Pakistan Montessori Council workshop Exam & Final Exam | MCQs Mega File | Childhood Early Year #pmc | SB Online Academy

Pakistan Montessori Council workshop Exam & Final Exam | MCQs Mega File | Childhood Early Year #pmc | SB Online Academy

 

PMC Diploma Childhood Early Year (3-6) | SB Online Academy
 

1.      Young children conceal their difficulty in walking by ___________

 

·         Running

·         Sleeping

·         Crawling

·         Other

 

2.      There should be order in the display of the material i.e.

 

·         A place for a thing and a thing for a place.

·         A place for nothing and a thing for a place.

·         A place for a thing and nothing for a place.

 

3.       At birth the legs of an infant are ________ of the body.

 

·         40%

·         52%

·         32%

·         39%

 

4.      Which of the following are not writing exercises.

 

·         Chalk Boards

·         Secret Boxes

·         Phonetic Booklet

·         Sand Tray

 

5.      Select which of the following TWO statements are incorrect about Montessori Classroom.

 

·         They are painted with bright colours, fluorescent, light and decorated with wall charts.

·         Materials are arranged in low shelves in a way that they attract the child.

·         The classroom is divided in sections like EPL, Sensorial, Math, language etc.

·         They are designed to reflect comfort of a home rather than to give an institution look like.

·         The children are divided into playgroup, nursery, prep and under no circumstances mix age groups are allowed.

 

 

6.      Montessori reading is based on a strong foundation of:

 

·         Alphabets

·         Phonetic

·         Numerals

·         Other

 

7.      Select TWO limits to freedom in a Montessori classroom.

 

·         The child should never take a material from a shelf without taking the permission.

·         The child should not disturb the others.

·         The child cannot talk to other children or move around.

·         The child should not damage the environment.

 

8.      Classified cards are used to introduce parts of different things and they have 4 parts.

 

·         True

·         False

 

9.      Montessori was the lady doctor with her specialization in. Select both correct options.

 

·         Pediatrics

·         Nero Surgery

·         Child psychology

·         Psychiatry

 

10.  In English language there are ___________ phonemes and  __________ graphemes.

 

·         40 Phonemes and 144 Graphemes.

·         44 Phonemes and 140 Graphemes

·         23 Phonemes and 140 Graphemes.

·         Other.

 

11.  The practical life area is best arranged near the __________

 

·         Sink

·         Playground

·         Classroom

·         Others

 

12.   23 basic sounds of the alphabets are called phonograms.  

 

·         True

·         False

 

13.  Sensitive period starts from birth and last up to 7 years of age

 

·         True

·         False

 

14.  Always introduce capital alphabets first to the child.

 

·         True

·         False

 

15.  Exercises of writing are introduced after reading exercises.

 

·         True

·         False

 

16.  On completion of exercise the child is always shown to

 

·         Go back home

·         Clean up

·         Do nothing

·         Other

 

17.  In choosing cleaners one must make sure that they are

 

·         Non-toxic

·         Very strong

·         Economical

·         Other

 

18.  Always over correct and criticize the child’s writing.

 

·         True

·         False

 

19.  The age for teaching decimal system is:

 

·         2 years

·         4 years

·         3 years

·         1 years

 

20.  To introduce quantities from 10 to 90 which material is used.

 

·         Coloured Bead Bars.

·         Teen Boards

·         Ten Boards

·         Bars of Tens

 

21.  The number being subtracted is called?

 

·         Subtrahend

·         Minuend

·         Product

·         Difference

 

22.  Small letters are introduced in the beginning because they are

 

·         Small

·         Used frequently

·         Cute

·         Other

 

23.  What is the purpose of Three Period Lesson?

 

·         To develop senses

·         To develop hand and eye coordination

·         To introduce new vocabulary

·         Other

 

24.  Dr. Maria Montessori stressed the use of computers in the classrooms.

 

·         True

·         False

 

25.  In a Montessori house of children competition among children is?

 

·         Encouraged

·         Refrained

·         Encouraged within limits

·         Others

 

26.  Dr Maria Montessori emphasized that there should be a black or whiteboard in the classroom placed at the eye level of the children and walls should be colourful so that they attract the child.

 

·         True

·         False

 

27.  Dr. Maria Montessori was born in:

 

·         Rome, Italy

·         Noordwijk, The Nederland’s

·         Ancona, Italy

 

28.  Montessori was awarded by noble prize

 

·         once

·         thrice

·         never

 

29.   The focus of activity in a Montessori setting is on

 

·         teacher’s teaching

·         children learning

·         reporting to the principal

 

30.   In _____ years children can use scissors.

 

·         2.5 years

·         3 years

·         4.5 years

 

31.  Children make best friends in the age of ________.

 

·         2.5 years

·         3.5 years

·         4 years and above

 

32.   The first and 3rd stage of development is very

 

·         similar

·         different

·         none of the above

 

33.  The period from 15-18 years is called

 

·         childhood

·         adolescence

·         puberty

 

3..  Learning occurs due to the activity of

 

·         parents

·         teachers

·         learner’s mind

 

35.  There are more sensitive periods occurring from birth through the age

 

·         7 years

·         11 years

·         16 years

1.      At 3 years the child consolidates all the conquests he made

 

·         during the previous year’s

·         within his mother’s womb

·         since the last two years

 

2.      Always open the book holding the _______ of the page.

 

·         Left top corner

·         Right top corner

·         Middle

 

3.      Choose TWO reasons for sending children to a Montessori house of children.

 

·         It is designed according to the developmental needs of the children

·         Children are forcefully kept busy in activities selected by the teacher

·         The parents are not allowed to enter the school

·         Children are free to choose and work on the activities of their choice

 

4.      A diagraph consists of how many letters?

 

·         1

·         2

·         3

 

5.      The sequence for introducing any mathematical exercises is

 

·         Numerals, Association, quantity

·         Quantity, Numerals, Association

·         Association, quantity. Numerals

 

6.      The sounds are divided into 4 groups.

·         True

·         False

 

7.      Concept of sensitive period was introduced by Dr Maria Montessori.

 

·         True

·         False

 

8.      Knob less cylinders are equal in dimensions to  __________

 

·         Pink tower

·         Broad stairs

·         Cylinders in cylinder blocks

 

9.      Writing activities can be introduced at the age of

 

·         3 Years

·         3.5 years

·         4.5 years

 

10.  The state of mind when all the needs of a child are getting fulfilled is called?

 

·         Deviation

·         Tantrum

·         Normality

 

11.  Vowels are produced by the obstruction of tongue & the lips.

 

·         True

·         False

 

12.  Which of the following are the discoveries of the child were made by Dr Maria Montessori.

 

·         Children have an inner need for order

·         Children need strict discipline

·         Inner need for freedom and work

 

13.  The need for movement gradually________ was grow.

 

·         Increases

·         Decreases

 

14.  Noun is represented by a red circle.

 

·         True

·         False

 

15.  Jean Itard was famous for his work with the wild boy of Aveyron.

 

·         True

·         False

 

16.  While using sandpaper letters, only letters with contrasting ______ should be introduced using Three Lesson Plan.

 

·         Size

·         Sounds

·         Other

 

17.  Smallest cube of the pink Tower is 100^th part of the largest cube,

 

·         True

·         False

 

18.  Ten bars of 10 are equal to

 

·         Cube of thousand

·         Square of hundred

·         Bar of ten

 

19.  Bucket is a ________ level phonetic word,

 

·         Pink level

·         Blue level

·         Green level

 

20.  In a house of children a child has freedom to speak.

 

·         True

·         False

 

21.  Nomenclature materials are used.

 

·         For including new vocabulary

·         For introducing names of things

·         For introducing parts of different things

 

22.  The Pink Tower is used for the development of tactile sense.

 

·         True

·         False

 

23.  The first house of children in Italy started on.

 

·         05-Jan-1907

·         05-Jan-1807

·         05-May-1952

 

24.  The sounds which blend together to make word in a language is called articles.

 

·         True

·         False

 

25.   Phonograms are normally represented by the letters between two slashes.

 

·         True

·         False

 

26.   Learning depends on learner’s mind.

 

·         True

·         False

 

27.   Purpose of group counting game is to enable children to count any quantity till 9999.

 

·         True

·         False

 

 

28.   Bead material that is used for subtraction exercise is same as in addition exercise.

 

·         True 

·         False

 

29.   Orange, Purple and green are tertiary colours.

 

·         True 

·         False

 

30.   Upper case letters are the small alphabets.

 

·         True

·         False

 

31.   Seguin teen boards are used to teach numbers from 10 to 99.

 

·         True

·         False

 

32.   Between 3 - 6 the child is unconsciously absorbing.

 

·         True

·         False

 

33.  Today, the workbooks used by the small children are crudely illustrated and produced.

 

·         True

·         False

 

34.   After working with the sand paper letters material, the child can be introduced to the same alphabets writing.

 

·         True

·         False

 

35.   Sandpaper letter are smooth in touch.

 

·         True

·         False

 

36.   Symbol of preposition is

 

·         True

·         False

 

37.  The silence lesson is an individual lesson.

 

·         True

·         False

 

38.  In English language, always introduce small alphabets first to the child.

 

·         True

·         False

 

39.  How many Phonemes are there in the English language?

 

·         128 Phonemes

·         44 Phonemes

·         24 Phonemes

 

40.  According to Dr Maria Montessori “True discipline comes through freedom.”

 

·         True

·         False

 

41.  Along with teachers, other examples of cooperative artists include: select TWO

 

·         A gardener

·         Farmer

·         Tailor

·         Doctors

 

42.  The primary purpose of Pink Tower activities is:

 

·         The development of tactile senses

·         The development of visual ability to discriminate sizes

·         To introduce the decimal system and develop mathematical skills

 

43.  Hugo de Vries was working with ________ when he coined the term sensitive periods.

 

·         Prothesis Butterflies

·         African cats

·         European Moles

·         Guinea Pigs

 

44.   The metaphor mid-wife was used for teachers for the first time by a Greek philosopher named

 

·         Aristotle

·         Plato

·         Socrates

45.  According to Dr Maria Montessori, all efforts to grow are efforts to be ________

 

·         A more dependent on adults

·         Independent life

 

46.  What is the purpose of Three Period Lesson?

 

·         To develop senses

·         To develop hand & eye coordination

·         To introduce new vocabulary

 

47.  The concept of Odd & Even is given to the children with the help of _______

 

·         Spindle box

·         Bead material

·         Cards and counters

·         Stamp Game

 

48.  Which TWO are NOT segmentation exercises in language

 

·         Large moveable Alphabet and Object Boxes

·         Six Picture Cards

·         Large Moveable Alphabets and Picture Boxes

·         Secret Boxes

 

49.  We can give rewards like stickers, candies and goodies for good behaviour in Montessori Classrooms.

 

True

False

 

50.  By the age of 7 the legs become _______ & of the rest of the body.

 

·         57%

·         38%

·         32%

 

51.  Which of the TWO activities are not related to geography.

 

·         Land form trays

·         Tasting bottles

·         Continent Globe

·         Sandpaper numbers

 

52.  Which Three of the following are NOT Blue Level words.

 

·         Clip

·         Coat

·         Smart

·         Ship

·         Ring

 

53.  At home and in ordinary conventional schools, children face the problems  ______ of occupation of themselves.

 

·         Poverty

·         Lack

 

54.  Children aging 3 to 6 years of age are kept together in on classroom for 3 years, and there is no segregation in classes like playgroup, nursery and prep.

 

·         True

·         False

 

55.  In a Montessori classroom the windows should be safe and preferably reaching till the floor.

 

·         True

·         False

 

56.  Baric tablets sharpen a child’s senses of discriminating between weights.

 

·         True

·         False

 

57.  Who was found for his work with the wild boy of Aveyron

 

·         Jean Itard

·         Maria Montessori

·         Jean Piaget

 

58.  Name TWO materials used for teaching land and water forms in Montessori geography exercises.

 

·         A land and water form glasses

·         land and water form trays

·         land and water cards

·         land and water form globes

 

59.  Dr Maria Montessori said that teacher is a monster and the child is the slave.

 

·         True

·         False

 

60.  Select TWO subjects which are included in Montessori Cultural curriculum

 

·         A Sensorial Exercises

·         EPL

·         Botany

·         Geography

 

61.  Montessori TEEN Boards are used for teaching numbers from

 

·         11-19

·         11-99

·         0-9999

 

62.  Which of the following TWO statements are INCORRECT about sensitive periods.

 

·         A sensitive period begins at birth and end around at 6 years of age

·         Sensitive period for Mathematics began by the age of two years.

·         The sensitive period for reading begins before the sensitive period for writing

·         Learning takes place without making conscious efforts during the sensitive periods.

 

63.  Seguin ten boards are used to teach numbers from ____ to ______

 

·         11 to 19

·         11 to 99

 

64.  The EPL area with sinks where there is the frequent use of water should preferably be _________

 

·         Tiled

·         Carpeted

·         Grassy

 

65.  We should give “Freedom of Choice” to the children before 7 years of age            because

 

·         Children hate their parents

·         Teachers are not trained and they don’t know what to do

·         Their sensitive periods are going and they can very well choose the appropriate activities.

 

 

66.  Choose TWO reasons for sending children to a Montessori House of Children?

 

·         It is designed according to the developmental needs of the children.

·         Children are forcefully kept busy in activities selected by the teacher.

·         Children are shown movies every weekend.

·         Children are free to choose and work on the activities of their choice.

 

67.  Select TWO limits to freedom in a Montessori classroom.

 

·         The child should never take a material from a shelf without taking the permission.

·         The child should not disturb others.

·         The child cannot talk to other children or move around.

·         The child should not damage the environment.

 

68.  Select which TWO of the following are NOT Pink Level word.

 

·         Car

·         Bat

·         Dog

·         Put

 

69.  In a Montessori Classroom the light should be _____________

 

·         Bright

·         Soft

70.  It is a good idea to give children a set of text books and note books at the

biggening of the session and breakdown the syllabus and make lesson plans.

 

·         True

·         False

 

71.  Who did originally present the concept of Sensitive Periods?

 

·         Maria Montessori

·         Jean Itard

·         Hugo Ded Vries

 

72.  Red rods are also called ______________

 

·         Thin rods

·         Thick rods

·         Long rods

 

73.  Select TWO terms used by Dr Maria Montessori for young children aging birth

to 6 years.

 

·         Absent Minds

·         Bundles of cuteness

·         Spiritual Embryos  

 

74.  When was maria Montessori was born?

 

·         31^st August 1906

·         31^st August 1870

·         31^st August 1890

 

75.  The book Montessori re-examined was written by ___________

 

·         Howard Gardner

·         Jean Piaget

·         Kilpatrick, William Heard

 

76.  Dr Maria Montessori believe that education should be __________

 

·         According to the law of development

·         According to the desires of the parents

·         According to the wishes of the teachers

 

77.  The concept of Zero is given to the children with the help of _________

 

·         Spindle box

·         Bead material

·         Stamp game

 

78.  The ability to move separates man from ____________

 

·         Animal Kingdom

·         Vegetable Kingdom

 

79.  Children are encouraged to compete with each other and take more marks in a Montessori house of children.

 

·         True

·         False

 

80.  In a Montessori Classroom the windows should be safe and preferably reaching till the floor.

 

·         True

·         False 

PMC MODULE 1 Introduction to Montessori | Solved Assignment |Montessori Early Childhood (3-6) Diploma Program | SB Online Academy #pmc #module1

 

DK-1863                                 SHAHER BANO

PMC Early Childhood Program (3-6)

 

 

MODULE 1 Introduction to Montessori | Solved Assignment |Montessori Early Childhood (3-6) Diploma Program | SB Online Academy

PMC MODULE 1 Introduction to Montessori | Solved Assignment 

Assignment Module 1

Write answers in your own words. Your answers should be at least 2 typed

pages or 3 handwritten pages. Please don’t forget to write your name and roll

number on each page of the assignment.

Q1: Write a biographical note on Dr. Maria Montessori in your own words.

 

Answer:                    Maria Montessori was born in 1870 in 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 to Rome in 1875 and the following year Maria was enrolled in the local state school. Breaking conventional barriers from the beginning of her education, Maria initially aspired 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, 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.

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, Marilina and Renilde. In 1929, mother and son established the Association Montessori Internationale (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 nominated 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.

Her method of teaching which has helped and would continue to help children of all the times to become a better human being. We can say that she lived in old days but was definitely “A WOMAN MUCH AHEAD OF HER TIME”. 

Q2: Write a note on the first Casa dei Bambini. Also explain how did Montessori method develop there.

 

Answer:

            In 1906, Montessori was invited to oversee the care and education of a group of children of working parents in Rome. Montessori was interested in applying her work and methods to children without mental disabilities, and she accepted. The name Casa dei Bambini, or Children's House, was suggested to Montessori, and the first Casa opened on January 6, 1907, enrolling 50 or 60 children between the ages of two or three and six or seven.

At first, the classroom was equipped with a teacher's table and blackboard, a stove, small chairs, armchairs, and group tables for the children, and a locked cabinet for the materials that Montessori had developed at the Orthophrenic School. Activities for the children included personal care such as dressing and undressing, care of the environment such as dusting and sweeping, and caring for the garden. The children were also shown the use of the materials Montessori had developed. Montessori, occupied with teaching, research, and other professional activities, oversaw and observed the classroom work, but did not teach the children directly. Day-to-day teaching and care were provided, under Montessori's guidance, by the building porter's daughter.

In this first classroom, Montessori observed behaviours in these young children which formed the foundation of her educational method. She noted episodes of deep attention and concentration, multiple repetitions of activity, and a sensitivity to order in the environment. Given a free choice of activity, the children showed more interest in practical activities and Montessori's materials than in toys provided for them and were surprisingly unmotivated by sweets and other rewards. Over time, she saw a spontaneous self-discipline emerge.

Based on her observations, Montessori implemented a number of practices that became hallmarks of her educational philosophy and method. She replaced the heavy furniture with child-sized tables and chairs light enough for the children to move, and placed child-sized materials on low, accessible shelves. She expanded the range of practical activities such as sweeping and personal care to include a wide variety of exercises for the care of the environment and the self, including flower arranging, hand washing, gymnastics, care of pets, and cooking. She also included large open-air sections in the classroom encouraging children to come and go as they please in the room's different areas and lessons

She felt by working independently children could reach new levels of autonomy and become self-motivated to reach new levels of understanding. Montessori also came to believe that acknowledging all children as individuals and treating them as such would yield better learning and fulfilled potential in each particular child.

She continued to adapt and refine the materials she had developed earlier, altering or removing exercises which were chosen less frequently by the children. Based on her observations, Montessori experimented with allowing children free choice of the materials, uninterrupted work, and freedom of movement and activity within the limits set by the environment. She began to see independence as the aim of education, and the role of the teacher as an observer and director of children's innate psychological development.

Q3: Elaborate the discoveries made by Dr. Maria Montessori by observing the child?

 

Answer:

                  After twenty years of work and experiments, she discovered many aspects of the child and childhood. Montessori had found a method of helping children in their educational pursuit which helps the child for life.

 

Discoveries by Dr. Maria Montessori

 

·         Children love to work purposefully

If it is related with the inner development needs, they definitely worked until they achieve their goal which help them to select and concentrate on task which

are related to their development.

 

·         The inner drive is enough

 

Total development is possible when children can work on different fields of

human activity at specific time following a purposeful inner desire by

naturally.

 

·         When something that answers the inner needs meets the child’s eyes natural

INTEREST in alight

 

The first thing for learning is interest for work, if finds suitable condition for

work then repeat it as possible through which results concentration. children

works with concentration and find the result according to their inner need they

seems satisfied and happy.

 

·         Normality depends on all the human powers working in unity, in cooperation

 

Sometimes children do not find conditions necessary for development. It is

possible if we give them an opportunity of working individually at the

developmental freedom which brings normality.

 

·         Too young children need order

 

The child need not practice in everyday life. The child get confused and this can

wrap in his development.

 

·         Sensorial concept, arithmetic, art and cultural activities are important for

child’s education

 

Dr. Montessori found that if these kinds of activities included in their learning

process. It will be helpful and they are also taking interest to take part in it happily. Because through these activities they brought intelligence and

voluntary movements of the personality.

 

·         If any activity is provided in right way which seems too complicated, the child

can easily understand

 

·         Children mostly behave according to the behaviour

 

Children behave disorderly and destructive if environment or any thing

provided in wrong way. In Montessori, the environment is prepared with

trained teachers who understand children needs very well and show

responsible and loving behaviour.

 

·         Provide help if needed, let them do their work them self

Our objective should be to lead the children independence in their individual or

social life. Just provide necessary help if needed. Because every child wants to

tell us “HELP ME DO IT MYSELF” and we just ignored them.

 

·         She discovered that real discipline comes through freedom.

It is necessary for children to give them freedom .it is suggested that true

discipline comes from within, and not comes from the outside because true

discipline is born in freedom. Freedom and discipline are two sides of coin.

 

·         Real obedience is based on love, respect and faith

 

When obedience brings the inner satisfaction, it becomes true obedience which

lead to the true development.

 

·         Most of the activities presented to the children in Montessori houses of children

are results of observing the child,

 

In Montessori most of the activities are designed and result of Maria

Montessori ‘s work with children after observing them.

·         Montessori discovered that the environment itself was all-important in obtaining

the results that she had observed.

 

She also discovers that if anything that is provided to the children are heavy or

bigger than their size in a classroom which hindered their development process.

approachable and helpful in their learning process. So, she changed the whole

furniture and other materials.

 

·         Montessori further studied the traffic pattern of the rooms.

 

·         Montessori carried this environmental engineering throughout the entire school

building and outside environment.

 

Montessori designing the child sized toilets and low sinks, large windows low to

the ground through which they can look outside easily, low shelves and all kinds

of garden tools which are easy to carry.

Q4: Explain sensitive Period and write short note of the following:

 

Answer:

 

Sensitive Period:

The phrase ‘sensitive periods’ often conjures up thoughts of moody teenagers, but it actually refers to a period of time when a child’s interests are focused on developing a particular skill or knowledge area.

According to Montessori Theory, the most important sensitive periods occur between birth and age six. In other pedagogies, sensitive periods are commonly referred to as windows of opportunity or developmental milestones. During their first six years of life, children move through five main categories of sensitive periods, including: order, language, sensory skills, movement, and social skills. Each sensitive period lasts for as long as it is necessary for a child to complete a particular stage in their development. These periods of special sensitivity are only temporary and fade once the aim is accomplished.

Characteristics of sensitive periods may include mimicking, intense concentration, and compulsive or obsessive behaviours. Interrupting a child while they are in the middle of an intense sensitive period can result in a powerful emotional response such as a tantrum. Break a routine that a child is attempting to understand and master, such as getting dressed, bath time or bedtime, and some children will emotionally fall apart. The ‘terrible twos’ for example, are often an exaggerated reaction to small disruptions in order that may not be perceived by adults. This is because they are likely to be in a sensitive period for learning, and their ‘work’ is being interrupted.

 

a)  Sensitive Period for Language

 From birth to age six, children are in the sensitive period for language. Sensitivity to language involves three key phases: spoken language, written language, and reading. 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. This begins when the child learns the alphabet, and then sight words, which form the foundation for reading and writing skills.

For reading, a child is intensely interested from 4.5 to 5.5 years of age. Reading skills are often developed after a child learns to write as it involves visual tracking skills.

To support language development at home, it is important to immerse your child in an environment that is rich in language stimulation. This involves speaking to your child in clear language, singing and reading with them, and allowing them to speak their needs instead of anticipating them.

 

b)  Sensitive Period for Mathematics

 With the ideal age to foster mathematical skills being 4 to 6 years, there are so many creative and fun ways to do this! The sensitive period of assimilation of images exists within this time frame as well which means a great way to teach mathematics is through visual learning.

There are so many things which help the child to learn mathematics:

·         Use objects to teach them how to count.

·         Encourage them to help you count your change

·         They can help you count your dollar bills

·         Play the jelly bean jar game 

·         Create a multiplication table together

·         Teach them the basics of addition, subtraction, multiplication, and division using objects

Even though the ideal period is between 4 and 6, you can still introduce counting to them before this age so that they’re ready to get into the mathematics portion of learning.

 

a)  Sensitive Period for Movement

   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.

Q5: Write a short note on the following core concepts of Montessori education;

 

Answer:

a)  Mixed Age Group

  The mixed age class is a cornerstone of the Montessori system of education at every level, as well as part of the secret to its success. Dr. Montessori observed early in her work that children learn not only from their teacher but also from their interactions with their peers. Learning in the Montessori setting is seen as a highly social activity. The Mixed- Age class allows the younger children to learn from the experiences and to inherit the class culture from their older peers, while it allows the older children to gain the experience of being leaders in the classroom.

At all levels of learning, the three year mixed age group community is a fundamental characteristic of the Montessori classroom. Dr. Montessori divided children into these groups based on her research that showed distinct periods of cognitive development, each with its own specific needs and behaviours. In a mixed-age group setting (ages 0-3, 3-6- 6-9, 9-12), there are children at the beginning, middle, and end of each plane of development. From a young age, a child gets to continually experience being a learner, an observer, and a mentor. These learning environments are meant to mimic the family or workplace environment, where members are different ages, have diverse skill sets, and varying needs. As any parent of more than one child can attest, there is a great contrast between the capacities of a six-year-old and a nine-year-old. This is one of the reasons Montessori classrooms can accommodate large numbers of children with two guiding teachers: all the students are helping each other, in one way or another.

The interactions and positive communication also benefit all of the children; older students exercise patience, compassion, and empathy through their language, while the younger ones listen and engage in higher levels of conversations than they are currently capable of. Social interactions between peers involve kindness and grace.

 

a)  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”.

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.

b)  Absorbent Environment

In her studies of educational philosophies, Dr. Maria Montessori focused on the development of the child – the importance of the early years and the way in which children, at a very young age, begin to absorb everything around them. In observing child development, she recognized the significance of the ability of the child to learn unconsciously from his environment, and defined this as “The Absorbent Mind”.

The absorbent mind is the capacity for children to learn language from their environment, without rules, instructions, or direct teaching. Every child learns their mother tongue simply by being exposed to it on a daily basis. Up to the age of 6, a child is able to effortlessly acquire language by absorbing words and their meaning through the social constructs created within their environment.

Children unconsciously absorb social constructs and develop their personalities during these formative years. While some things are consciously taught, a great deal of what a child learns is achieved through the observations of their own surroundings. It is often said that the mind of a child is like a camera, observing everything in its environment, and forms a clear picture of a fixed record.

Dr. Montessori’s understanding of this sensitive period is significant, as it frames our understanding of the development of the child. During this stage of life, the young child, when given the opportunity to experience the wonders of the world, is capable of acquiring significant knowledge. Her work illustrates the importance of creating a prepared environment from which they can absorb and learn with ease.

It is in this manner then, that the Montessori Early Childhood Method of Education remains an ideal program to introduce children to a world of discovery. Children are introduced to activities in language, mathematics, science, history, geography, art, and music. Practical life skills are honed through activities that replicate everyday tasks that are completed in their own environment. Shelves within the classroom are filled with materials that provide children the opportunity for purposeful activity.

An environment that promotes learning during this sensitive period when the absorbent mind is developing is ideal, and the Montessori classroom does just that. A young child’s capacity to absorb knowledge is limitless, and within a carefully prepared environment, can provide them with remarkable opportunities.

 

a)  Focus on individual Progress

In Montessori Education, focus on individual progress and development, children progress at their 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 a universe of one.