessori discovered that the children are often percieved to behave in a certain manner for
example destructive, disorderly, stubborn, disobedient etc. But in naturally environment they
show orderly, caring and loving behaviour. She found that if suitable conditions are missing then
the children behave destructive or disobedient etc.but if they have naturally prepared
environment then they behave well.

J) All efforts to grow are efforts to be independent

Dr Montessori discover that children need to do things on their own. She found it hindrance to
their development if parents parents provide too much unnecessary help. She emphasized that all
efforts to grow are efforts to be independent. She said that adult help should be limited only to
help them to do things by themselves.

K) Environmental engineering

She discovered that the environment is important in child learning process. She said that the class
room should be engineered according to the need of children.all setup should be according to the
needs of children.

L) Children need respectful treatment

She acknowledged that the children showed her how to teach them. She said that children should
be treated with respect in every manner. Because they observe the behaviour of their elders. And
id they treated with respect they also show respect towards their elders.

M) Real obedience

it is based on love, respect,and faith. When obedience lead to inner satisfaction of the child, it
becomes real obedience.

N) True discipline comes through freedom

Dr Montessori found that discipline in children comes when we give them freedom. Any form of
discipline imposed by adults in an unsuitable environment vanishes as soon as adults goes
missing. She believed that true discipline comes when the children can move around freely and
engage in purposeful activities.

O) Children are under estimated

Dr Montessori discovered that exploring different things are important in child’s development
rather than only being academic subjects to be learned. Children showed that they could
assimilate the knowledge normally considered too complex for the child, if it is presented in right
way.

Q no 4: Explain sensitive periods and write short notes of the following

Montessori sensitive periods refer to a period of time when a child's interests are focused on
developing a particular skill or knowledge area. During what Maria Montessori describes as the
child's absorbent mind, birth to age 6, is when most sensitive periods occur.

Sensitive periods are developmental windows of opportunity during which the child can learn
specific concepts more easily and naturally than at any other time in their lives. A child in the
midst of a sensitive period will show an especially strong interest or inclination toward certain
activities or lessons.

a) Sensitive period for language

The sensitive period for spoken language is from 7 months to 3 years of age. It begins when the
child first creates sounds by mimicking mouth movements, and progresses over time, as they
learn to form words and simple sentences. The sensitive period for learning to write is from 3.5
to 4.5 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.

b) Sensitive period for mathematics

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.

c) Sensitive period for movement

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.

The sensitive period for movement can be divided into different classifications. For acquisition
of gross and fine motor (walking and the use of the hands) is from 0-2.5 years of age. The
environment we prepare for this is the opportunities for the child to crawl, pull up, encourage to
walk with or without assistance and not just left to sit by themselves. A child is also given
toys/materials that allow their hands to hook, bat, touch, turn, insert and grasp small items within
their abilities. We have to give them toys or materials that improve the movement of the hand,
and improve eye/hand coordination. These opportunities given to them need to be repeated in
order for these skills to be refined.

Q no.5 Write short notes on the following concepts of Montessori education;

i) Mixed age group

keeping children of verrying ages together in one room has been a unique characteristic of
Montessori system for more than 100 years. There is no segregation of children into grades such
as playgroup, nursery, prep etc. Montessori grouping are based on developmental stages of
childhood. There are seven Montessori mixed age classroom levels;
Level 1: infants (birth- 1/1/2 years)

Level 2: toddlers ( 1/1/2 - 3 years)

Level 3 : early childhood (3 - 6 years)

Level 4: lower elementary (6-9 years)

Level 5: upper elementary (9-12 years)

Level 6 : middle school( 12-15 years)

Level 7: secondary (15-18 years)

ii) Spiritual embryo

Maria Montessori describes the baby born as a spiritual embryo after completing its development
in the womb. The period between 0-3 years is the stage of spiritual embryos. Physically, he/she
needs someone else, he/she can't move on his own, he/she can't stand or eat. It is the most
significant phase in the intellectual, psychological and spiritual life of a child.

iii) Absorbent mind

The absorbent mind is one of the most important ideas in early childhood education.
Maria Montessori presented this fundamental concept to the world more than a hundred years
ago from her initial observations of children. The absorbent mind makes our adult lives possible.

The absorbent mind is the sponge-like capacity to absorb from the environment what is
necessary to create an individual from his or her specific culture. It is the quality of the child’s
mind up to the age of about six, when there is a transition to the reasoning mind we have as
adults.

If the child is in an environment where she hears the language, she will speak it. As the child
absorbs words and their meaning along with the context and the emotions behind the words, she
begins to construct the ability to communicate.

Children absorb not only their language, but the traits of their families and communities. They
learn how and what we eat, and how to behave in certain situations. Some of it is consciously
taught, but a great deal of it is simply absorbed through this powerful child mind. Children
absorb through a process Montessori called “mental chemistry,” and actually build themselves
and their identity through what they absorb.
iv) 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 ..... Montessori
classrooms are designed to offer lessons, activities, and tools that match the developmental needs
and interests of each individual child. The prepared environment is more like a home.

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.so that the children can explore things according to their needs.

v)Focus on individual progress

Montessori’s aim is to focus on every individual’s progress so that each individual can grow and
become independent. Montessori gave a scientific approach to education and laid emphasis on
observation and experimentation. Montessori held that individual attention should be paid to
each child. Opportunities should be provided to each child to develop in his own way.within a
Montessori program, children progress at the own pace, moving on to the next step in each area
of learning as they are ready. While the child lives within a larger community of children, each
student is viewed as an individual.

Home Address:-
SANA PARVEEN
Roll No: - D17891
House# 150/3-A Street# 5, Gulshan Colony, Wah Cantt
Contact# 03012249511, 03124100909