[SYEDA WAFA E ZAINEB] Module -

Roll # D17401 11
Question 1: Write a note on Montessori Cosmic Education and how it can be introduced
during the early childhood days
Ans:

Cosmic Education in Montessori

Cosmic Education is at the heart of the Montessori philosophy. It teaches children to understand how they are
connected to other people and their world, through teaching them how to understand their place in the universe.
The Montessori Method also emphasizes the importance of purpose-based learning, and utilizes a variety of
ways to help students learn.

Dr. Maria Montessori believed that cosmic education is essential in early childhood education because it
provides a framework for children to understand their world and their place. Children learn to respect previous
research, develop an understanding of ethics and value the contributions of others. In this way, cosmic
education teaches children to be aware of the interdependence of all things and to develop a sense of gratitude
arising from this awareness.

In the Montessori classroom, cosmic education forms the platform on which children are taught to understand
and adapt to their environment. At the first developmental level (0-6), Cosmic Education introduces the child to
nature through natural experiences and sensory learning materials. These experiences teach children to refine
their senses and how they process and understand their world. These skills promote the child's development and
confidence in himself, his society and his whole world.

At the second level of development (6-12), cosmic education introduces the child to the recurring natural cycles
of our world, the common basic needs of all people and the interconnectedness of all living beings. In the early
years, children begin to make connections between how each particle, substance, species and event has a
purpose in the development of all others. These "Great Space Education Lessons" are taught as a whole
curriculum to show children how all content areas such as history, culture, science and environmental education
are connected.

Dr. Maria Montessori believed that children who received cosmic education in childhood are better prepared
for adolescence as independent, socially responsible and emotionally intelligent individuals. This is because
cosmic education initiates children into the world with an educated sense of who they are as individuals, as
members of the human race, and as citizens of the universe. It also gives children a deep understanding of their
moral responsibility in solving global problems affecting humanity and the environment. In Montessori, every
moment is an opportunity to understand the entirety of the universe.

Why is Cosmic Education important today?

Doctor Maria Montessori believed that the arena changed into a useful place; and that war, poverty and
injustice, had been deviations from that purpose. She believed that Cosmic Education changed into a manner to
repair concord and order, and therefore permit humankind to comprehend their authentic potential. In the
twenty-first century, international awareness, non-violent communication, and moral cooperation are
 [SYEDA WAFA E ZAINEB] Module -
Roll # D17401 11
indispensable to resolving international disputes. By imparting youngsters with a Cosmic Education, Montessori
empowers college students with the understanding to convert the arena. As Doctor Maria Montessori states:
“The toddler is each a wish and a promise for mankind.”

Introducing Cosmic Education

To offer the child a “Cosmic Education” is to offer the child a choice, giving them a chance to pursue what
interests them. Once you have captured that interest, the child's own sense of curiosity and wonder is engaged.
This is the beginning of a love for learning, which could stay with your child for life.

Start with the Big Picture

Cosmic Education starts with the whole, (i.e. the universe), and works toward the parts, (i.e. individual cultures,
history, geography, life forms, etc.). This gives the child a foundational sense of perspective. Within the big
picture of the universe, everything the child learns is connected. Children can use this big picture perspective to
mentally organize new information. When understood as connected parts of a whole, the information gains
relevance, which is an essential part of capturing a child’s interest.

It should be realized that genuine interest cannot be forced. Therefore, all methods of education based on
centers of interest chosen by the adult are wrong. Moreover, these centers of interest are superfluous, for the
child is interested in everything. A global vision of cosmic events fascinates children and their interest will soon
remain fixed on one particular part as a starting point for more intensive studies. Thus, the way leads from the
whole, via the parts, back to the whole. The children will develop a kind of philosophy that teaches them the
unity of the universe. During the second plane of development, children experience an innate need to use: a)
their imagination to envision concepts that they cannot necessarily see, and b) their reasoning minds to make
sense of how each new idea fits into the big picture.

The Imagination

The elementary school years are the most significant developmental years for the child’s imagination. The
child, who previously had to experience concepts through his or her senses, can now imagine ideas without
physically experiencing them. Compelled by his growing imagination, the elementary child will seek
information that corresponds with his interests.

Human consciousness comes into the world as a flaming ball of imagination. Everything invented by man,
physical or mental, is the fruit of someone’s imagination. In the study of history and geography, we are helpless
without imagination, and when we propose to introduce the universe to the child, what but imagination can be
of use to us? ~ Dr. Maria Montessori

The Reasoning Mind

According to Dr. Montessori, children transition from the Absorbent Mind stage into the Reasoning Mind stage
at about age six or seven. Children no longer soak up information spontaneously and without conscious effort.
Now learning takes place very differently. Children are less drawn to mimicry and repetition, and are more
 [SYEDA WAFA E ZAINEB] Module -
Roll # D17401 11
inclined toward abstract thinking in areas of science, history, geography and more, as they apply these to the
world and the universe around them.

Question 2: Discuss Montessori Peace Program and its importance.

Ans:
Montessori Peace Program
Our world is usually a tumultuous and horrifying place. How are we able to assist our kids sense secure and
cared for, at the same time as making ready them to steer the manner as adults? How are we able to domesticate
empathy, kindness, gratitude, and the experience of network that facilitates humans paintings together?
Montessori schooling has been addressing those problems for over one hundred years. Sometimes the
instructions are direct; at different instances they're greater subtle. The venture is usually clear: we need kids to
have a extensive view of the global. We need them to understand the range of others. We need them to have the
gear to navigate this global peacefully.

Dr. Montessori recognized children as the hope and promise for humankind. The Peace Place is a designated
space in the classroom environment where children can go to take a moment, calm themselves and work out a
problem in a peaceful way.

Montessori schools teach peace both directly and indirectly. Sure, we talk about peace and its importance
openly and frequently. We talk about what it means and what it looks like and what children can do to become
peacekeepers. But, perhaps, more importantly, we model. Through our words, the tone of our voices, and with
our actions, we show children what it means to be peaceful. They watch our everyday actions and learn so much
from them, so why not create constant learning opportunities?

Even from a very young age, Montessori children are taught geography through the lense of the whole world.
They learn about continents when they are as young as three years old. These studies often include learning
about biomes, instead of an emphasis on political boundaries. Teaching about the world in this way gives
children a sense of the natural world and people as a whole as primary to different countries. Elementary-aged
Montessori children enjoy many lessons with timelines. They learn about the origins of humanity, and studying
ancient cultures are fascinating for them.

One important series of lessons in the elementary years teaches the fundamental needs of humans. Children
explore how groups of people around the world and across the ages meet and have met their needs. Physical
needs, such as food, shelter, defense, and transportation are considered, as well as spiritual needs like art and
religion.

Montessori teachers are equipped to give children the skills to resolve conflicts. We give children tools such as
micro-mediation and give them the words and actions to express their needs and feelings while listening to
those of others.
 [SYEDA WAFA E ZAINEB] Module -
Roll # D17401 11
In Montessori classrooms, children often learn a variety of self-calming strategies. This might include
mindfulness meditation, yoga, breathing exercises, or the use of small hand-held tools such as a finger labyrinth
or polished stone.

Montessori teachers are equipped to give children the skills to resolve conflicts. We give children tools such as
micro-mediation and give them the words and actions to express their needs and feelings while listening to
those of others. In Montessori classrooms, children often learn a variety of self-calming strategies. This might
include mindfulness meditation, yoga, breathing exercises, or the use of small hand-held tools such as a finger
labyrinth or polished stone.

The day is not structured with rigidly timed intervals. For example, there is no predetermined time for math,
reading, etc. This flexible schedule lends itself to shifting courses and having discussions at the moment. For
example, if a group of children is experiencing difficulty resolving a problem together, the teacher is able to
stop and sit with them. Without feeling rushed, they can take the time to figure out what went wrong and how to
make it right. Instead of an adult doling out consequences, we have the time to sit and work through conflict
authentically.

As Montessori children get older, they are encouraged to give back to their community. These acts of charity
will often be inspired by children’s ideas. Children may collect food and supplies for a local animal shelter, read
stories and sing songs to residents of a nursing home, or make and sell baked goods to benefit a cause they
believe in.

By supporting children with logistics, we can encourage them to learn how to be active and supportive members
of their communities at a young age. They learn the importance of volunteering and contribution to others.
Giving back is just one way a child begins their active role as a peaceful member.

Question 3: Prepare the following material and send to your tutor along with the
assignment;
 [SYEDA WAFA E ZAINEB] Module -
Roll # D17401 11
Four part nomenclature material for the part of a flower.

Two part classified cards of the common fruits in Pakistan

Question 4: Carry out any five science experiments mentioned in this book. Take pictures
while working, and send them to your tutors.