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
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| 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.
