Name: Azra

Roll number: D18326

Assignment: Module 1

Course: Preschool / Early childhood (3 to 6 years)

Question/Answer

Question 1: Write a biographical note on Dr. Maria Montessori in your own words.

Biographical note on Dr. Maria Montessori

Answer: Maria Montessori was born on the 31st August 1870 in the town of Chiaravalle, 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 had aspirations 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, with the
endorsement of Pope Leo XIII, 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 program 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 Seguin, 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 develop mentally 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, by
Name: Azra

Roll number: D18326

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, appearing in
translation in the United States in 1912 as The Montessori Method, and later translated
into 20 languages. 
A period of great expansion in the Montessori approach now followed. Montessori
societies, training programs 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, Marilena and Renilde. In 1929,
mother and son established the Association Montessori International (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 nominationed 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, bequeathing
the legacy of her work to her son Mario. 
Name: Azra

Roll number: D18326

Question 2: Write a note on the first Casa dei Bambini. Also explain how did
Montessori method develop there.

Casa dei Bambini

(First Montessori House of Children)
Answer: The first Montessori environment was opened on the 6 January 1907 in San Lorenzo,
Rome, Italy, by Dr. Maria Montessori. Through Dr. Montessori's observations and work with
these children she discovered their astonishing is almost effortless ability to learn. Children
taught themselves! This simple but profound truth formed the cornerstone of her life-long pursuit
of educational reform.
At the beginning of the 20th century, Dr. Maria Montessori, Italy's first female doctor,

opened the Casa dei Bambini (Children's House) to provide education to low-income
children in Rome. Instead of using traditional teaching methods, Maria Montessori began
testing her own child-centered educational theories in the classroom.
The Casa dei Bambini was unique because it focused on educating each child based on his
or her development stage. Dr. Montessori encouraged children to take ownership of what
they wanted to learn and worked with each child to create a personalized education that
played to that child’s strengths. Children were encouraged to cooperate children in
Rome . Instead of using traditional teaching methods, Maria Montessori began testing her
own child-centered educational theories in the classroom.
Instead of using traditional teaching methods, Maria Montessori began testing her own
child-centered educational theories in the classroom.
Name: Azra

Roll number: D18326

In 1909, Dr. Montessori described her educational process in detail in Il Metodo della
Pedagogia Scientifica applicato all’educazione infantile nelle Case dei Bambini. Titled The
Montessori Education in English, her book captured the attention of educators all over the
world and in the next two decades, Montessori schools sprang up on all six continents.
In 1929, she founded the Association Montessori International to provide teacher education
and guidance to the many Montessori schools opening around the world. Today, Maria
Montessori is known as one of the foremost pioneers of education in the 20th century.
Having developed a method for  children, Montessori wanted to apply it to those
without learning disabilities. In 1906 she was offered rooms in an apartment building in

the slum-ridden San Lorenzo district of Rome. This building had been intended as a
model residence for poor families but was in disrepair because of vandalism by
residents’ unattended children. She accepted the offer, named the rooms Casa dei
Bambini, and collected toys, building blocks, and games. When the school was opened
in 1907, about 50 children attended. With minimal supervision, they found the
challenge of building and fitting to be more fun than their previous destructive activities.
A second Casa was opened in San Lorenzo a few months later and one in Milan in 1908.
Switzerland’s Italian-speaking canton of Ticino designated its public preschools as
Children’s Houses and ordered them to follow Montessori methods. Similar schools
were also founded in Vienna and Geneva.

Although many Children’s Houses and other Montessori schools were closed by the

Italian fascist government in 1934 after Montessori objected to a government decree,
 new schools were opened in 1947 after the end of World War II. Since Montessori’s
death in 1952, thousands of preschools based on her model have opened throughout the
world.

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Question 3: Elaborate the discoveries made by Dr. Maria Montessori by observing

the child?
Answer: Dr. Maria Montessori’s, educational approach based on observation and
experimentation. She used a scientific approach. She worked tirelessly observing children,
analyzing results and developing new materials. In start she worked with mentally disabled
children and achieved astonishing results. After that she thought to work with normal children.
She believed the ‘secret of childhood’ that every child have a potential and it’s the responsibility
of adults to help them and flourish this potential. Montessori was the revolutionary who created
her method from observation, not just from old theories.
Here are some of her observations that have the most importance for early learning activities:

·         She carefully observed the inclination of child’s interest and developed the materials/activities
accordingly.

·         She observed that child whose concentration on graded wooden cylinders was so strong that efforts to
distract him were useless. And when the child had finished he seemed rested and happy. The child’s
ability for deep concentration and love towards the work was phenomenal.

·         She also observed the child’s need for repetition which fulfilled a child’s need. She then decided to give
children the freedom to be able to accomplish their work.
·         Maria Montessori also observed that children had a great sense of order. Children put things back to
where it belonged. She respected this and allowed them to do it by placing the materials in an open
cupboard rather than locked cupboards as it was initially done. This cemented the way for the freedom
of choice for the child to choose their work. She observed that real discipline comes through freedom.

Name: Azra

Roll number: D18326

 When Montessori gave a lesson on blowing the nose she received great cheer from the children.
Children are always being practiced about keeping their nose clean but no one has calmly taught
them how to do it.

This made her realize that even small children had a sense on personal dignity. Montessori always
emphasized the respect for even the youngest child.

·         She observed that her children have more interest in academic activities instead of toys. She noticed
that children preferred work over play, especially in school timings.

·         She observed that young children are highly energetic activity powerhouses, always seeking out
experiences that will help them grow and develop. She observed that children have the ability to select

their own work/activity. They are not work for any incentives or rewards. Their inner motivation is fair
enough to motivate them for a particular work.

·         She observed that a child can learn almost everything in early childhood, as it was previously thought,
that many things are too complex for children.

·         She observed and believed that real obedience comes through love, respect and faith. Elders/ teachers
should be polite and sharp enough to understand the child’s behavior.

·         She believed that the child’s behavior depends on the environment. A child can be disobedient,
stubborn etc. or a child can be disciplined, happy and healthy. It depends on the environment. If proper,
healthy and interactive environment provided to children and their rightful needs fulfilled, they behave
normal otherwise not. The second condition is called deviation.
·         She noticed that children are willing to do their work by their own. They feel happy and satisfied while
doing daily household activities. Like cleaning, washing etc. She concluded that children want to learn
“Help me do it myself” strategy.

·         After continues research and observation she came to know the traffic patterns of the room
arrangements for children. Room should not be congested and over loaded. Children love to sit on floor
during many activities so there should be rugs or floor mats for them.

·         She noticed that children are more comfortable with their sized furniture and things. So whole building
and rooms are designed according to children interest and comfort ability. The furniture, washrooms
etc.

Name: Azra

Roll number: D18326

are designed and sized for children. Windows low to the ground and low shelves used so that children can
have the outside view and used things from shelves.

·         She discovered that for building child’s complete personality, they need to do activities regarding
sensorial concepts, physical activities, languages, math, art, culture and many more.After all these
observation and changes first “Casa dei Bambini” (House of Children) came out. The fame of Maria
Montessori, her House of Children and method quickly spread all over the world.

Question 4: Explain Sensitive Periods and write short note of the following ;

a) Sensitive Period for Language

b) Sensitive Period for Mathematics
c) Sensitive Period for Movement

Sensitive periods:

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. Sensitive
periods give a direction to the unconscious powers.
When we call these periods sensitive, we are referring to two things. The first is a
condition of being open, or receptive towards certain aspects of the environment.
The second is reaching out towards certain aspects of the environment.
A) Sensitive period for language During the sensitive period for language, children can
learn any language. Every basic essential human characteristic is established by
means of a sensitive period, which is an inner urge that drives the child to make
these acquisitions. One of the most important discoveries made by Maria
Montessori was that of the sensitive periods. She based the majority of her
method on these sensitive periods. Sensitive periods give a direction

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to the unconscious powers. When we call these periods sensitive, we are
referring to two things. The first is a condition of being open, or receptive
towards certain aspects of the environment. The second is reaching out towards
certain aspects of the environment. Now that we know of their existence, it has
become a lot easier recognizing sensitive periods. The child builds up basic,
universal human characteristics.

B)Sensitive period for Mathematics :

Through the Montessori Curriculum areas of Practical Life, Sensorial and

Mathematics, children experience the concepts of order, measurement,
calculations, numeric symbol recognition, counting, and exactness.
There are six key skill areas within the Montessori Mathematics Curriculum,
including: numeration (numbers 1 – 10), the decimal system, the tradition
 names, the arithmetic tablets, and the passage to abstraction and fraction. In
order to help each child achieve their full mathematical potential, it is the role
of the Montessori teacher to set up and organize the materials in a way that is
progressive and sequential. Young Montessori students learn about precision
and exactness by measuring how many water drop it takes to fill a vessel (i.e.
ice cube tray). These Practical Life activities not only help children to gain
independence, but also provide indirect foundations for higher level math
skills.
C)Sensitive period for Movement :

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Movement is another great acquisition of a child. At birth, the child cannot

even hold his head up on his own, but the coordination of movement begins
to build gradually over time.  Dr. Montessori realized that the child refines
his senses through specific activities.

Question 5 : Write short note on the following core concept of Montessori

education;
a) Mixed Age Group
b) Spiritual Embryo
c) Absorbent Mind
 d) Prepared Environment
e) Focus on Individual Progress
Answer :
a)Mixed Age Group:
In a Montessori classroom , children of different ages are grouped together. Because they get to
be with students who may be younger or older than them, they naturally collaborate with and
learn from one other.

b) Spiritual Embryo:

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Maria Montessori describes the baby born as a spiritual embryo after completing its development in
the womb. The period between 0-3 years is the stage of spiritual embryos. Physically, he/she needs
someone else, he/she can’t move on his own, he/she can’t stand or eat. But deep inside he/she has
got the power of the person he/she will be in the future, has got an active spiritual dynamic. This is
one of the basic terms of the Montessori philosophy.For the development of the spiritual embryo,
there is a need for an external environment which is supported by love, respected, and helping the its
development, as in the physical embryo.
What an adult supposed to do is to respect this spiritual embryo, try to understand the spiritual
needs of the child and to prepare an environment for him/her. The adult’s greatest responsibility isto
support the development of the child’s natural spirit.There is a relationship between the
environment and the individual. The child slowly discovers his/her environment, adapts to it,
develops it and uses his/her environment to reach his/her personality.
when the baby is born, it carries a soul about the future person he/she will be. The adult is expected
to prepare the appropriate environment to explore this personality, to examine the child’s
development through observation and to provide support.

In a Montessori classroom , children of different ages are grouped together. Because they get to
be with students who may be younger or older than them, they naturally collaborate with and
learn from one other.

c)Absorbent mind:
Maria Montessori describes a unique time in life where the brain absorbs information like
a sponge. This special period occurs during the first plane of development, covering the
first

six years of life. Because of the way a child effortlessly soaks up knowledge, Montessori
refers to it as The Absorbent Mind. It is during this time that a person’s character forms.

d)Prepared Environment:

Although learning is constructed by the learner for the Absorbent Mind, the teacher
has a vital role. Her task is to prepare and arrange the environment so that the
children can access the tools they need to learn. This is known as the prepared

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environment. The key is to make classroom materials accessible and engaging.

The guide must pay careful attention to each child’s progression through the

sensitive periods. She will attempt to push each child to the limit of his efforts,
perfectly balancing challenge and success.

e)Focus on individual progress:

A Focus on Individual Progress and Development: Within a Montessori program, children progress at the
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 an individual.

The concept of Montessori education believes that every child should be given the
chance to learn at their own pace. This is the reason why children are given
uninterrupted time for individualized learning where they can discover their passion and
develop their natural curiosity. This method also helps students develop inner discipline,
concentration and internalization of the learning through thoroughly prepared
classroom lessons and guidance from teachers.