WARISHA SOHAIL Roll no.

D13443

Q.1: Discuss the life and works of Dr. Maria Montessori and why is she referred
to as a lady much ahead of her time?

LIFE AND WORKS OF DR.MARIA MONTESSORI

Dr.Maria Montessori was born on 31st August 1870 in

Ancona, Italy. She was from middle-class but
educated family. Her father was working as a military
man, he had a rational behaviour towards women
education where as her mother was broad-based lady
and assisted her throughout her studies.

Regardless of a lot of objections and resistance from

father, teachers and her male fellows; she completed
her studies from Medical School of the University of
Rome and became the first lady physician in Italy in
1896. Therefore she holds the title of first lady doctor in
the history of Italy. Dr.Maria did specialization in Paediatrics and Psychiatry. Her
perspective towards education was more scientific, slightly different from the
teachers of her time and before.

Dr.Maria was not willing to pursue her career in teaching because it was one of
the three long-established capacities open to women at that time: working with
children, home-making or the convent. But surprisingly she was been acknowledged
for her participation in education.

Dr.Maria was recognized as one of the world’s leading teachers, during her
lifetime. She was pictured on Italian 200 lira coin and 1000 lire bill in 1990s. She was
nominated for Nobel Peace Prize thrice. She died in 1952 in the Netherlands.

WORKING WITH THE SPECIAL CHILDREN

Dr.Maria started teaching at University of Rome and there she came into frequent
touch with children of lower working class families. Her involvement with them
induced her to believe that intelligence is not unusual; rather it is presented in many
other forms

In 1900, Dr.Maria was appointed director of the new Orthophrenic School

attached to the University of Rome, previously a municipal asylum for the “deficient
and insane” children of the city. She once questioned about their terrible situation,

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Upon which she was told that they once fought for food for which they got dirty.
Therefore they are kept in prison with minimum food. She and her fellow-mates
started to rehabilitate the institution.

Dr.Maria learned that her young patients required enthusiastic tasks to enhance their
self-esteem and sense of achievement which will eventually refresh and energize
their minds.

INSPIRATION FROM ITARD AND SEGUIN

During her search for the previously successful work done for the mentally
disabled children, she was inspired with two French doctors of the 18 th and 19th
centuries: Jean-Marc-Gaspard Itard (1775-1838) and Edouard Seguin (1812-1880).

Itard was known for his work; “Wild Boy of Aveyron”, an abandoned young child
found in forest to some hunters. Itard studied the boy and with his efforts, he
concluded his work with following suggestions:

1) If proper stimulation and experiences are not provided during sensitive

periods of child development, it may not take place at all.

2) Advancements of handicapped children are possible.

Seguin was the student of Itard and he carried on his

research. His work was more certain and efficient. He applied
his ideas and methods to everyday learning of disabled
children. Seguin invented a methodical approach of breaking
skills down into small steps and he was very much successful
in the collection of hands-on material.

THE ORTHOPHRENIC SCHOOL

Dr.Maria took the idea of scientific approach to education

from Itard and Seguin which were based on observations and experimentations.
Dr.Maria tried Seguin’s method on her patients and observes their reaction and
progress to make them independent and verbal.

She astonished the world when many of her patients passed the standardized
exams given by the Italian public schools. By the passage of time, children were able
to complete their day-to-day task which includes preparation of meals and keeping
up the environment of school.

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Just when her work for mentally disabled children was recognized, she was
compelled to think “why normal children are lacking”, then when she challenged
herself to work on normal children for better results.

CASA DEI BAMBINI

(The first Casa dei bambini-The house of Children)

Casa dei bambino (the house of children) was a day care centre established in
1907. Those were the toughest time for Dr.Maria as there was only one teacher; that
too untrained along with 50 children aging 2 till 5. Their behaviour was relatively
violent and irritated which made Dr.Maria reluctant to work in such circumstances.
Despite of that, she started teaching older children first and provided them the
hands-on materials of perceptual discrimination and puzzles and eye-hand
manipulative exercises.

To her surprise, normal children

responded much more positively and were
clearly attracted towards her work. Dr.Maria’s
methodology was children teach themselves.
She introduced daily exercises to children in
which children of 3 to 4 age were taking great
interest. This builds up their confidence and
self-respect and they become independent in
their chores.

Children were taking interest and showing outstanding performance in their

academics. They were quite fond of numbers and this made Dr Maria developed a
series of concrete math learning materials. With this she tracks down that children
are capable of learning other areas as well and they have the potential of choosing
their work. Dr Maria’s theories were not perfect, but they did
make a little change among other educational methodology
of that time.

WORLDWIDE RESPONSE

After Casa dei bambini’s

popularity, Dr.Maria became the interest of leaders and scientists
around the world and was highly praised for her work. The
amazing thing was that her first model; Casa dei bambini was
duplicated everywhere which was a golden hallmark. Her

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methods can be applied very well in the most systematic ways in educational
settings. Around the world, she was being supported and Montessori schools were
opened throughout.

THE DECLINE AND RISE IN MONTESSORI EDUCATION

By 1925, there were up to 1000s of Montessori schools around the globe. But
things took a nasty turn by 1940, and Montessori movement nearly vanished from
American system and some other countries. In only America, only few schools were
courageous enough to call themselves Montessori schools but from 1960s, there
was a surprising rise of Montessori movement in America and the credit of this
‘rediscovery’ goes to Dr. Nancy McCormick who brought Montessori back in North
America.

LADY AHEAD OF HER TIME

Dr.Maria Montessori is referred as lady ahead of her time because her findings
and methods are being practiced around the world. She will always remain alive
because of her contributions.

Q.2: WHICH ARE THE MAIN REQUIREMENTS TO BE CONSIDERED TO START

HOUSE OF CHILDREN? HOW DO YOU IMPLEMENT THEM?

A: Montessori should be a place where children are free to do anything of their

interest under discipline. They should feel comfortable and happy when in school.
Therefore one has to contemplate few things while starting up the house of children
as this is the most difficult task and requires a lot of planning. Keeping in mind the
following things:

1) Structure of the house should be designed in such a way that it has generous
space for activities engaging children. Like class room is the most important place
and it should be filled with child sized things like chairs and tables, vibrant in colours.
There should be at least two walls facing towards the outdoor environment like
garden. Windows of the class should be huge and good-looking getting till floor so
children can have an outer look easily. There should be a place in a class which is
carpeted so a child can do floor work over there. A garden area where children can
plant trees and can do gardening; this will create their love for nature. Playing area
comprised of suitable swings and toys.

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2) Number of students in class should not exceed to 30. In this way, it will be
easier for the teacher to give individual attention to each and every student and she
can easily overcome any shortcomings in any student.

3) The size of the classroom should at least 25 square feet per students at the
early childhood level.

4) Students should be encouraged to do things on their own rather taking help

from teacher or their class mates. The environment of the class should be very
different from what they see in their homes. There shouldn’t be any kind of ban or
disallowance of doing something. Freedom of choice should be given.

5) Cleanliness should be maintained throughout and students should be

motivated to maintain hygiene.

IMPLEMENTATION

Above requirements are very necessary while starting up a children house but
implementing them is very important. Below are the things which should be acted
upon while starting the House of Children:

 Equality among all students

Every child who comes to school is equal. Each student should be

respected and treated evenly.

 Polite and loving behaviour of teacher

Teacher is the role model for students; therefore her behaviour matters a
lot. Her loving and polite way of conduct will leaves a good impression on a child’s
mind making them learning faster and efficiently.

 Attention on each student

Focus on every child is important. Each student has a different tendency

of leaning things. So teacher must know the progress, growth and understanding
level.

 Prepared Environment

It is a necessary element in the house of children, with prepared

environment a child’s needs and interests can be facilitated and they can
freely select their work which they find appealing as the environment is in
perfect condition for a child to select activities of his interests.

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 Parent teacher meetings

Parent-teacher interaction is necessary for both parents and teacher.

Parents should know how their child is performing in class, about their
developments.

 Orientation meetings

Teachers should co-ordinate with parents once in a while to discuss the

curriculum and recent activities held in class

Now to conclude, above requirements should be taken into consideration when

starting the house of children because this is where children can meet their interests.

Q.3: What are the discoveries made by Dr.Maria Montessori by observing the
child?

A: Dr.Maria Montessori made a lot of discoveries by observing the children. She is a

founder of Montessori education. She conducted a lot of experiments and observed
children by spending a lot of time with them. After nearly 22 years of such
experimentation, Dr.Maria could say that she had found a method of helping children
in their educational pursuits. She discovered several aspects of children. She has
specified some of the discoveries she had made during her work.

1) Children love to work purposefully. They work until they reach to their goal.
They are very enthusiastic about the work which makes them select and concentrate
on different activities which lead them to make them perfect in their inner
development.

2) The inner drive is sufficient. The teachers or adults should follow the child and
just provide necessary conditions. Total development is possible only when a child
can work in different fields of human activity at specific times.

3) When something that answers the inner needs meets the child’s eyes,
spontaneous INTEREST is kindled. When a child does activities again and again or
when there is an impromptu repetition of an activity is done with great interest the
result is concentration .The child concentrates more when they found right
conditions.

4) Very young child need orders. She found out when she saw her children putting
their things back to their places; same in the case of values, functions and other
human activities. The child wants to learn by practice that is the truth, the need to
see it being practiced. Montessori students in this age, built up their personalities,
they needed consistency in all aspects of environment.

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5) Normality depends on all the human powers working in unison, in collaboration.

Dr. Maria says that during the early childhood it is possible to rectify any
developmental error and bring the child back to normality. The child should work
individually and with freedom. All activities are very important to bring child back to
normality. The rectification can be made possible only by the child’s working
individually at the development freedom. Activity was essential.

6) Activities involving sensorial concepts, languages, arithmetic, art, culture were

found to be necessary for the child’s education. These are very important for building
of child’s personality. Montessori found that these activities can bring intelligence in
the children.

7) The children showed that they could assimilate the knowledge, normally
considered to be too complex for the child, it it’s presented in rightful manner. Some
of the topics, for the children aged 3-5 were considered to be too difficult or hard
were brought in the house because Dr.Maria found that these areas of knowledge
are necessary for the child’s total development rather than being subjects to be
learnt or perhaps, memorized.

8) Real discipline comes thorough freedom. Discipline must come from within and
should not be imposed from outside because true discipline is born in freedom.

9) Real Obedience is based on love, respect and faith. If a child is satisfied he or

she starts respecting elders which will leads to his real development.

10) Children are often seen to behave in a certain manner. Dr Maria discovered that
the environment plays a vital role in the development of child’s behaviour. When a
child couldn't get the correct environment for development, where his inner needs
does not fulfil, he becomes stubborn, disobedient and destructive. So we should
provide him or her suitable environment and condition for development.

11) Most of the activities presented to the children in Montessori houses of children
are results of observing the child like the silence activity, exercises of practical life
and walking on the line.

12) “Help Me Do It Myself”. A child loves to do everything on their own so we should

give them such space where they are free to do anything of their choice.

13) Environment itself was all-important in obtaining the results. The children learn
to control their movements when everything was according to their likings. Maria had
a view that we should provide a very good environment to the student in order to
attain good result. For this purpose, she used child size table and chair rather than
heavy desk. She discovered the child wants everything according to its size. Tables
were so small and light in weight so two children could easily move it.

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14) Traffic pattern of the room. The area where children are staying should not be
over-loaded or congested. Children love to sit on floor so she put a lot of rugs where
they play and perform daily activities.

15) Montessori carried this environmental engineering throughout the entire school
building and outside environment. She observed that the building and outside
environment should be according to the size of a child. For instance toilet, low sink,
windows, shelves, garden tools etc. designed in child sized.

Q.4: Write a comprehensive note on the role of teacher in a Montessori class?

A: A Montessori teacher is a guide and a facilitator; she should not consider herself
as a primary source of learning. To understand her role clearly, there are mainly two
types of arts namely; productive and cooperative.

Productive Arts: This can be defined simply as “arts in which the activity of the
artist is the principle and only cause of production like carpenter.

Cooperative Arts: this is the arts where activity of the artist is neither the
principle, nor it’s the only cause of production. The three very common cooperative
arts are:

1) Farming: The art of raising plants and animals.

2) Healing: The art of curing.

3) Teaching: This is what we are concerned with.

The role of a Montessori teacher is very much different from the teachers of upper
level. Their role is circled around the preparation and organization of appropriate
learning materials to meet the needs and interests of each child in the class.

A Montessori teacher’s classroom practices involve;

 Preparation of the environment

 Observing the Children
 Giving lessons
 Primary goal of the teacher

Preparation of the environment: The teacher should prepare an environment

to enable child’s independence and capability to easily choose their work that they
find appealing, selecting activities of child’s interest and maintaining the environment
in flawless conditions. As Dr. Maria Montessori said: “The first aim of the prepared

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environment is, as far as it is possible, to render the growing child

independent of the adult.”

Observing the Children: Montessori teachers are vigilant observers of their

children’s progress, needs and sensitive periods. They are regularly experimenting,
modifying the environment to meet their perceptions of each child’s needs and
interests, and accurately noting the result.

Giving lessons: Montessori teachers keep their lessons brief and simple.
Lessons centre on the simplest information for the children to work on their own
which includes:

 Observing the child while he is exploring the materials in low shelves.

 Going to the child and taking consent to work with that material.
 Taking a material to a workplace with the help of the child, specifying its
place on the shelf.
 Telling ground rules for use.
 Giving a brief and live demonstration of what can be done with it.
 Leaving the child to continue himself with concentration and without
obstruction.

Primary goal of the Teacher: teachers should focus on each child as a person.
Montessori teachers are taught to nurture and inspire the human potential, leading
children to ask questions, think for themselves, explore, investigate, and discover.
Our ultimate objective is to help them to learn how to learn independently, retaining
the curiosity, creativity, and intelligence with which they were born.

Anne Burke Nuebat, in A Way of Learning (1973), listed the following elements in
the special role of the Montessori teacher:

1) Montessori teachers are the dynamic link between children and the Prepared
Environment.
2) They systematically observe their students and interpret their needs.
3) They are constantly experimenting, modifying the environment to meet their
perceptions of each child’s needs and interests, and objectively noting the
results.
4) They prepare an environment meant to facilitate children’s independence
and ability to freely select work that they find appealing, selecting activities
that will appeal to their interest and keeping the environment in perfect
condition, adding to it and removing materials as needed.
5) They carefully evaluate the effectiveness of their work and the design of the
environment every day.
6) They observe and evaluate each child’s individual progress.

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7) They respect and protect their student’s independence. They must know
when to step in and set limits or lend a helping hand, and when it is in a
child’s best interest for them to step back and not interfere.
8) They are supportive, offering warmth, security, stability and non-judgmental
acceptance to each child.
9) They facilitate communication among the children and help the children to
learn how to communicate their thoughts to adults.
10) They interpret the children’s progress and their work in the classroom and
parents, the school staff, and the community.
11) They present clear, interesting and relevant lessons to the children. They
attempt to engage the child’s interest and focus on the lessons and activities
in the environment.
12) They model desirable behaviour for the children, following the ground-rules
for the class, exhibiting a sense of calm, consistency, grace and the courtesy
and demonstrating respect for every child.
13) They are peace educators, consisting working to teach courteous
behaviours and conflicts.
14) They are diagnosticians who can interpret patterns of growth, development,
and behaviour in order to better understand the children and make
necessary referrals and suggestions to parents.

Q5: What does “PILES” stand for when we talk of human development?
Discuss the physical, lingual and intellectual development taking place during
3 to 6 years of age.

A: PILES stands for

P- Physical

I – Intellectual

L- Language

E- Emotional

S- Social

There are three stages of development in which child’s growth from birth to maturity
can be divided.

First Stage
0-6 years It has two sub-phases:
0-3 years: The Absorbent mind which is unconscious.
3-6 years: The Absorbent mind which is conscious.

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Second Stage
6-12 years The child has consolidated and established his inner
powers and interests in academics.
Third Stage

12-18 years It has two sub-phases:

12-15 years: Puberty
15-18 years: Adolescence

Age 0-6 years Strong natural urges

Development Experiences which satisfy the

natural urges

In the first stage of 0-6 years, the personality of child is formed. The first stage is
divided into two phases:

(a) 0-3 year’s period in which the child captivates everything from his
environment mechanically. This phase is a period of construction.
(b) 3-6 year’s period the child brings his insensible understanding to the sensible
level through movement and exploration of the environment. This phase is a
period of consolidation.

Second stage is from 6-12 years and this is a period of unlimited constancy, period
of development go together with other changes. This period is for more mental
development and building up of creative and artistic skills. The peer instinct develops
during this phase.

Third stage is again divided into two sub phases:

(a) From 12-15 years, there is a transformation in both physical and mental
development as it is the start of puberty. This period is very sensitive

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because child is delicate about the facts and involvements relating to his
life.
(b) From 15-18 years is the period of exploring more focused areas of
interest in depth. This stage of development is where independence,
specifically economic independence, comes in and the single pass in a
new community life with self-assurance and right information.

DEVELOPMENTS DURING THE AGE OF 3-6 YEARS

AGE 3 PHYSICAL INTELLECTUAL LANGUAGE EMOTIONAL SOCIAL

YEARS
Can May name all More Affectionate Tidies up well.
balance on colours but inquisitive to baby
one foot for sometimes questioning. brother/sister
a moment. mixes up blue
and green.
Very Able to thread Now will recite More able to Plays well with
Dextrous on big beads and name, age and last the whole others, during
outdoor built 9- block gender. night without pretend play.
equipment. high towers and wetting.
small bridges
with bricks
Will walk on Likes to paint Can recite Loves helping Uses a spoon and
tiptoes. but unable to numbers up to with the a fork to eat.
produce 10 but only housework
recognisable able to count 3 and other
pictures. objects. chores.
Decides what it
is after painting
Steers and Can use Sentences are Pretend play Will now share
runs round children’s completely is more
obstructions scissor understandable dramatic and
with ease. but still sound incorporates
childlike. made up
projects and
people.
Uses the Holds a pencil Able to have Behaviour is Will play by
pedals on a properly simple on the whole self or with
trike, and conversations better. May be others with
steers well. with others. demonstrative, toys on the
warm and floor.
trusting.
Will throw Will draw a head Will talk to self- Will now wait Can now wash
balls above for a person. whilst playing, for the wants hands, but
head. Sometimes have mainly to be fulfilled. unable to dry
Catches other features. throughout hands
clumsily pretend play. properly.
with arms

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or hands.
Forcefully Can copy a Wants to be Will show a When going to
kicks ball. circle, a V, T, H read favourite little the toilet can
Walk in an and a cross. stories, again understanding manage by
adult and again. of past and self.
fashion present.
upstairs,
even
holding a
big toy.
Still puts Recites more Still requires
both feet on rhymes and help with
each step can sing some buttons, laces,
when songs. zips, etc.
coming
downstairs.
Likes to
jump off the
last step
Moves Understand
large toys and can use,
about you, me, I, him,
easily. Sits her, she, he
on bottom and plurals.
with ankles
crossed.
Spatial Grammar not
awareness yet totally
good. correct.

AGE 4 PHYSICAL INTELLECTUAL LANGUAGE EMOTIONAL SOCIAL

YEARS
Bends Skilful at holding Very Loves vivid Now has best
down to pencils inquisitive, pretend play friend. Is
pick up toys always asking and dress-up sometimes
with legs questions. hostile and
straight sometimes
friendly.
Can use Can draw a Loves to have More self- Argues more
ladders and house a joke. sufficient. constructively.
will climb Very wilful.
trees.
Better with Now draws Likes long Understands Cheeky with
ball games. people with stories and about past, adults and
heads, bodies, now also tells present and friends when
legs, and mostly stories. future. cross.
with arms and

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fingers too.
Very good May decide what Grammar is Complex Expertly uses
on a trike. drawing/painting now correct. play on the fork and
is before it’s carpet with spoon when
done. toys. eating.
Runs Can build 10- Can count 4 or Sympathetic Takes turns
upstairs brick high tower, 5 objects, and to little and shares.
with total bridges and can can recite up brother/sister
efficiency. copy 6-brick to 20. in friends
steps. when hurt or
upset.
Runs about Copies X, T, H, Can sing Uses humour Doesn’t like
on tiptoes. V and O. several more in play tidying up.
rhymes. and
Knows own conversation.
name, age
and address.
Is adept at Knows primary Still confuses Able to get
running colours. letters in dressed and
round speech, such undressed by
obstructions as K with T, R self but not
and corners with W, or TH yet able to
with agility with F. manage some
hard to reach
buttons and
laces.

Able to sit Will recall Can now

cross- latest brush teeth,
legged. happenings wash hands
Hops in and dry
around and conversations hands.
balances with others.
on one foot
for longer.

AGE 5 PHYSICAL INTELLECTUAL LANGUAGE EMOTIONAL SOCIAL

YEARS
Dances More detailed Still asks the Normal Lots of
drawing and meaning of conduct complex
painting intangible more play, using
including words. restrained more and
surroundings. reasonable more
and self- imagination.
sufficient.
Can now Can usually Still loves to Will defend Is capable
play all sorts copy a 10-brick listen to and care for of using a

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of ball step model. stories, and babies and knife and

games will use them toddlers. fork.
competently. in play later.
Balance Can now draw Will now Reassures Very skilled
improved figures with all recite own friends when at
considerably. features, name, they are construction
including head, address, age upset. toys.
body, arm, legs and
and face. sometimes
knows
birthdays.
Can now Can count Knows more Has a Shares very
balance on fingers. songs and definite best well and
either foot rhymes, and friend with doesn’t
easily. Hops loves to sing whom he is argue very
for longer. them. usually much.
friendly and
obliging.
Able to walk Can draw a Takes Sense of Will tidy up
along on a more detailed pleasure in humour but usually
thin line. house including humorous greatly needs
the windows, stories and increasing. prompting.
chimney, door witticisms,
and roof.
Touches Skilled at Is In pretend Can now
toes with colouring in. increasingly play, will get dressed
straight legs. great at jigsaws. articulate. carry on and
stories to the undressed
next day. by self.
Softly runs Now knows Only Can wash
on tiptoes. more colours confuses the own face
Skips. Has a and can match letters S and and hands
strong grip well. Excellent TH, or F with and dry too.
with both handling of pens TH now.
hands. and pencils.
More Can now copy a
energetic square, a
and lively in triangle, and L,
general. H, Y, V, X, T, O,
U, C and A.
Expert at all Can realate to
outdoor the time of day
activities corresponding to
such as everyday
swinging, activities
climbing and
sliding.

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