MODULE 8

CULTURE 1(GEOGRAPHY AND HISTORY)

SADAF KAUSAR

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Question no 1.

Discuss the significance of Montessori cultural exercises.

ANSWER.

Cultural studies are also a part of Montessori curriculum which includes life sciences
(Botany and Zoology), physical sciences, history, geography, dance and music. Cultural
exercises provide opportunity to the children so they can discover the world, the
continents, the countries, people, cultures, terrains, science and arts. These exercises
help in,

a. Developing personality
b. Adapting culture
c. Becoming an independent, useful member of society.

IMPORTANCE OF CULTURAL EXERCISES

According to a universal phenomenon, children in their early age i.e. from 0 to 6 years
understand and absorb the culture around them very quickly. According to most of the
psychologists and educationists, it is important to expose children to direct cultural
experiences, including, ways of living, history, geography, life sciences, physical
sciences and arts, during this age for maximum development in cultural studies.
Although Children develop cultural values naturally but still something lacks in today’s
complex world, as most of which has been designed by the adults for the adults, which
obstructs the child’s cultural development. It is important to include culture of the land
rather than some foreign culture in a Montessori curriculum.

MONTESSORI CULTURAL EXERCISES

Montessori cultural exercises and activities are designed in such a way that satisfies the
developmental needs of children. These Exercises are as follows

EPL (EXERCISES OF PRACTICAL LIFE)

These exercises are necessary for early development of a child as it prepare a child to
perform his simple daily actions independently and purposefully. It develops well
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Working habits, self-esteem, graceful behavior and control of movements. These

exercises includes,

a. Elementary exercises
b. Exercises of personal care
c. Grace and courtesy exercises
d. Care of environment exercises

SENSORIAL EXERCISES

As early years in a child life are crucial for the development of the use of senses.
Keeping this in view Montessori provides materials and activities for the functions of all
the five senses. Materials with strong differences such as tall/short, big/small,
rough/smooth, hard/soft, light/dark etc. These materials also build the base of cultural
work as most of cultural exercises need the sensorial abilities of a child to become a
contributing and participating member of society.

LANGUAGE EXERCISES

Language is a way of communicating with people around you through sounds, symbols
and words. Each country has a unique language evolved through combination of
blended cultures. Learning a mother tongue is a significant accomplishment of a child
during his early years. Montessori provides suitable environment and opportunity to
develop strong linguistic foundation of a child by carrying out listening, speaking,
reading and writing exercises. These help the child to explore his culture by participating
and interacting with his social circle in cultural context.

MATHEMATICAL EXERCISES

These exercises help a child to learn counting, calculating, assessing etc. which helps
him in evaluating and gauging the cultures around him. Material for mathematical
exercises includes,

a. Number Rods
b. Spindle box
c. Cards and counters
d. Golden beads material
e. Seguin boards
f. Color beads
g. Short Bead Stair
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h. Snake Game.
i. Multiplication Board etc.

Conclusion:

1. Culture describes what we know, what we don’t know and what we want to be. It
defines the fundamental needs and similarities among the human race. Cultural
exercises demonstrate to respect people from other races, countries, and
religions. They train us about life and culture on earth. They work in different
directions, such as
A. Geography
B. Culture (mannerism of life)
C. History.

QUESTION NO 2

Prepare the following material;

. Four parts nomenclature material for the layers of earth;

. Two parts classified cards of the flags of Asia;

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QUESTION NO 3

Name and briefly explain all the exercises that can be carried out using the jigsaw
puzzle maps of the continents?

ANSWER

EXERCISE 1

NAMING THE CONTINENTS ON JIGSAW PUZZLE MAP

MATERIAL

. Jigsaw puzzle map of the hemisphere

The teacher asks the child to lay a mat on the floor and bring the continent puzzle map.
She then takes out three continents of contrasting color and shape. This also includes
the continent where child lives. With the help of three period lessons she introduces
names of the continents for few days until the child learn their names. She then adds
rest of the continents one by one until the child learns all the names of continents. Once
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the child has learned the names of all the continents, she introduces him to the names
of five oceans through three period lesson.

With the help of this exercise a child is able to learn names of the seven continents i.e.
Asia, Africa, Europe, Australia, North America, South America, Antarctica and five
oceans i.e. Arctic Ocean, Indian Ocean, Atlantic Ocean, Pacific Ocean, Antarctic
Ocean.

EXERCISE

INTRODUCING THE PICTURES OF THE CONTINENT FOLDER 1

MATERIAL

Jigsaw puzzle map of the hemisphere

Continent picture folder 1 that include

a. Landscapes
b. Food
c. Culture
d. Villages
e. People and families
f. Religious grounds
g. Animals
h. Vegetation

The teacher invites a group of children who are familiar to the names of all continents.
She asks the children to lay out a mat, get the jigsaw puzzle map of the hemispheres,
and Picture Folder 1. She asks one child to remove and name his favorite continent.
She tells him that she has some pictures of this continent. She removes the matching
folder and notes the color coding. She takes out one picture to which the children will
relate discuss it with the children and encourages them to share what they see with her.
She then Place the picture beside the continent. She Repeat it for five or six pictures. At
the end of exercise she shows how carefully the pictures are put into the folder. She
either repeats the procedure for another continent then or repeats on another day.

EXERCISE

RECOGNIZING PICTURES OF CONTINENT FOLDER 1

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After the children have practiced the pictures for all the continents, the teacher selects
two children to remove two continents and asks another child remove the corresponding
pictures from the folder and mixes them up. She then asks the children to look through
the pictures and select to which continent they belong. To check if they are correct, the
name of each continent is on the back of the picture. When finished all the pictures are
placed in the folder.

EXERCISE

DRAWING THE CONTINENTS

In this exercise the teacher shows the children to trace the puzzle insets of the
continents to make a map. She also makes them color the continents in their respective
colors. She can also use colored paper or fabric pasting technique. This exercise helps
the children to get familiar with shapes of the continents.

EXERCISE

LABELING THE CONTINENTS

When the child is able to read, the teacher introduces the printed labels so the child can
label his own map. She introduces him to the written names of the continents and
labeling to the corresponding continent through three period lessons. In this way the
child is able to name the continents.

EXERCISE

ANIMALS OF THE WORLD

This exercise has two parts. Firstly the teacher introduces three models of typical
animals of each continent through three period lessons. Then she relates those animals
to their respective continents. These exercises help the children to learn about different
animals and their habitats.

QUESTION 4

Explain how land and water forms are introduced to the child.

ANS

In a Montessori environment special material is used to introduce land and water forms
to children. The exercises are as follows:
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EXERCISE

LAND AND WATER FORM TRAYS

MATERIAL

Ten models of land and water forms prepared in trays, with each form having its exact
opposite.

1. Island and lake

2. Cape and bay
3. Peninsula and gulf
4. Archipelago and system of lakes

Pictures of real examples of land and water forms

A small tray

A jug

A small bucket with water

A sponge, to dry out the trays and clean up spills

Box of objects, tray and towel

DEMONSTRATION

The teacher invites a small group of children and introduces them to the place where
the land and water form trays are kept. She selects the Island and Lake Trays transfers
it to the workplace, with the help of the children, along with the other required material.
She then pours the water in one tray carefully to make geographical land and water
forms. She points to the tray and tells them name of the forms. She gives a brief
definition of the land and water form and shows them its real pictures. She puts this tray
aside and asks a child to pour water into the other tray giving the name, its brief
definition and showing real picture of the form. She places the trays side by side and
completes the Three Period Lesson. At the end of exercise water is poured back into a
bucket and trays are wiped with the help of children.

This exercise helps children familiarize with the names and definitions of land and water
forms with concrete sensorial impressions.
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EXERCISE

LAND AND WATER FORM CARDS

MATERIAL

1. Set of ten cards representing major geographical land and water forms
2. Land and water form trays

DEMONSTRATION

The teacher invites a small group of children who are familiar with land and water form
trays, she asks them to bring land and water form trays along with the land and water
form cards. She then asks the names and brief definition of each model in order to
review and reinforce previous learning. The teacher takes out the cards and asks to
place the cards beside the appropriate land and water form tray. The exercise continues
until all the cards are matched with the corresponding trays. The trays are then removed
and the Three Period Lesson is completed with the cards, using three cards at a time.

EXERCISE

LAND AND WATER FORM DEFINITIONS

MATERIAL

The teacher starts with the definitions of land and water forms with the help of classified
cards. Two sets of definition cards. One set of cards has the definition with the name
outlined in red. On the other set of card the name word is cut out. She also use control
booklet of land and water forms which has pictures of each form on them.

DEMONSTRATION

The teacher invites a group of children who can read and are familiar with geographical
forms.

She reads the booklet with the children.

She lays out the classified cards. Then she introduces definition cards and asks the
children to read them one by one and place them under the respective classified card.

The exercise continues until all the cards are placed under their classified cards. She
asks the children to cross check with the booklet.
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Then she draws the second set of definition cards ands and asks the children to place
the cut out words with their definition and check with the book.

QUESTION 5

How are children trained to tell the time in a Montessori house?

ANS

Montessori system has devised exercises which help a child to understand the concept
of time and telling time with the help of a clock.

EXERCISE 1

MATERIAL

1. A model clock with movable arms and changeable numerals in a box

2. A series of cards, set of corresponding labels and stands

The teacher calls a group of children who can count and identify numerals. She then
transfers the required material, with the help of children, to the workplace. She points to
the empty slots for numbers on the clock face, shows the children how to put the
numbers in order, starting with ‘1’. She also explains that the numbers on the clock face
represent hours.

EXERCISE 2

The teacher allows the children to arrange the numbers on the clock. Once the children
learn to comfortably arrange the numbers on the clock face from 1 to 12, she introduces
them with the clock arms and their movements. She Points to the short and says, “This
is the short arm. It shows what hours it is.” She moves the short arm onto number 1 and
say, “One o’clock.” She then asks the children to make different times for her, for
example, she asks, “Can you please make three o’clock for me?” and so on.

EXERCISE 3

This exercise is introduced to the child after he has learnt skip counting by five. To start
the exercise the teacher allows the child to place the numbers on the clock. Then she
introduces the child to the long arm of the clock by saying that it represents the minutes.
She tells that there are sixty minutes in an hour. She begins with the number twelve and
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One and tells the child that there is a span of five minutes between them. Then she
skips counts by five, moving the long arm around the clock, from five to sixty. She
explains that how the long arm goes all around the clock and the short arm moves one
hour ahead. Then she makes different times on the clock and completes the three
period lessons.