In The Name of ALLAH, The Most Gracious, The Most Merciful
The Montessori Method (Education that transforms lives) Author
SairaAslam
MA (Education), MS (Project Management) Principal Umm Al-Qura International Montessori
Published by:
Umm Al-Qura International Montessori Islamabad, Pakistan Email: ummalqura313@gmail.com
The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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The Montessori Method (The 100 – Questions & Answers) CONTENTS Preface
07
About the Author
09
Chapter – 01
10
Early Childhood Education
10
Q # 1:
What is the definition of Early Childhood Education?
10
Q # 2:
What is the history of Early Childhood Education?
10
Q # 3:
Why Is Early Childhood Education So Important?
11
Q # 4:
What are the Benefits of Early Childhood Education?
12
Q # 5:
What is the Need of Early Childhood Education?
14
Chapter – 02
17
The Pioneers of Early Childhood Modern Education
17
Q # 6:
Who is considered the Father of Modern Education?
17
Q # 7:
Who is known as the Father of Liberalism?
17
Q # 8:
What is the theory of Rousseau?
17
Q # 9:
What is the motto of Pestalozzi?
18
Q # 10:
Who has given the concept of Kindergarten?
18
Q # 11
What was the theory of John Dewey?
18
Q # 12:
What do you know about The McMillan Sisters?
19
Q # 13:
What is the theory of Jean Piaget?
19
Q # 14:
What is the theory of Vygotsky?
20
Q # 15:
Where does the Montessori Method begin?
21
Chapter – 03
23
Introduction to Maria Montessori
23
Q # 16:
23
Describe the biography/Life-history of Maria Montessori?
The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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Chapter – 04
35
Montessori Method of Education
35
Q # 17:
What is Montessori Method of Education?
35
Q # 18:
What is the history of Montessori Education?
37
Q # 19:
What is Montessori Education Theory?
37
Q # 20:
Describe Planes of Development of Montessori Method?
39
Q # 21:
What is Montessori Educational Philosophy?
Q # 22:
Describe Montessori’s Sensory Approach of Learning?
45
Q # 23:
What do you understand by Montessori Information?
46
Q # 24:
What are the Montessori Resources?
Q # 25:
What are the Montessori Tools?
48
Q # 26:
What makes Montessori Different?
48
Q # 27:
What do you understand by Language Development?
50
Q # 28:
What are the Specific Details of Montessori Method?
55
Q # 29:
What is the Outcome of the Montessori Method?
60
Q # 30:
What are the Goals of Montessori Method?
61
Q # 31:
What are the Essential Qualities of Montessori Method?
62
Q # 32:
What are the Characteristics of Montessori Method?
65
43
47
Chapter – 05
66
Principles of Montessori Education
66
Q # 33:
66
What are the Principles of Montessori Method?
Chapter – 6
71
Glossary of Montessori Terms
71
Q # 34:
What is ‘Absorbent Mind’?
71
Q # 35:
What is ‘Adaptation’?
71
Q # 36:
What is ‘Analysis of Movement’?
71
Q # 37:
What is ‘Children's House’?
71
Q # 38:
What is the term of ‘Classification’?
72
Q # 39:
What is the term of ‘Concentration’?
72
Q # 40:
What is ‘Concrete to Abstract’?
72
Q # 41:
What is ‘Control of Error’?
72
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Q # 42:
What is ‘Coordination of Movement’?
72
Q # 43:
What is the term of ‘Creativity / Imagination’?
73
Q # 44:
What is ‘Cycle of Activity’?
73
Q # 45:
What is the ‘Development of the Will’?
73
Q # 46:
What are ‘Deviations’?
73
Q # 47:
What is the term ‘Discipline from within’?
73
Q # 48:
What are the ‘Exercises of Practical Life’?
74
Q # 49:
What is the term ‘False Fatigue’?
74
Q # 50:
What is the phrase ‘Grace and Courtesy’?
74
Q # 51:
What is term ‘Help from Periphery’?
74
Q # 52:
What is the term ‘Human Tendencies’?
74
Q # 52a:
What is ‘Independence’?
75
Q # 53:
What is ‘Indirect Preparation’?
75
Q # 54:
What is ‘Indirect Presentation’?
75
Q # 55:
What is ‘Isolation of a Difficulty’?
75
Q # 56:
What is ‘Language Appreciation’?
75
Q # 57:
What is ‘Learning Explosions’?
76
Q # 58:
What is ‘Mathematical Mind’?
76
Q # 59:
What is ‘Maximum Effort’?
76
Q # 60:
What do you understand by ‘Mixed Ages’?
76
Q # 61:
What is ‘Normalization’?
76
Q # 62:
What is ‘Obedience’?
77
Q # 63:
What is the term ‘Points of Interest’?
Q # 64:
What is ‘Prepared Environment’?
77
Q # 65:
What is ‘Presentation’?
77
Q # 66:
What is ‘Psychic Embryo’?
77
Q # 67:
What is ‘Repetition’?
78
Q # 68:
What do you understand by ‘Sensitive Periods’?
78
Q # 69:
What are ‘Sensorial Materials’?
78
Q # 70:
What is ‘Simple to Complex’?
78
Q # 71:
What is ‘Socialization’?
78
Q # 72:
What are ‘Sound Games’?
79
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Q # 73:
What do you understand by ‘Three-Hour Work Cycle’?
79
Q # 74:
What is ‘Vocabulary Enrichment’?
79
Q # 75:
What is ‘Work’?
79
Chapter – 07
80
Montessori Prepared Environment
80
Q # 76:
What are the Principles of Montessori Prepared Environment?
80
Q # 77:
Describe about the Montessori Classroom?
82
Q # 78:
What are the Materials in the Classroom?
85
Q # 79:
What is Montessori Curriculum (Syllabus)?
86
Q # 80:
What is the Foundation of Montessori Curriculum?
87
Q # 81:
What are the Principles of Montessori Curriculum?
87
Chapter – 08
89
Montessori & her Sensitive Periods
89
Q # 82:
What is Sensorial Work?
89
Q # 83:
What is the Purpose of Sensorial Work?
89
Q # 84:
What is the Six Major Sensitive Period?
94
Chapter – 09
97
Montessori Learning Materials
97
Q # 85:
How do these Materials display in the Classroom?
97
Q # 86:
What are Montessori Sensorial Materials?
98
Q # 87:
Are Montessori Materials Attractively Designed?
102
Q # 88:
What are the types of Montessori Materials?
105
Chapter – 10 Exercises of Practical Life
107 107
Q # 89:
What is Practical Life?
107
Q # 90:
What are the Characteristics of Exercises of Practical Life?
108
Q # 91:
Why should Children do Exercises of Practical Life?
112
Q # 92:
Write down the List of Exercises of Practical Life?
112
Q # 93:
What is the Scope and Sequence of the Montessori Practical Life Area?
120
Q # 94:
What are the Additional Practical Life Activities?
124
Chapter – 11 The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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Montessori Teacher & her Role
125
Q # 95:
What is the Role of Montessori Teacher?
125
Q # 96:
What do you understand by the Three-Period Lesson?
128
Q # 97:
What are the main Characteristics of Best Preschool Teacher?
129
Chapter – 12
148
Montessori Curriculum
148
Q # 98:
148
What is Montessori Curriculum?
Chapter – 13
157
Montessori Approach to Discipline
157
Q # 99:
157
What is the Montessori approach to Discipline?
Chapter – 14
166
Montessori’s Idea of Helpful Learning
166
Q # 100:
166
Is Montessori Method is helpful?
Some Montessori’s Societies Links
176
Montessori Albums
177
…………………….
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Preface Praise belongs to ALLAH; The Lord of the worlds. Unlimited Blessings on the Last Prophet of Islam, the Seal to Prophet-hood, His Holiness MUHAMMAD ﷺand Blessings of ALLAH be on his holy Family and his holy Companions; who are the twinkling stars of the right path. ALLAH SubhanahuWaTa’Alla gave ISLAM to all mankind as the Code of Success for the betterment of life herein and hereafter. ISLAM is such a Blessing of ALLAH SubhanahuWaTa’Alla which enlightens our life with eternal peace and harmony. It is an absolute fact that children are very valuable asset for any nation. Today’s kids in the cradle are tomorrow’s builders of nation. Mother is considered as the first training institute for a child. This is the place where a child learns rights and wrongs of life. This is where a child adopts all true values of successful living and understands emotional feelings. It is here, where he becomes a believer and disbeliever of his Creator. It is an utmost and religious duty of a mother to take care of and nourish her child with true teachings of His Holiness MUHAMMAD ﷺand inculcate in child the true essence of ISLAM so that he becomes the true believer of ALLAH SubhanahuWaTa’Alla. To achieve this target it becomes mandatory for a mother to firstly become a staunch believer in Islamic values and Codes of the Holy Quran. The holy Prophet said, “Every child takes birth on Nature that is Islam” (Sahih Muslim). According to Islam, the training of child starts right at birth. It is when “Adhan” is said in right ear and “Aqamat” in left ear which becomes a binding force to The Creator; ALLAH SubhanahuWaTa’Alla. This “Adhan” ultimately enlightens the child’s life to sift right from wrong. The “Islamic Teachings” guide us to a successful and peaceful life with harmony and peace of mind. This is why, there is a lot of emphasis on getting educated in Islam and true education is Islamic Education. The holy Prophet of Islam, His Holiness MUHAMMAD ﷺsaid “Acquire knowledge, from cradle to grave”. His Holiness ﷺalso said, “That the best gift of parents to children is best education” (Mishqawt) and further mentioned that “Teach your children, the true human values and train them well” (Ibn-e-Maja). In “SahihBukhari” the holy Prophet ﷺsaid, “The best amongst you is he who possess good values and manners”. And early childhood age is the right time to learn and acquire these values. At this age, the child is grown both physically and emotionally. The mind is like plain paper; whatever is taught is carved on mind forever. Apart from physical development of child, it is a must to conduct emotional training to inculcate good manners. Most parents ignore this and later on suffer drastic results regarding their child’s emotional development and physical growth. And, with the passage of time, they become “problem child”. In this book the author has addressed all those areas where needful measures are required to be taken by parents and teachers for the better training and grooming of children. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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The Early Childhood Education & Montessori Method program offers the most effective training and learning environment for teachers and parents to develop our youth at right age to become a successful and learned induction to our society according to the true Islamic values. The efforts made by author in her book “The Montessori Method” are commendable and I pray from the core of my heart for the success of this program. May ALLAH SubhanahuWaTa’Alla bless the author with success in desired goals. (Aameen Ya Raba’al-Aalameen)
Major (Retd) Muhammad Aslam Gill Administrator Umm Al-Qura International Montessori Islamabad, Pakistan Email: ummalqura313@gmail.com
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About the Author I, SairaAslam, was born on 25th December 1987. I have done my Matriculation (Secondary School Certificate) from an esteemed institution; “Federal Government Girls Model School, Sector G-10/1, Islamabad”. I have done Master of Arts (MA Education) with ‘First Division’ in 2014. Later on, I have done Master of Science in Project Management (MS PM) from Riphah International University Islamabad, Pakistan and secured 3.53 CGPA out of 4. ‘Early Childhood’ is a crucial stage of life. The first three years of life are the most important for the child’s physical, intellectual, emotional, self-esteem and social development. It is the period; Dr. Maria Montessori called “The Absorbent Mind” because the child learns without being taught. He takes in everything in his environment without effort and without discrimination in a process that allows for a great explosion of learning. In Montessori Method of Education, a Montessori teacher or directress observes each child like a scientist, providing every child with an individual program for learning. It is said for Montessori teacher, "we must be prepared to wait tolerantly like a servant, to watch carefully like a scientist, and to understand through love and wonder like a saint." The main goal of Montessori Method is to provide a motivating, child oriented environment that children can explore, touch and learn without fear. An understanding parent or teacher is a large part of this child's world. The end result is to encourage lifelong learning, the joy of learning and happiness about one's path and purpose in life. In my book “The Montessori Method”, I have divided into fourteen chapters which will be very helpful for parents and teachers as well. In the end, I extent heartfelt gratitude to my lovely father; Major (Retired) Muhammad Aslam Gill and honorable uncle Muhammad Rafiq Ahmad Memon, for their contribution towards establishing Umm Al-Qura International Montessori, Islamabad, Pakistan.
SairaAslam MA (Education), MS (Project Management) Principal Umm Al-Qura International Montessori Email: ummalqura313@gmail.com
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Chapter – 1 Early Childhood Education Q # 1: Ans:
What is the definition of Early Childhood Education? Early Childhood Education (also nursery education) is a branch of education theory which relates
to the teaching of young children (formally and informally) up until the age of about eight. Infant / toddler education, a subset of early childhood education, denotes the education of children from birth to age two. It emerged as a field of study during the enlightenment, particularly in European countries with high literacy rates. It continued to grow through the nineteenth century as universal primary education became a norm in the Western world. (Source: https://en.wikipedia.org/wiki/Early_childhood_education} Early Childhood Education (ECE) is described as an important period in child's development, which refers to the all-round development of a child's personality. ECE is a term that refers to educational programs and systems which prepared towards kids from birth to the age of five. It is depicted as an essential period in children's improvement. It refers to the overall advancement of a kid's identity. This age is generally viewed as the most essential stage of a man's life. Infant / toddler education, a subset of early childhood education, indicates the training of kids from birth to age Two. Early Childhood Education concentrates on managing children to learn through play. ECE projects might be intended for 3, 4 or 5 years of age and they might be given in Childcare, Daycare, Nursery School, Preschool or Pre-Kindergarten settings. They might be situated in focus based, locally established, or state funded school settings. {Source: Wikipedia}
Q # 2: Ans:
What is the history of Early Childhood Education? The history of early childhood care and education (ECCE) refers to the development of care and
education of children between zero and eight years old throughout history. ECCE has a global scope, and caring for and educating young children has always been an integral part of human societies. Arrangements for fulfilling these societal roles have evolved over time and remain varied across cultures, often reflecting family and community structures as well as the social and economic roles of women and men. Historically, such arrangements have largely been informal, involving family, household and community members. The formalization of these arrangements emerged in the nineteenth century with the establishment of kindergarten for educational purposes and day nurseries for care in much of Europe and North America, Brazil, China, India, Jamaica and Mexico. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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While the first two years of a child's life are spent in the creation of a child's first "sense of self", most children are able to differentiate between themselves and others by their second year. This differentiation is crucial to the child's ability to determine how they should function in relation to other people.Parents can be seen as a child's first teacher and therefore an integral part of the early learning process. Early childhood attachment processes that occur during early childhood years 0–2 years of age can be influential to future education. With proper guidance and exploration children begin to become more comfortable with their environment, if they have that steady relationship to guide them. Parents who are consistent with response times and emotions will properly make this attachment early on. If this attachment is not made, there can be detrimental effects on the child in their future relationships and independence. There are proper techniques that parents and caregivers can use to establish these relationships, which will in turn allow children to be more comfortable exploring their environment.This provides experimental research on the emphasis on care giving effecting attachment. Education for young students can help them excel academically and socially. With exposure and organized lesson plans children can learn anything they want to. The tools they learn to use during these beginning years will provide lifelong benefits to their success. Developmentally, having structure and freedom, children are able to reach their full potential.{Source: Wikipedia}
Q # 3: Ans:
Why Is Early Childhood Education So Important? Early childhood education has long been debated by varying opinions. Some feel that young
children belong at home and separate from instruction. Others feel that the ages up to 5 years are the most important years of education. It has been said that this is the time period when the brain does the bulk of its growing. This could mean that the learning process should be introduced during these years. Results have proven that early childhood education can be the correct choice for some children. There are many phenomenal early childhood learning programs around the country. These programs are sometimes called daycare. They are not, however, daycare facilities of old. Those facilities operated primarily as babysitting services. Today's early childhood offering focus on the learning process along with other important functions. They assure parents of the safety of their children throughout the week. Along with the time spent in these facilities, children enjoy learning curriculums, play, and socialization. Each of these works together to equip these young children with skill they will need in kindergarten. Some children will certainly progress more effectively than other children. They will advance far ahead of their age group is expected.
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Being introduced to the learning process is an important step for these children. They soon embark on a whole new world of learning. These children are not only experiencing normal brain growth, but verbal and physical skills as well. Early childhood education teachers use a variety of techniques for instructing. They use lesson plans, worksheets, and even teacher resources for these young students.
Q # 4: Ans:
What are the Benefits of Early Childhood Education? When children are young, they are learning sponges (wipe, clean, wash). Every new experience,
every word they learn, every behavior they adopt, is an investment in a more fruitful future. You can never have a greater impression on a person than when they are in their early childhood years. Vicki Palmer, a preschool teaching veteran of over 35 years experience, is an expert in all aspects of Early Childhood Education. She is dedicated to helping other committed teachers deliver high-quality lessons while maintaining a healthy work/life balance. She writes, The Benefits of Early Childhood Education: A Teacher’s Perspective, “I have identified 13 essential benefits of early childhood education” which are as under:
1. Socialization Socialization with people other than the child’s family in a safe environment is an essential foundational element to the below areas. As parents, we intuitively understand that it’s important to introduce our children to other children and support their transition into their own friendship groups. The earlier we do this, the better, as it helps children overcome shyness and gain self-confidence. If we leave this too long, we actually hinder their social development.
2. Concept of Cooperation Learning how to share, cooperate, take turns and persevere within a safe learning environment, guided by professionals who have the children’s best interests at heart.This is especially important for the first child, who may not be used to sharing with their siblings at home - while it can be a difficult lesson, it’s so crucial to learn it early.
3. Encouraging Holistic Development The approach taken to build a strong foundation for a child’s emotional, social, physical and mental development, which will prepare them for a lifetime.Early childhood educators are trained in identifying areas where support is needed for each child and building programs and activities around these. Their peers are also extremely important in this regard, as preschoolers are usually helpful, cooperative and inclusive.
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4. Enthusiasm for Lifelong Learning Lessons should be given in a fun and exciting way that will encourage children to be effective learners. We need to inspire a thirst for learning with eagerness and enthusiasm.Love of educationfor reading, learning, discovery, nature- takes root in preschool.
5. Convey the Value of Education through Experience Grasping the value of learning and education by setting an example as role models and by providing actual experiences.While parents will always be the most important influence on a child’s early life, introducing them to a preschool environment provides them with a new perspective on the importance of education that will remain with them throughout their schooling journey. It also demonstrates that you value their education highly.
6. Respect Teaching the value of respect for others. This is not limited to people and belongings, but can also mean respect for their environment, both immediate and global. There is no better place to learn this virtue than in a hectic preschool environment, where everything is shared and civility and manners are both taught and learned organically.
7. Teamwork Demonstrating and instilling the importance of teamwork that can teach respect for the opinions of others, listening, cooperation and equality.Many preschool activities are centered on teamwork for this very reason; a person who learns how to work in a team at an early age will ultimately be more socially attuned and more employable.
8. Resilience It’s important that early childhood educators and parents work together to develop resilience in children as early as possible. By creating a consistent, secure and fair social environment, with clear expectations and predictable consequences, children can develop skills in managing themselves and their emotions.It’s a teacher’s job to provide a challenging environment where children can learn through first hand experiences. They may experience bumps, bruises or losing a game from time-totime, but this is the foundation for building coping strategies for greater challenges in life.
9. Concentration During preschool years, children explore at every opportunity to discover new experiences, new friends and new environments. Their minds are so lively and imaginative.As early childhood educators we need to balance this zest with the ability to listen, follow directions, attend to tasks and participate in group activities to develop the critical life skill of concentration.
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10. Patience Every day as adults, we encounter situations where our patience is tested. Children need opportunities to be involved in an abundance of social experiences, where they can explore and practice the social skill of patience.
11. Teaching though Examples By teaching through examples, role modeling and social experiences, children are able to develop their patience and learn to wait for their turn. Examples from the preschool setting include sharing a teacher’s attention, a toy, the playground or waiting in line for a game.
12. Confidence This is critical. A strong sense of wellbeing provides children with confidence, optimism and selfesteem which will encourage children to explore their talents, skills and interests.Positive interactions with other children and teachers will promote a positive, healthy and secure view of themselves that will allow them to approach situations and problems confidently throughout their lives.
13. Exposure to Diversity Valuing difference and diversity are crucial to a child’s early development. Early childhood education serves to guide children to appreciate and accept differences and become well-rounded contributors to society.It is important that children understand that everyone is unique and special in their own way with their own culture, beliefs and ethnicity.Preschool is so much more than playing. While the basic educational benefits of preschool (such as literacy and numeracy) are tangible, the advances children achieve towards becoming well-rounded individuals are truly invaluable. Source: www.huffingtonpost.com/author/vicki-palmer
Q # 5: Ans:
What is the Need of Early Childhood Education? Education begins from the moment the child starts to attend playgroups and kindergartens. The
learning capabilities of humans continue for the rest of their lives but not at the intensity that is demonstrated in the preschool years. Keeping in view this idea in mind, babies and toddlers need positive early learning experiences to help their intellectual, social and emotional development and this lays the foundation for later school success.
First Three Years
The parents play pivotal role during the first three years, in the child’s learning experience and early education. What parents do and expose their children to have vast impact on the development of the child. Parents sometimes forget that an interested parent can have a tremendous impact on a child’s education at any age. If the parents choose to participate in a Mothers and Toddlers group or child-care arrangements, including family babysitting or center-based child care, these all have the The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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potential to provide high-quality, individualized, responsive and stimulating experiences that will influence the child’s learning experience. A child in a negative environment could also result in negative effects as well. This fact makes it essential that the environment that the child is placed in during these early years be as positive and intellectually stimulating as possible. Very strong relationships are imbedded in everyday routines that familiar caregivers provide. It is the primary caregiver that a child learns to trust and looks to for security and care. Speech development is one of the first tools that a child will demonstrate in his/her lifelong education. Wordlessly at first, infants (babies) and toddlers (children) begin to recognize familiar objects and to formulate the laws that systematically govern their properties. With encouragement through books and interaction, toddlers soon pick up vocabulary. It is really useful to understand how language gives details of different things. The first words that toddlers learn are normally the name of familiar people and objects around them. Then they learn words that stand for action. Only them do they start to have the words that describe their world, that are about ideas. This development is usually in the second part of the second year of life. Parent or caregiver can have a vast impact on a child’s speech development by the amount of time that is spent talking with and reading to a child. Every care giver can, in culturally appropriate ways, help infants and toddlers grow in language and literacy. Caregiver needs (i) presence (ii) time (iii) words (iv) print and (v) intention to share language and literacy with infants and toddlers. All five qualities are important but it is intention that can turn a physical act like putting away toys or lining up at preschool into a delightful learning experience. Even a grip to the grocery store can be turned into a vocabulary lesson about colors and the names of fruits.
Importance of Play
Play is very important in the learning and emotional development of all children. Play is multifaceted (resourceful). Although it should be a fun experience for the child, often many skills can be learned through play. Play helps children learn relationship and social skills and develop values and ethics. Play should always be considered on essential part of a child early education. Functional play helps children to develop motor and practice skills. This kind of play is normally done with toys or objects that are stackable, can be filled with water or sand or playing outdoors. Water play or sand play is a favorite amongst preschool children and a valuable teaching tool. This type of play can make up about 50% of the type of play that toddler through 3 years old children practice. Constructive play is characterized by building or creating something. Toys that encourage this type of ply are simple puzzles, building blocks, easy craft activities and puppets. Normally 4 to 5 years old children enjoy this type of play but it continues to be enjoyable into the first and second grades of school.
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Hands and fingers are the best art tools. Soon they will manage thick paint brushes, wedges of sponge, wax crayons and thick chalks. It is advised to avoid rushing a child into making something in particular. Letting them do what they want encourages individually and decision-making. Toddlers also enjoy play dough because they can get hands and fingers in it for poking, rolling, and shaping. This type of play develops thinking and reasoning skills, problem solving and creativity (originality, imagination and inventiveness). Pretend (imagine, make up, framework, structure) play allows children to express themselves and events in their lives. Normally a child will transform themselves or a play object into someone or something else. This type of play is popular with children in preschool and kindergarten and it tends to fade out as they enter primary school. Pretend play helps children process emotions and events in their lives, practice social skills, learn values, develop language skills and develop a rich imagination. Because of the important skills that are developed through this type of play, efforts should be made to encourage children to pretend. Playing games that have a definite structure or rules do not become dominant until children start to enter elementary school. Board games, ball games etc. that have specific rules will teach children cooperation, mutual understanding and logical thinking. {Source: Wikipedia}
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Chapter – 2 The Pioneers of Early Childhood Modern Education Q # 6: Ans:
Who is considered the Father of Modern Education? John Amos Comenius (1592 – 1760) was a Czech philosopher / educator. He is considered ‘the
Father of Modern Education’. He wrote the first picture book for children. In his book, Didactica Magna called Orbis Pictus (The World of Pictures – 1658), it was a guide for teachers that included training of the senses and the study of nature. Comenius believed that “in all the operations of nature, development are from within”, so children should be allowed to learn at their own pace and to learn by doing. Teachers should work with children’s own inclinations, for “what is natural takes place without compulsions.” This idea was reflected in Dr. Maria Montessori’s “sensitive periods”. (Source: Wikipedia}
Q # 7: Ans:
Who is known as the Father of Liberalism? John Locke (1632 – 1714) was an English philosopher and physician. He was one of the most
influential of Enlightenment thinkers and commonly known as the "Father of Liberalism". He is considered to be the founder of modern educational philosophy. Locke believed that the purpose of education is to make man a reasoning creature, a working knowledge of the revealed books and a counting ability sufficient to conduct business was fundamental. He suggested that instruction should be pleasant, with playful activities as well as drills. He based his theory on the Scientific Method, used intensively in Behaviorist research and was one of the first European educators to discuss the idea of individual differences gleaned from observing one child rather than simply teaching a group. ”. (Source: Wikipedia}
Q # 8: Ans:
What is the theory of Rousseau? Jean Jacques Rousseau (1712 – 1778) was a writer and philosopher. He believed that children
were not naturally evil, but naturally good. He is best known for this book Emile (1716), in which he included; (i) the true object of education should not be primarily vocational, (ii) children really learn only from firsthand information and (iii) children’s view of the external world is quite different from that of adults. He thought that the school atmosphere should be very flexible to meet the needs of children and insisted on using concrete teaching materials, leaving the abstract and symbolic for later years. (Source: Wikipedia}
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Q # 9: Ans:
What is the motto of Pestalozzi? Johann Heinrich Pestalozzi (1746 – 1827) was a Swiss educator whose principals focused on how
to teach basic skills and the idea of “caring” as well as “educating” the child. His motto was "Learning by head, hand and heart". (Source: Wikipedia}
Q # 10: Ans:
Who has given the concept of Kindergarten? Friedrich Wilhelm August Froebel (1782 – 1852) was a German educator, who laid the
foundation for modern education based on the recognition that children have unique needs and capabilities. He created the concept of "Kindergarten" and also coined the word now used in German and English. He also developed the educational toys known as Froebel Gifts. He wrote in his book, “Play is the highest phase of child development – the representation of the inner necessity and impulse”. So his classroom included blocks, pets and finger plays. He designed what we now think were the first educational toys, which he termed “Gifts”. These objects demonstrated various attributes (such as color or size), were to be arranged in a special order that would assist the child’s development and were later expanded on by “ Dr. Maria Montessori”. (Source: Wikipedia}
Q # 11 Ans:
What was the theory of John Dewey? John Dewey (1859 – 1952) was an American philosopher, psychologist, and educational
reformer whose ideas have been influential in education and social reform. Dewey was a major educational reformer for the 20th century. He is most famous for his role in what is called ‘Progressive Education’. Progressive education is essentially a view of education that emphasizes the need to learn by doing. Dewey believed that human beings learn through a ‘hands on’ approach. This places Dewey in the educational philosophy of ‘Pragmatism’.
Dewey approach was truly child-centered. A child-centered approach to education places the emphasis of leaning on the needs and interests of the child. In Dewey’s view, children should be allowed to explore their environments. Dewey suggested that a child’s mind grows via social participation, which is the primary purpose of school. He felt that children do not need activities to learn because they have their own internal tendencies toward action. Dewey argued that education should not be solely about preparing for the future. Education focuses on the importance of living in the present. In Dewey’s extensive works throughout his life, he outlined his views on how education could improve society. The founder of what became known as the ‘Progressive Education’ movement, Dewey argued that it was the job of education to encourage individuals to develop their full potential as human beings. He was especially critical of the rote learning of facts in schools and argued that children should learn by
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experience. In this way students would not just gain knowledge but would also develop skills, habits and attitudes necessary for them to solve a wide variety of problems. Dewey also argued that the development of critical thought would also protect society from the dangers of dictatorship. Students must be engaged in meaningful and relevant activities, which allow them to apply the concepts they are endeavoring to learn. Hands-on projects are the key to creating authentic learning experiences. (Source: Wikipedia}
Q # 12: Ans:
What do you know about The McMillan Sisters? In the first three decade of the 20th century, two McMillan sisters pioneered early education in
England. Noticing the deplorable conditions in England for children younger than 5 years, Rachel and Margaret MacMillan began a crusade for slum children. Health studies of the time showed that although 80% of London children were born in good health, by the time they entered school, only 20% could be classified that way. In 1910, the sisters set up a clinic in Deptford, a London slum area, which became an open-air nursery a year later. The McMillan sisters regimen for their nursery school of fresh air, sleep and bathing proved successful. Although more than 700 children between 1 to 5 years of age died of measles in London in about a 6-motn period in 1914, there was not one fatal case at Deptford School.Margaret McMillan invented the name “Nursery School”. She paid great attention to health; a daily inspection, the outdoor program, play, good food – what she called “Nurture” (meaning; care for or look after). But, she saw that an educational problem was also involved and she set to work to establish her own method of education for young children. This was why she called it a “school”. (Source: Wikipedia}
Q # 13: Ans:
What is the theory of Jean Piaget ? Jean Piaget (9 August 1896 – 16 September 1980) was a Swiss clinical psychologist known for his
pioneering work in child development. Piaget's theory of cognitive development and epistemological view are together called "genetic epistemology". Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual."Piaget's theory and research influenced several people. His theory of child development is studied in pre-service education programs. Educators continue to incorporate constructionist-based strategies.Piaget Stages of Development, calls these stages “a blueprint” for narmal intellectual development. The stages include sensor motor (birth through 18 to 24 months), preoperational (18 to 24 months through age 7), concrete operational (7 to 12), and formal operational (adolescence through adulthood). During the preoperational stage, children develop language skills, memory and imagination. During the concrete operational stage, logical reasoning and an awareness of external events are the key markers of this phase. In the formal operational stage, children engage with abstract concept such as justice.(Source: Wikipedia} The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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Q # 14: Ans:
What is the theory of Vygotsky? Lev Semyonovich Vygotsky (1896 – June 11, 1934) was a Russian psychologist, the founder of
an unfinished theory of human cultural and bio-social development commonly referred to as culturalhistorical psychology, the prominent advocate for the new theory of consciousness, the "psychology of superman", and leader of the Vygotsky Circle. Vygotsky studied child development and the significant roles of cultural mediation and interpersonal communication. He observed how higher mental functions developed through these interactions, and also represented the shared knowledge of a culture. This process is known as internalization. Internalization can be understood in one respect as "knowing how". For example, the practices of riding a bicycle or pouring a cup of milk are initially outside and beyond the child. The mastery of the skills needed for performing these practices occurs through the activity of the child within society. A further aspect of internalization is appropriation, in which the child takes a tool and makes it his own, perhaps using it in a way unique to himself. Internalizing the use of a pencil allows the child to use it very much for his own ends rather than drawing exactly what others in society have drawn previously. "Zone of Proximal Development" (ZPD) is Vygotsky’s term for the range of tasks that a child is in the process of learning to complete. In the original Vygotsky's writings this phrase is used in three different meanings. Vygotsky viewed the ZPD as a way to better explain the relation between children’s learning and cognitive development. Prior to the ZPD, the relation between learning and development could be boiled down to the following three major positions: 1. Development always precedes learning (e.g., constructivism): children first need to meet a particular maturation level before learning can occur; 2. Learning and development cannot be separated but instead occur simultaneously (e.g., behaviorism): essentially, learning is development; and 3. Learning and development are separate but interactive processes (e.g., gestaltism): one process always prepares the other process, and vice versa. Vygotsky rejected these three major theories because he believed that learning should always precede development in the ZPD. According to Vygotsky, through the assistance of a more capable person, a child is able to learn skills or aspects of a skill that go beyond the child’s actual developmental or maturational level.The lower limit of ZPD is the level of skill reached by the child working independently (also referred to as the child’s actual developmental level). The upper limit is the level of potential skill that the child is able to reach with the assistance of a more capable instructor. In this sense, the ZPD provides a prospective view of cognitive development, as opposed to a retrospective view that characterizes development in terms of a child’s independent capabilities.
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Instructional scaffolding is a learning process designed to promote a deeper level of learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals Instructional scaffolding is the provision of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include the following: 1. 2. 3. 4.
Resources A compelling task Templates and guides Guidance on the development of cognitive and social skills
Use of instructional scaffolding in various contexts: 1. Modeling a task 2. Giving advice 3. Providing coaching These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge. Teachers help the students master a task or a concept by providing support. The support can take many forms such as outlines, recommended documents, storyboards, or key questions..(Source: Wikipedia}
Q # 15: A:
Where does the Montessori Method begin? Maria Tecla Artemisia Montessori (August 31, 1870 – May 6, 1952) was an Italian physician and
educator best known for the philosophy of education that bears her name, and her writing. She was born on August 31, 1870 in Ancona, Italy. She was a physician and educator best known for the philosophy of education that bears her name and her writing of scientific teaching strategies. Dr. Maria Montessori is recognized as the founder of Montessori Method and one of the pioneers in the development of Early Childhood Education (ECE). She is also respected and reputed for promoting a substantial number of important educational reforms, which now have become integral components of 21st century’s educational core. Her educational method is in use today in some public and private schools throughout the world. Maria Montessori opened a preschool, Casa di Bambini, in 1970. Her first class was composed of 50 children from 2 to 5 years of age. The children were at center all day while their parents worked. They were fed two meals a day, given a bath, and provided medical attention. Montessori school system, designed materials, classrooms and teaching procedure that proved her point to the astonishment of people all over Europe and America. After Montessori was introduced in the United States in 1909, her methods received poor reception and were often misunderstood. Today, most Montessori schools are private preschools and child care centers, although there are many that also serve elementary students and a small (but growing) number of programs are for infants and toddlers. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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In The Absorbent Mind, Dr. Montessori tells us that “The greatness of the human personality begins at the hour of birth.” (p. 4) But, Dr. Montessori did not begin developing her method with infants. She began with children who were between 3 and 6 years old.In the early 1900s, working parents had little choice when it came to childcare. Children who were 7 years old went to school. This meant that children 6 years and younger were left alone, caring for younger children for 8–10 hours each day. Montessori’s first school, the Casa dei Bambini, in the slums of San Lorenzo, proved to have horrendous conditions. It was home to over 50 children, ages 2–6, with only one other adult present. The impoverished children were hungry, dirty, and unruly. Under Dr. Montessori’s supervision, the children were bathed and fed nutritious meals regularly. Starting with the oldest children, she began introducing the materials and puzzles she had developed when working with special needs children at the Orthophrenicschool. She also began giving lessons in practical life activities such as cleaning, dressing, setting a table, and serving food. As the children learned to take care of themselves and others, they became more focused, respectful, and independent. They soon wanted to learn more and clamored to learn to read and write. At that time, it was thought that children under the age of 7 were incapable of learning. However, Dr. Montessori not only encouraged them to learn, she developed learning tools to guide the children through a series of sequential steps in the form of conceptualized, hands-on materialized abstractions. Through her work with children in the second half of the first plane of development (ages 3–6), Dr. Montessori was able to observe the unconscious mind unfold. “So, from the age of three till six, being able to now to tackle his environment deliberately and consciously, he begins a period of real constructiveness.” (Maria Montessori, The Absorbent Mind, pg. 152) Through scientific observation, Montessori followed the lead of the children, trusting in their natural instincts and abilities to learn and grow without adult interference. She watched as the children used her didactic materials to teach themselves and to then turn around and teach their peers. This is the time of conscious construction. The child, in these three years, constructs the adult he is to become. Infants function on instinct. They are driven from within to develop and grow. Elementary children direct their curiosity outside themselves into the society and world around them. The 3–6 year old curiosity develops his character and personality, giving us a glimpse of the adult he is to become.
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Chapter – 3 Introduction to Maria Montessori
Q # 16: Ans:
Describe the biography/Life-history of Maria Montessori? Montessori was born on August 31, 1870 in Chiaravalle, Italy. Her father, Alessandro Montessori,
33 years old at the time, was an official of the Ministry of Finance working in the local state-run tobacco factory. Her mother, RenildeStoppani, 25 years old, was well educated for the times and was the greatniece of Italian geologist and paleontologist Antonio Stoppani. While she did not have any particular mentor, she was very close to her mother who readily encouraged her. She also had a loving relationship with her father, although he disagreed with her choice to continue her education. {Source: https://en.wikipedia.org/wiki/Maria_Montessori#Birth_and_family}
1. Early Education The Montessori family moved to Florence in 1873 and then to Rome in 1875 because of her father's work. Montessori entered a public elementary school at the age of 6 in 1876. Her early school record was "not particularly noteworthy", although she was awarded certificates for good behavior in the 1st grade and for "lavoridonneschi", or "women's work", the next year.
2. Secondary School In 1883 or 1884, at the age of 13, Montessori entered a secondary, technical school, RegiaScuolaTecnica Michelangelo Buonarroti, where she studied Italian, arithmetic, algebra, geometry, accounting, history, geography, and sciences. She graduated in 1886 with good grades and examination results. That year, at the age of 16, she continued at the technical institute RegioIstitutoTecnico Leonardo da Vinci, studying Italian, mathematics, history, geography, geometric and ornate drawing, physics, chemistry, botany, zoology, and two foreign languages. She did well in the sciences and especially in mathematics. She initially intended to pursue the study of engineering upon graduation, an unusual aspiration for a woman in her time and place. However, by the time she graduated in 1890 at the age of 20, with a certificate in physics–mathematics, she had decided to study medicine instead, an even more unlikely pursuit given cultural norms at the time.
3. University of Rome—Medical School Montessori moved forward with her intention to study medicine. She appealed to Guido Baccelli, the professor of clinical medicine at the University of Rome, but was strongly The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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discouraged. Nonetheless, in 1890, she enrolled in the University of Rome in a degree course in natural sciences, passing examinations in botany, zoology, experimental physics, histology, anatomy, and general and organic chemistry, and earning her diploma di licenza in 1892. This degree, along with additional studies in Italian and Latin, qualified her for entrance into the medical program at the University in 1893. She was met with hostility and harassment from some medical students and professors because of her gender. Because her attendance of classes with men in the presence of a naked body was deemed inappropriate, she was required to perform her dissections of cadavers alone, after hours.She resorted to smoking tobacco to mask the offensive odor of formaldehyde. Montessori won an academic prize in her first year, and in 1895 secured a position as a hospital assistant, gaining early clinical experience. In her last two years she studied pediatrics and psychiatry, and worked in the pediatric consulting room and emergency service, becoming an expert in pediatric medicine. Montessori graduated from the University of Rome in 1896 as a doctor of medicine. Her thesis was published in 1897 in the journal Policlinico. She found employment as an assistant at the University hospital and started a private practice. {Source: Wikipedia}
4. Early Career From 1896 to 1901, Montessori worked with and researched so-called "phrenasthenic" children —in modern terms, children experiencing some form of mental retardation, illness, or disability. She also began to travel, study, speak, and publish nationally and internationally, coming to prominence as an advocate for women's rights and education for mentally disabled children. On 31 March 1898, her only child – a son named Mario Montessori (March 31, 1898 – 1982) was born. Mario Montessori was the result of a love affair with Giuseppe Montesano, a fellow doctor who was co-director with her of the Orthophrenic School of Rome. If Montessori married, she would be expected to cease working professionally; instead of getting married, Montessori decided to continue her work and studies. Montessori wanted to keep the relationship with her child's father secret under the condition that neither of them would marry anyone else. When the father of her child fell in love and subsequently married, Montessori was left feeling betrayed and decided to leave the university hospital and place her son into foster care with a family living in the countryside opting to miss the first few years of his life. She would later be reunited with her son in his teenage years, where he proved to be a great assistant in her research.
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5. Work With Mentally Disabled Children After graduating from the University of Rome in 1896, Montessori continued with her research at the University's psychiatric clinic, and in 1897 she was accepted as a voluntary assistant there. As part of her work, she visited asylums in Rome where she observed children with mental disabilities, observations which were fundamental to her future educational work. She also read and studied the works of 19th-century physicians and educators Jean Marc Gaspard Itard and ÉdouardSéguin, who greatly influenced her work. Maria was intrigued with Itard's ideas and created a far more specific and organized system for applying them to the everyday education of children with disabilities. When she discovered the works of Jean Itard and ÉdouardSéguin they gave her a new direction in thinking and influenced her to focus on children with learning difficulties. Also in 1897, Montessori audited the University courses in pedagogy and read "all the major works on educational theory of the past two hundred years".
6. Public Advocacy In 1897 Montessori spoke on societal responsibility for juvenile delinquency at the National Congress of Medicine in Turin. In 1898, she wrote several articles and spoke again at the First Pedagogical Conference of Turin, urging the creation of special classes and institutions for mentally disabled children, as well as teacher training for their instructors. In 1899 Montessori was appointed a councilor to the newly formed National League for the Protection of Retarded Children, and was invited to lecture on special methods of education for retarded children at the teacher training school of the College of Rome. That year Montessori undertook a two-week national lecture tour to capacity audiences before prominent public figures.[18] She joined the board of the National League and was appointed as a lecturer in hygiene and anthropology at one of the two teacher-training colleges for women in Italy.
7. Orthophrenic School In 1900 the National League opened the ScuolaMagistraleOrtofrenica, or Orthophrenic School, a "medico-pedagogical institute" for training teachers in educating mentally disabled children with an attached laboratory classroom. Montessori was appointed co-director. 64 teachers enrolled in the first class, studying psychology, anatomy and physiology of the nervous system, anthropological measurements, causes and characteristics of mental disability, and special methods of instruction. During her two years at the school, Montessori developed methods and materials which she would later adapt to use with mainstream children. The school was an immediate success, attracting the attention of government officials from the departments of education and health, civic leaders, and prominent figures in the fields of The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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education, psychiatry, and anthropology from the University of Rome. The children in the model classroom were drawn from ordinary schools but considered "uneducable" due to their deficiencies. Some of these children later passed public examinations given to so-called "normal" children.
8. 1901–1906: Further Studies In 1901, Montessori left the Orthophrenic School and her private practice, and in 1902 she enrolled in the philosophy degree course at the University of Rome. (Philosophy at the time included much of what we now consider psychology.) She studied theoretical and moral philosophy, the history of philosophy, and psychology as such, but she did not graduate. She also pursued independent study in anthropology and educational philosophy, conducted observations and experimental research in elementary schools, and revisited the work of Itard and Seguin, translating their books into handwritten Italian. During this time she began to consider adapting her methods of educating mentally disabled children to mainstream education. Montessori's work developing what she would later call "scientific pedagogy" continued over the next few years. Still in 1902, Montessori presented a report at a second national pedagogical congress in Naples. She published two articles on pedagogy in 1903, and two more the following year. In 1903 and 1904, she conducted anthropological research with Italian school children, and in 1904 she was qualified as a free lecturer in anthropology for the University of Rome. She was appointed to lecture in the Pedagogic School at the University and continued in the position until 1908. Her lectures were printed as a book titled Pedagogical Anthropology in 1910.
9. Casa dei Bambini and Montessori's Ideas In 1906 Montessori was invited to oversee the care and education of a group of children of working parents in a new apartment building for low-income families in the San Lorenzo district in Rome. Montessori was interested in applying her work and methods to mentally normal children, 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 The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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Montessori had developed. Montessori herself, 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 behaviors 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 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 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. Also 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.
10. Montessori Education in Italy The first Casa dei Bambini was a success, and a second was opened on April 7, 1907. The children in her programs continued to exhibit concentration, attention, and spontaneous selfdiscipline, and the classrooms began to attract the attention of prominent educators, journalists, and public figures. In the fall of 1907, Montessori began to experiment with teaching materials for writing and reading—letters cut from sandpaper and mounted on boards, moveable cutout The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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letters, and picture cards with labels. Four- and five-year-old children engaged spontaneously with the materials and quickly gained a proficiency in writing and reading far beyond what was expected for their age. This attracted further public attention to Montessori's work. Three more Case dei Bambini opened in 1908, and in 1909 Italian Switzerland began to replace Froebellian methods with Montessori in orphanages and kindergartens. In 1909, Montessori held the first teacher training course in her new method in CittĂ di Castello, Italy. In the same year, she described her observations and methods in a book titled Il MetododellaPedagogiaScientificaApplicatoAll'Educazione Infantile Nelle Case Dei Bambini (The Method of Scientific Pedagogy Applied to the Education of Children in the Children's Houses). Two more training courses were held in Rome in 1910, and a third in Milan in 1911. Montessori's reputation and work began to spread internationally as well, and around that time she gave up her medical practice to devote more time to her educational work, developing her methods and training teachers. In 1919 she resigned from her position at the University of Rome, as her educational work was increasingly absorbing all her time and interest.
11. International Recognition of Montessori Education As early as 1909, Montessori's work began to attract the attention of international observers and visitors. Her work was widely published internationally, and spread rapidly. By the end of 1911, Montessori education had been officially adopted in public schools in Italy and Switzerland, and was planned for the United Kingdom. By 1912, Montessori schools had opened in Paris and many other Western European cities, and were planned for Argentina, Australia, China, India, Japan, Korea, Mexico, Switzerland, Syria, the United States, and New Zealand. Public programs in London, Johannesburg, Rome, and Stockholm had adopted the method in their school systems. Montessori societies were founded in the United States (the Montessori American Committee) and the United Kingdom (the Montessori Society for the United Kingdom). In 1913 the first International Training Course was held in Rome, with a second in 1914. Montessori's
work
was
widely
translated
and
published
during
this
period. Il
MetododellaPedagogiaScientifica was published in the United States as The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses, where it became a best seller. British and Swiss editions followed. A revised Italian edition was published in 1913. Russian and Polish editions came out in 1913 as well, and German, Japanese, and Romanian editions appeared in 1914, followed by Spanish (1915), Dutch (1916), and Danish (1917) editions. Pedagogical Anthropology was published in English in 1913. In 1914, Montessori published, in English, Doctor Montessori's Own Handbook, a practical guide to the didactic materials she had developed. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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12. Montessori in the United States In 1911 and 1912, Montessori's work was popular and widely publicized in the United States, especially in a series of articles in McClure's Magazine, and the first North American Montessori school was opened in October 1911, in Tarrytown, New York. The inventor Alexander Graham Bell and his wife became proponents of the method and a second school was opened in their Canadian home. The Montessori Method sold quickly through six editions. The first International Training Course in Rome in 1913 was sponsored by the American Montessori Committee, and 67 of the 83 students were from the United States. By 1913 there were more than 100 Montessori schools in the country. Montessori traveled to the United States in December 1913 on a threeweek lecture tour which included films of her European classrooms, meeting with large, enthusiastic crowds wherever she traveled. Montessori returned to the United States in 1915, sponsored by the National Education Association, to demonstrate her work at the Panama–Pacific International Exposition in San Francisco, California, and to give a third international training course. A glass-walled classroom was put up at the Exposition, and thousands of observers came to see a class of 21 students. Montessori's father died in November 1915, and she returned to Italy. Although Montessori and her educational approach were highly popular in the United States, she was not without opposition and controversy. Influential progressive educator William Heard Kilpatrick, a follower of American philosopher and educational reformer John Dewey, wrote a dismissive and critical book titled The Montessori Method Examined, which had a broad impact. The National Kindergarten Association was critical as well. Critics charged that Montessori's method was outdated, overly rigid, and overly reliant on sense-training and left too little scope for imagination, social interaction, and play. In addition, Montessori's insistence on tight control over the elaboration of her method, the training of teachers, the production and use of materials, and the establishment of schools became a source of conflict and controversy. After she left in 1915, the Montessori movement in the United States fragmented, and Montessori education was a negligible factor in education in the United States until 1952. In 1915, Montessori returned to Europe and took up residence in Barcelona, Spain. Over the next 20 years Montessori traveled and lectured widely in Europe and gave numerous teacher training courses. Montessori education experienced significant growth in Spain, the Netherlands, the United Kingdom, and Italy.
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13. Montessori in Spain On her return from the United States, Montessori continued her work in Barcelona, where a small program sponsored by the Catalan government begun in 1915 had developed into the Escola Montessori, serving children from three to ten years old, and the Laboratori i Seminari de Pedagogia, a research, training, and teaching institute. A fourth international course was given there in 1916, including materials and methods, developed over the previous five years, for teaching grammar, arithmetic, and geometry to elementary school children from six to twelve years
of
age. In
1917
Montessori
published
her
elementary
work
in L'autoeducazionnenelleScuoleElementari (Self-Education in Elementary School), which appeared in English as The Advanced Montessori Method. Around 1920, the Catalan independence movement began to demand that Montessori take a political stand and make a public statement favoring Catalan independence, and she refused. Official support was withdrawn from her programs. In 1924, a new military dictatorship closed Montessori's model school in Barcelona, and Montessori education declined in Spain, although Barcelona remained Montessori's home for the next twelve years. In 1933, under the Second Spanish Republic, a new training course was sponsored by the government, and government support was re-established. In 1934, she published two books in Spain, Psicogeometrica and Psicoarithemetica. However, with the onset of the Spanish Civil War in 1936, political and social conditions drove Montessori to leave Spain permanently.
14. Montessori in Netherlands In 1917, Montessori lectured in Amsterdam, and the Netherlands Montessori Society was founded. She returned in 1920 to give a series of lectures at the University of Amsterdam. Montessori programs flourished in the Netherlands, and by the mid-1930s there were more than 200 Montessori schools in the country. In 1935 the headquarters of the Association Montessori Internationale, or AMI, moved permanently to Amsterdam.
15. Montessori in United Kingdom Montessori education was met with enthusiasm and controversy in England between 1912 and 1914. In 1919, Montessori came to England for the first time and gave an international training course which was received with high interest. Montessori education continued to spread in the United Kingdom, although the movement experienced some of the struggles over authenticity and fragmentation that took place in the United States. Montessori continued to give training courses in England every other year until the beginning of World War II.
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16. Montessori was invited to Italy In 1922, Montessori was invited to Italy on behalf of the government to give a course of lectures and later to inspect Italian Montessori schools. Later that year Benito Mussolini's Fascist government came to power in Italy. In December, Montessori came back to Italy to plan a series of annual training courses under government sponsorship, and in 1923, the minister of education Giovanni Gentile expressed his official support for Montessori schools and teacher training. In 1924 Montessori met with Mussolini, who extended his official support for Montessori education as part of the national program. A pre-war group of Montessori supporters, the Societagli Amici delMetodo Montessori (Society of Friends of the Montessori Method) became the Opera Montessori (Montessori Society) with a government charter, and by 1926 Mussolini was made honorary president of the organization. In 1927 Mussolini established a Montessori teacher training college, and by 1929 the Italian government supported a wide range of Montessori institutions. However, from 1930 on, Montessori and the Italian government came into conflict over financial support and ideological issues, especially after Montessori's lectures on Peace and Education. In 1932 she and her son Mario were placed under political surveillance. Finally, in 1933, she resigned from the Opera Montessori, and in 1934 she left Italy. The Italian government ended Montessori activities in the country in 1936.
17. Montessori in Other Countries Montessori lectured in Vienna in 1923, and her lectures were published as Il Bambino in Famiglia, published in English in 1936 as The Child in the Family. Between 1913 and 1936 Montessori schools and societies were also established in France, Germany, Switzerland, Belgium, Russia, Serbia, Canada, India, China, Japan, Indonesia, Australia, and New Zealand.
18. Association Montessori Internationale (AMI) In 1929, the first International Montessori Congress was held in Elsinore, Denmark, in conjunction with the Fifth Conference of the New Education Fellowship. At this event, Montessori and her son Mario founded the Association Montessori Internationale (AMI) "to oversee the activities of schools and societies all over the world and to supervise the training of teachers." AMI also controlled rights to the publication of Montessori's works and the production of authorized Montessori didactic materials. Early sponsors of the AMI included Sigmund Freud, Jean Piaget, and Rabindranath Tagore.
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19. Peace In 1932, Montessori spoke on Peace and Education at the Second International Montessori Congress in Nice, France; this lecture was published by the Bureau International 'Education, Geneva, Switzerland. In 1932, Montessori spoke at the International Peace Club in Geneva, Switzerland, on the theme of Peace and Education. Montessori held peace conferences from 1932 to 1939 in Geneva, Brussels, Copenhagen, and Utrecht, which were later published in Italian as Educazione e Pace, and in English as Education and Peace. In 1949, and again in 1950 and in 1951, Montessori was nominated for the Nobel Peace Prize, receiving a total of six nominations.
20. Montessori in Laren, the Netherlands In 1936 Montessori and her family left Barcelona for England, and soon moved to Laren, near Amsterdam. Montessori and her son Mario continued to develop new materials here, including the knobless cylinders, the grammar symbols, and botany nomenclature cards.[77] In the context of rising military tensions in Europe, Montessori increasingly turned her attention to the theme of peace. In 1937, the 6th International Montessori Congress was held on the theme of "Education for Peace", and Montessori called for a "science of peace" and spoke about the role of education of the child as a key to the reform of society. In 1938, Montessori was invited to India by the Theosophical Society to give a training course, and in 1939 she left the Netherlands with her son and collaborator Mario. 21. Montessori in India An interest in Montessori had existed in India since 1913, when an Indian student attended the first international course in Rome, and students throughout the 1920s and 1930s had come back to India to start schools and promote Montessori education. The Montessori Society of India was formed in 1926, and Il Metodo was translated into Gujarati and Hindi in 1927. By 1929, Indian poet Rabindranath Tagore had founded many "Tagore-Montessori" schools in India, and Indian interest in Montessori education was strongly represented at the International Congress in 1929. Montessori herself had been personally associated with the Theosophical Society since 1907. The Theosophical movement, motivated to educate India's poor, was drawn to Montessori education as one solution. Montessori gave a training course at the Theosophical Society in Madras in 1939 and had intended to give a tour of lectures at various universities, and then return to Europe. However, when Italy entered World War II on the side of the Germans in 1940, Britain interned all Italians in the United Kingdom and its colonies as enemy aliens. In fact only Mario Montessori was interned, while Montessori herself was confined to the Theosophical
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Society compound, and Mario was reunited with his mother after two months. The Montessori remained in Madras and Kodaikanal until 1946, although they were allowed to travel in connection with lectures and courses.
22. Elementary Material, Cosmic Education and Birth to Three During her years in India, Montessori and her son Mario continued to develop her educational method. The term "cosmic education" was introduced to describe an approach for children aged from six to twelve years that emphasized the interdependence of all the elements of the natural world. Children worked directly with plants and animals in their natural environments, and the Montessori developed lessons, illustrations, charts, and models for use with elementary aged children. Material for botany, zoology, and geography was created. Between 1942 and 1944 these elements were incorporated into an advanced course for work with children from six to twelve years old. This work led to two books: Education for a New World and To Educate the Human Potential. While in India, Montessori observed children and adolescents of all ages, and turned to the study of infancy. In 1944 she gave a series of thirty lectures on the first three years of life, and a government recognized training course in Sri Lanka. These lectures were collected in 1949 in the book – “What You Should Know About Your Child”. In 1944 the Montessori’s were granted some freedom of movement and traveled to Sri Lanka. In 1945 Montessori attended the first All India Montessori Conference in Jaipur, and in 1946, with the war over, she and her family returned to Europe. 23. Maria Montessori’s Final Years In 1946, at the age of 76, Montessori returned to Amsterdam, but she spent the next six years travelling in Europe and India. She gave a training course in London in 1946, and in 1947 opened a training institute there, the Montessori Centre. After a few years this centre became independent of Montessori and continued as the St. Nicholas Training Centre. Also in 1947, she returned to Italy to re-establish the Opera Montessori and gave two more training courses. Later that year she returned to India and gave courses in Adyar and Ahmedabad. These courses led to the book The Absorbent Mind, in which Montessori described the development of the child from birth onwards and presented the concept of the Four Planes of Development. In 1948 Il Metodo was revised again and published in English as The Discovery of the Child. In 1949 she gave a course in Pakistan and the Montessori Pakistan Association was founded. In 1949 Montessori returned to Europe and attended the 8th International Montessori Congress in Sanremo, Italy, where a model classroom was demonstrated. The same year, the first training The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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course for birth to three years of age, called the ScuolaAssistientiall'infanzia (Montessori School for Assistants to Infancy) was established. She was nominated for the Nobel Peace Prize. Montessori was also awarded the French Legion of Honor, Officer of the Dutch Order of Orange Nassau, and received an Honorary Doctorate of the University of Amsterdam. In 1950 she visited Scandinavia, represented Italy at the UNESCO conference in Florence, presented at the 29th international training course in Perugia, gave a national course in Rome, published a fifth edition of Il Metodo with the new title La Scoperta del Bambino (The Discovery of the Child), and was again nominated for the Nobel Peace Prize. In 1951 she participated in the 9th International Montessori Congress in London, gave a training course in Innsbruck, was nominated for the third time for the Nobel Peace Prize. Montessori died of a cerebral hemorrhage on May 6, 1952 at the age of 81 in Noordwijkaan Zee, the Netherlands. {Source: https://en.wikipedia.org/wiki/Maria_Montessori}
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Chapter – 4 Montessori Method of Education Q # 17: Ans:
What is Montessori Method of Education “Montessori Education” is an educational approach developed by Italian physician and
educator Maria Montessori. Montessori developed many of her ideas while working with mentally challenged children. Her first school, La casa dei bambini, was opened in 1907 to working class children in the slum neighborhood of San Lorenzo in Rome. Her approach was characterized by an emphasis on independence, freedom within limits, and respect for a child's natural psychological, physical, and social development. Although a range of practices exist under the name "Montessori," the Association Montessori Internationale (AMI) and American Montessori Society (AMS) cite these elements as essential: 1. Mixed age classrooms; classrooms for children ages 2 1⁄2 or 3 to 6 years old are by far the most common, but 0–3, 6–9, 9–12, 12–15, and 15–18 year-old classrooms exist as well. 2. Student choice of activity from within a prescribed range of options 3. Uninterrupted blocks of work time, ideally three hours 4. A constructivist or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction 5. Specialized educational materials developed by Montessori and her collaborators often made out of natural, aesthetic materials such as wood, rather than plastic. 6. A thoughtfully prepared environment where materials are organized by subject area, within reach of the child, and are appropriate in size. 7. Freedom of movement within the classroom 8. A trained Montessori teacher who follows the child and is highly experienced in observing the individual child's characteristics, tendencies, innate talents and abilities. 9. Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. In Montessori classrooms children make creative choices in their learning, while the classroom and the teacher offer age-appropriate activities to guide the process. Children work in groups and individually to discover and explore knowledge of the world and to develop their maximum potential. 10. A Montessori education is one of the most valuable gifts you can give your child. The program emphasizes not only formal academic achievement, but a broader approach to learning and relationships that students carry through life. The idea is to build a well-rounded individual who possesses the skills to succeed both inside and out of the classroom. 11. So often, we measure student success based on grades and standardized test scores. To be sure, these things matter a great deal. However, at the end of the day, they are short-term indicators of success. Few people will care about your child's first-grade report card when she is twenty or thirty years old. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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12. A better approach is to view education as a lifelong pursuit of knowledge. With this in mind, children become active agents in the learning process. They seek out new opportunities, enjoy challenges, and have a curiosity and love of learning that extends beyond the classroom. These are not characteristics that are measured on standardized tests, but they no doubt contribute to long-term success. 13. This approach to learning is embodied by Montessori education programs. Good Montessori classrooms focus not only on test scores and objective indicators of subject mastery, but on interpersonal growth as well. The result is a child who possesses the skills to continue her educational journey long after she has left the classroom. 14. The Montessori history dates back nearly 100 years, to a pioneering Italian physician. Drawing on both her formal academic training as well as her firsthand experiences with children, Dr. Maria Montessori crafted an educational program to enhance both body and mind. In the decades since its inception, Montessori teaching has become one of the most widely used and scientifically supported approaches to education. 15. Maria Montessori was the first Italian woman to obtain a degree in medicine. Her appreciation of science and her astute clinical skills prompted her to undertake a study of children and how they learn. This socio-cultural examination eventually earned her a doctorate in Anthropology, making her a true maverick of her time. 16. Although Dr. Montessori had all the makings of an excellent university professor, her true love was with children, and she devoted her efforts to understanding the factors that influenced their learning and behavior. Her first formal study was conducted with 60 children in Rome who participated in her pilot education program. 17. The program was based on theory and clinical observations suggesting that children learn from their environments, and from hands-on interaction with stimulating materials. Within this framework, all manner of stimuli could serve as learning tools, provided they were looked upon in the right light. The success of her experiential learning approach spawned numerous other academic programs, and has left an impressive legacy in the field of education.
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Q # 18: Ans:
What is the history of Montessori Education? Following her medical training, Dr. Maria Montessori began to develop her educational
philosophy and methods in 1897, attending courses in pedagogy at the University of Rome and reading the educational theory of the previous two hundred years. In 1907, she opened her first classroom, the Casa dei Bambini, or Children's House, in a tenement building in Rome. From the beginning, Montessori based her work on her observations of children and experimentation with the environment, materials, and lessons available to them. She frequently referred to her work as "scientific pedagogy". In 1901, Maria Montessori met Alice and Leopold (Baroness & Baron) Franchetti of Città di Castello. They found many matching points between their work. Maria Montessori was invited to hold her first course for teachers and to set up a "Casa dei Bambini" at Villa Montesca, the home of the Franchettis in Città di Castello. Maria Montessori decided to move to Città di Castello where she lived for 2 years and where she refined her methodology together with Alice Franchetti. In that period, she published her book in Città di Castello, as mentioned before. The Franchetti Barons financed the publication of the book and the methodology had the name "Method Franchetti-Montessori", until the fascists ordered the cancellation of the baroness’ name from the Method because she was Jewish. Montessori education had spread to the United States by 1912 and became widely known in educational and popular publications. However, conflict between Montessori and the American educational establishment, and especially the publication in 1914 of a critical booklet, The Montessori System Examined by influential education teacher William Heard Kilpatrick, limited the spread of her ideas, and they languished after 1914. Montessori education returned to the United States in 1960 and has since spread to thousands of schools there. Montessori continued to extend her work during her lifetime, developing a comprehensive model of psychological development from birth to age 24, as well as educational approaches for children ages 0 to 3, 3 to 6, and 6 to 12. She wrote and lectured about ages 12 to 18 and beyond, but these programs were not developed during her lifetime. Montessori education also spread throughout the world, especially Southeast Asia including India where Maria Montessori was interned during World War II.
Q # 19: Ans:
What is Montessori Education Theory? Montessori education is fundamentally a model of human development, and an educational
approach based on that model. The model has two basic principles. First, children and developing adults engage in psychological self-construction by means of interaction with their environments. Second, children, especially under the age of six, have an innate path of psychological development. Based on her
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observations, Montessori believed that children who are at liberty to choose and act freely within an environment prepared according to her model would act spontaneously for optimal development. Montessori saw universal, innate characteristics in human psychology which her son and collaborator Mario Montessori identified as "human tendencies" in 1957. There is some debate about the exact list, but the following are clearly identified:
1. Abstraction 2. Activity 3. Communication 4. Exactness 5. Exploration 6. Manipulation (of the environment) 7. Order 8. Orientation 9. Repetition 10. Self-Perfection 11. Work (also described as "purposeful activity") In the Montessori approach, these human tendencies are seen as driving behavior in every stage of development, and education should respond to and facilitate their expression. Montessori education involves free activity within a "prepared environment", meaning an educational environment tailored to basic human characteristics, to the specific characteristics of children at different ages, and to the individual personalities of each child.[9] The function of the environment is to help and allow the child to develop independence in all areas according to his or her inner psychological directives. In addition to offering access to the Montessori materials appropriate to the age of the children, the environment should exhibit the following characteristics: 1. An arrangement that facilitates movement and activity 2. Beauty and harmony, cleanliness of environment The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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3. Construction in proportion to the child and her/his needs 4. Limitation of materials, so that only material that supports the child's development is included 5. Order 6. Nature in the classroom and outside of the classroom
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Q # 20:
Describe Planes of Development of Montessori Method?
A. Planes of Development Montessori observed four distinct periods, or "planes", in human development, extending from birth to 6 years, from 6 to 12, from 12 to 18, and from 18 to 24. She saw different characteristics, learning modes, and developmental imperatives active in each of these planes, and called for educational approaches specific to each period. The first plane extends from birth to around six years of age. During this period, Montessori observed that the child undergoes striking physical and psychological development. The first-plane child is seen as a concrete, sensorial explorer and learner engaged in the developmental work of psychological selfconstruction and building functional independence. Montessori introduced several concepts to explain this work, including the absorbent mind, sensitive periods, and normalization. Montessori described the young child's behavior of effortlessly assimilating the sensorial stimuli of his or her environment, including information from the senses, language, culture, and the development of concepts with the term "absorbent mind". She believed that this is a power unique to the first plane, and that it fades as the child approached age six. Montessori also observed and discovered periods of special sensitivity to particular stimuli during this time which she called the "sensitive periods". In Montessori education, the classroom environment responds to these periods by making appropriate materials and activities available while the periods are active in each individual young child. She identified the following periods and their durations:
1. Acquisition of language
from birth to around 6 years old
2. Interest in small objects
from around 18 months to 3 years old
3. Order
from around 1 to 3 years old
4. Sensory refinement
from birth to around 4 years old
5. Social behavior
from around 2½ to 4 years old
Finally, Montessori observed in children from three to six years old a psychological state she termed "normalization". Normalization arises from concentration and focus on activity which serves the child's developmental needs, and is characterized by the ability to concentrate as well as "spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others."
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The second plane of development extends from around six years to twelve years old. During this period, Montessori observed physical and psychological changes in children, and developed a classroom environment, lessons, and materials, to respond to these new characteristics. Physically, she observed the loss of baby teeth and the lengthening of the legs and torso at the beginning of the plane, and a period of uniform growth following. Psychologically, she observed the "herd instinct", or the tendency to work and socialize in groups, as well as the powers of reason and imagination. Developmentally, she believed the work of the second plane child is the formation of intellectual independence, of moral sense, and of social organization. The third plane of development extends from around twelve years to around eighteen years of age, encompassing the period of adolescence. Montessori characterized the third plane by the physical changes of puberty and adolescence, but also psychological changes. She emphasized the psychological instability and difficulties in concentration of this age, as well as the creative tendencies and the development of "a sense of justice and a sense of personal dignity." She used the term "valorization" to describe the adolescents' drive for an externally derived evaluation of their worth. Developmentally, Montessori believed that the work of the third plane child is the construction of the adult self in society. The fourth plane of development extends from around eighteen years to around twenty-four years old. Montessori wrote comparatively little about this period and did not develop an educational program for the age. She envisioned young adults prepared by their experiences in Montessori education at the lower levels ready to fully embrace the study of culture and the sciences in order to influence and lead civilization. She believed that economic independence in the form of work for money was critical for this age, and felt that an arbitrary limit to the number of years in university level study was unnecessary, as the study of culture could go on throughout a person's life. In short, four core aspects of Montessori school include practical life, sensorial, math, and language arts. Some smaller aspects that could be integrated into Montessori schools include geography, art, and gardening.
B. Education and Peace As Montessori developed her theory and practice, she came to believe that education had a role to play in the development of world peace. She felt that children allowed to develop according to their inner laws of development would give rise to a more peaceful and enduring civilization. From the 1930s to the end of her life, she gave a number of lectures and addresses on the subject, saying in 1936. Preventing conflicts is the work of politics; establishing peace is the work of education. She received a total of six nominations for the Nobel Peace Prize in a three-year period: 1949, 1950, and 1951.
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C. Education Practices Infant and Toddler Programs Montessori classrooms for children under three fall into several categories, with a number of terms being used. A nido, Italian for "nest", serves a small number of children from around two months to around fourteen months, or when the child is confidently walking. A "Young Child Community" serves a larger number of children from around one year to 2½ or 3 years old. Both environments emphasize materials and activities scaled to the children's size and abilities, opportunities to develop movement, and activities to develop independence. Development of independence in toileting is typically emphasized as well. Some schools also offer "Parent-Infant" classes, in which parents participate with their very young children.
D. Preschool and Kindergarten Montessori classrooms for children from 2½ or 3 to 6 years old are often called Children's Houses, after Montessori's first school, the Casa dei Bambini in Rome in 1906. This level is also called "Primary". A typical classroom serves 20 to 30 children in mixed-age groups, staffed by one trained teacher and an assistant. Classrooms are usually outfitted with child-sized tables and chairs arranged singly or in small clusters, with classroom materials on child-height shelves throughout the room. Activities are for the most part initially presented by the teacher, after which they may be chosen more or less freely by the children as interest dictates. Classroom materials usually include activities for engaging in practical skills such as pouring and spooning, materials for the development of the senses, math materials, language materials, music and art materials, and more. Activities in Children's Houses are typically hands on, tactile materials to teach concepts. For example, to teach writing, students use sandpaper letters. These are letters created by cutting letters out of sandpaper and placing them on wooden blocks. The children then trace these letters with their fingers to learn the shape and sound of each letter. Another example is the use of bead chains to teach math concepts, specifically multiplication. Specifically for multiples of 10, there is one bead that represents one unit, a bar of ten beads put together that represents 1×10, then a flat shape created by fitting 10 of the bars together to represent 10×10, and a cube created by fitting 10 of the flats together to represent 100×10. These materials help build a concrete understanding of basic concepts upon which much is built in the later years.
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E. Elementary Classrooms Elementary school classrooms usually serve mixed-age 6- to 9-year-old and 9- to 12-year-old groupings; 6- to 12-year-old groups are also used. Lessons are typically presented to small groups of children, who are then free to follow up with independent work of their own as interest and personal responsibility dictate. Montessori educators give interdisciplinary lessons examining subjects ranging from biology and history to theology, which they refer to as "great lessons." These are typically given near the beginning of the school term and provide the basis for learning throughout the year. Lessons include work in language, mathematics, history, the sciences, the arts, etc. Student-directed explorations of resources outside the classroom are integral to the education. Montessori used the term "cosmic education" to indicate both the universal scope of lessons to be presented, and the idea that education should help children realize the human role in the interdependent functioning of the universe.
F. Middle and High School Montessori education for this level is less well-developed than programs for younger children. Montessori did not establish a teacher training program or a detailed plan of education for adolescents during her lifetime. However, a number of schools have extended their programs for younger children to the middle school and high school levels. In addition, several Montessori organizations have developed teacher training or orientation courses and a loose consensus on the plan of study is emerging. The essential reform of our plan from this point of view may be defined as follows: during the difficult time of adolescence it is helpful to leave the accustomed environment of the family in town and to go to quiet surroundings in the country, close to nature. Source: https://en.wikipedia.org/wiki/Montessori_education
G. Further Development Montessori continued to develop her pedagogy and her model of human development as she expanded her work and extended it to older children. She saw human behavior as guided by universal, innate characteristics in human psychology which her son and collaborator Mario Montessori identified as "human tendencies" in 1957. In addition, she observed four distinct periods, or "planes", in human development, extending from birth to six years, from six to twelve, from twelve to eighteen, and from eighteen to twenty-four. She saw different characteristics, learning modes, and developmental imperatives active in each of these planes, and called for educational approaches specific to each period. Over the course of her lifetime, Montessori developed pedagogical methods and materials for the first two planes, from birth to age twelve, and wrote and lectured about the third and fourth planes. Maria created over 4,000 Montessori classrooms across the world and her books were translated into many
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different languages for the training of new educators. Her methods are installed in hundreds of public and private schools across the United States. Source: https://en.wikipedia.org/wiki/Maria_Montessori#Birth_and_family
Q # 21:
What is Montessori Educational Philosophy?
A. Early Influences Montessori's theory and philosophy of education were initially heavily influenced by the work of Jean Marc Gaspard Itard, ÉdouardSéguin, Friedrich Frobel, and Johann Heinrich Pestalozzi, all of whom emphasized sensory exploration and manipulative. Montessori's first work with mentally disabled children, at the Orthophrenic School in 1900–1901, used the methods of Itard and Seguin, training children in physical activities such as walking and the use of a spoon, training their senses by exposure to sights, smells, and tactile experiences, and introducing letters in tactile form. These activities developed into the Montessori "Sensorial" materials.
B. Scientific Pedagogy Montessori considered her work in the Orthophrenic School and her subsequent psychological studies and research work in elementary schools as "scientific pedagogy", a concept current in the study of education at the time. She called for not just observation and measurement of students, but for the development of new methods which would transform them. "Scientific education, therefore, was that which, while based on science, modified and improved the individual." Further, education itself should be transformed by science: "The new methods if they were run on scientific lines ought to change completely both the school and its methods, ought to give rise to a new form of education."
C. Casa dei Bambini Working with non-disabled children in the Casa dei Bambini in 1907, Montessori began to develop her own pedagogy. The essential elements of her educational theory emerged from this work, described in The Montessori Method in 1912 and in The Discovery of the Child in 1948. Her method was founded on the observation of children at liberty to act freely in an environment prepared to meet their needs. Montessori came to the conclusion that the children's spontaneous activity in this environment revealed an internal program of development, and that the appropriate role of the educator was to remove obstacles to this natural development and provide opportunities for it to precede and flourish. Accordingly, the schoolroom was equipped with child-sized furnishings, "practical life" activities such as sweeping and washing tables, and teaching material that Montessori had developed herself. Children were given freedom to choose and carry out their own activities, at their own paces and following their The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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own inclinations. In these conditions, Montessori made a number of observations which became the foundation of her work. First, she observed great concentration in the children and spontaneous repetition of chosen activities. She also observed a strong tendency in the children to order their own environment, straightening tables and shelves and ordering materials. As children chose some activities over others, Montessori refined the materials she offered to them. Over time, the children began to exhibit what she called "spontaneous discipline". At its core, the Montessori philosophy stems from both educational theory and clinical observation. Although it has evolved over time, its central tenets remain the same, emphasizing environmental structure as critical to effective learning. Notably, the past two decades have brought considerable empirical support for the Montessori method, shifting it from an abstract theoretical paradigm to a practical, viable educational approach. The Montessori philosophy was borne out of Dr. Montessori's formal training in anthropology as well as her years of direct interaction with children. Blessed with sharp clinical insight, Dr. Montessori formed several hypotheses about how and why children learn. At the heart of these hypotheses was a belief in the importance of the academic and social environment. Dr. Montessori believed that children are like sponges, eager to soak up information from their surroundings. Thus, she placed great importance on developing stimulating classroom environments that exposed children to continuous opportunities for learning and growth. Her philosophy overlaps with key principles of social learning theory and a number of other well regarded schools of thought. However, the Montessori philosophy goes beyond simply stressing the importance of the environment. It also suggests that hands-on interaction (as opposed to passive listening)is the best way for children to learn. As a growing body of scientific research begins to support this idea, parents and educators alike are beginning to reconsider the value of Montessori schooling. One of Montessori's many accomplishments was the Montessori Method. This is a method of education for young children that stresses the development of a child's own initiative and natural abilities, especially through practical play. This method allowed children to develop at their own pace and provided educators with a new understanding of child development. Montessori's book, The Montessori Method, presents the method in detail. Educators who followed this model set up special environments to meet the needs of students in three developmentally-meaningful age groups: 2–2.5 years, 2.5–6 years, and 6–12 years. The students learn through activities that involve exploration, manipulations, order, repetition, abstraction, and communication. Teachers encourage children in the first two age groups to use their senses to explore and manipulate materials in their immediate environment. Children The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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in the last age group deal with abstract concepts based on their newly developed powers of reasoning, imagination, and creativity. {Source: https://en.wikipedia.org/wiki/Maria_Montessori#Birth_and_family}
Q # 22: Ans:
Describe Montessori’s Sensory Approach of Learning? Maria Montessori lived from 1970 – 1952. In a manner similar to Froebel, she believed in the
importance of the senses in cultivating the independence of the child. She agreed with Dewey that children have a natural aim to learn. In her book, “The Secret of Childhood,” she wrote, “When a new being comes into existence, it contains within itself mysterious guiding principles, which will be the source of its work, character, and adaptation to its surroundings.” In some ways, her ideas strayed from those of other theorists. Froebel’s kindergarten engaged children in group learning and provided material for imaginative use versus practical use. Dewey believed that fostering the imagination and social relationships should precede the expansion of the intellect. Montessori argued that only by developing the intellect can the imagination and social relationships emerge. She emphasized freed on within a structured environment. “Now that really makes a teacher is love for the human child; for it is love that transforms the social duty of the educator into the higher consciousness of a mission.” – Maria Montessori Montessori learning has long been labeled an "alternative" approach to education. With increasing frequency, however, Montessori methods are entering the mainstream and producing impressive results. Although it is clear that many factors contribute to favorable outcomes, administrators attribute the bulk of this success to the scientific principles underlying the Montessori approach. For decades, the term Montessori was associated with radical left-wing ideology. Montessori classrooms were viewed as the kind of thing that aging hippies would choose for their children, rather than as serious classrooms, and the image of the classroom setting was one of near chaos. These were the children who knew no order and ran around screaming, the children you would want to keep far away from your own. In recent years, attitudes toward Montessori schooling have shifted, and many of these misconceptions have fallen by the wayside. They have been replaced by real understanding of the program's core educational philosophy. The idea that children learn best when allowed to explore at their own pace has been borne out in decades of scientific research, and now seems much less radical.
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In fact, the scientific basis of Montessori learning methods has helped to ease its transition into mainstream classrooms. Slowly, educators are beginning to appreciate the benefits of interactive learning, and are structuring their lesson plans accordingly. Although Montessori classrooms remain distinct in many respects, key classroom components may now be observed in traditional academic settings. Teachers wishing to obtain a Montessori certification to put these methods into practice may now do so through online courses, very convenient in our busy day and age.
Q # 23: A:
What do you understand by Montessori Information? Montessori information is available from several different sources, and it makes sense to draw
on all of them when considering a school placement for your child. From textbooks and Internet websites to teacher referrals and local information sessions, the more information you obtain, the better. The trick is to learn about the program in its entirety so that you can make an informed decision about whether it is a good match for your child's needs. Montessori programs have witnessed renewed popularity over the last decade. As the results of major research studies make their way into the mainstream, parents are beginning to appreciate the wisdom of this unique approach to learning. Once considered alternative and offbeat, Montessori methods are now being viewed as common sense teaching strategies. Proponents of the Montessori Method are known for being both eager and vocal about their cause. With this in mind, they can sometimes come across a bit like zealots to parents who are uninitiated in the Montessori way. Don't be intimidated. Listen to what they have to say, but obtain your own information from as many sources as possible. Believe it or not, your school principal can be an excellent source of information on local Montessori resources. Most educators are eager to help children find the best classroom match for their needs, and teachers and school principals can approach the school search with firsthand knowledge of how your child performs in the classroom. Pair their recommendations with references from other parents and from information you obtain in texts and online, and you are bound to make a sound decision for your child.
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Q # 24: Ans:
What are the Montessori Resources? Montessori resources are known for being stimulating, creative, and fun. However, a common
misconception is that they must be fancy, high-tech, or complicated. When it comes to hands-on learning, some of the best activities are simple and straightforward. The Montessori program is predicated on the concept of experiential learning. That is, children learn by doing. They learn by interacting with their surroundings, and by manipulating and handling objects in their environment. With this in mind, the classroom is designed to be a center of stimulating activity stations. A common concern for both parents and teachers pertains to stocking the classroom. If the goal is to keep children engaged with novel, rewarding activities, how does one pay for extensive activity supplies? Although it is true that developing good Montessori resources requires a substantial investment of time, it need not be the case that it costs a great deal of money. In fact, when well planned, it need not cost anything at all. Part of Montessori training involves preparing the teacher to unleash his or her creativity within the classroom. There is online distance learning programs that teachers can utilize to get a Montessori certification. Children learn by interacting with all aspects of their environments. Thus, simple household objects become valuable learning tools. It takes some creativity, vision, and experience, but it is possible to make educational activities out of just about any everyday good. Dr. Maria Montessori was a scientist and keen observer of children, constantly evaluating and quantifying her discoveries. Her theories continue to be tested today. Children happily and eagerly learn both life skills and academics, show care and compassion for their peers and their environment, develop refined and coordinated manual dexterity and fine motor coordination, and have an accurate sense of their own abilities, giving them confidence. We make these claims about Montessori, because we know from over a hundred years of hands-on classroom experience that it works. But many other educational methods make the same claims. In Montessori, we're proud to be able to back ours up. Here you will find links to some of the most accurate and up-to-date research conducted on the benefits of Montessori education. This list is by no means exhaustive. If you know of a study that should be included here, please feel free to contact us with that information.
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Q # 25: Ans:
What are the Montessori Tools? Experienced teachers know to choose their Montessori tools wisely. Given that most Montessori
classrooms require multiple activity stations, it is easy to run up expenses while providing for basic materials. Smart teachers know to choose simple tools that can serve multiple functions. One of the best things about Montessori schooling is the creative, inventive teaching approach. Consistent with the Montessori emphasis on hands-on learning, children interact with an array of stimulating classroom materials throughout the day. From colorful visuals to fun manipulative objects, they are engaged in round the clock learning exercises. Although stimulating for children, these activity stations can pose a challenge for the individual in charge of stocking them. Most educators will tell you that good materials make all the difference when it comes to teaching. The right manipulative objects, for example, can make addition and subtraction a snap. Similarly, the proper Montessori tools can make reading a fun new adventure for young learners. The trick is to choose your tools wisely, aware of the fact that classroom costs rise quickly. Talk to experienced Montessori teachers and ask for advice regarding which materials are essential and which can be purchased on an as-needed basis. This will help you to stretch your budget further, and make the most of your classroom tools.
Q # 26:
What makes Montessori Different?
There are few major differences between Montessori and Traditional Education, which are as under: If you are new to Montessori education, often the first question you might ask is “what makes Montessori different?” Truly, the answer to that question is immense! So, in effort to make this bountiful banquet of information a little more digestible, I have organized some of the key concepts into these ten BIG differences: 1. The Prepared Environment Montessori classrooms are prepared in advance based on observations of the differences between Montessori and Traditional Education www.ageofmontessori.org students’ individual needs. They include student-centered lessons and activities. Traditional classrooms are based on teachercentered lessons or activities.
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2. Active vs. Passive Montessori lessons are hands-on and active. Students discover information for themselves. Traditional school lessons are often orated to students who listen passively, memorize, and take tests. 3. Give ‘Em Time In the Montessori classroom, children work on lessons as long as need be, and interruptions are avoided whenever possible. Time limitations are mandated by arbitrary schedules in traditional classrooms. 4. The Teacher’s Role Montessori teachers act as guides and consultants to students on a one-on-one basis. They assist each child along his or her own learning path. Differences between Montessori and Traditional Education www.ageofmontessori.orgTraditionally, the pace and order of each lesson is predetermined. The teacher must deliver the same lesson, at the same pace, in the same order, for all of the students. 5. Age Groups and Grade-levels In Montessori schools, “grade-levels” are flexible and determined by the child’s developmental range, i.e., 0-3, 3-6, 6-9, 9-12, 12-15, and 15-18 years of age. In traditional schools, grade levels are not flexible and strictly defined by chronological age within a twelve-month period. 6. Adaptable Curriculum Montessori curriculum expands in response to the students’ needs. Traditional curricula are predetermined without regard to student needs. 7. Pace Yourself The individual child’s work pace is honored and encouraged in the Montessori classroom. Traditional classrooms expect all children to work at the same pace. 8. Self-Made Self-Esteem Montessorians understand that the child’s self-esteem comes from an internal sense of pride in his or her own accomplishments. In traditional classrooms, self-esteem is thought to come from external judgment and validation.
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9. For the Love of Learning Montessori curricula are intended to appeal to the child’s innate hunger for knowledge. Children learn to love learning. Traditional curricula focus on standardized test performance and grades. Children learn because it is mandatory. 10. Change is Good The Montessori Method was created by Maria Montessori and is based on a lifetime of study and observation with regard to the way children really learn. Traditional education is based on…well… tradition. If you are interested in learning more about Montessori education, we welcome you to visit Age of Montessori’s information-rich website, watch our powerful webinars (free and professional development,) join our discussions on Facebook, or participate in any of our many online courses. Source: http://ageofmontessori.org/differences-montessori-traditional-education/
Q # 27: Ans:
What do you understand by Language Development? Language is a system of symbols with an agreed upon meaning that is used by a group of people.
Language is a means of communication ideas or feelings by the use of conventionalized sounds and signs, thus, being the spoken and written language. A. History of Language It is a human tendency to communicate with others and this could underlie the emergence of language. Montessori said, “To talk is in the nature of man.” Humans needed language in order to communicate, and soon, the powers that come with language were revealed. The evolution of the human language began when communication was done through pictograms or pictures and drawings. It then developed into ideograms when pictures began to turn into symbols. Later, these symbols became words, words involved letters, vowels emerged, one symbol came to represent one sound, an alphabet was created, and then came the alphabet we now use today. And just as language evolved hundreds of thousands of years ago, it also changes with each generation. Unneeded words are dropped and new words come into use. Language rose and continues to rise with the collective intelligence.
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B. Language Development of the Child When the child arrives in the Montessori classroom, he has fully absorbed his culture's language. He has already constructed the spoken language and with his entry into the classroom, he will begin to consolidate the spoken language and begin to explore the written forms of language. Because language is a critical involvement in the process of thinking, the child will need to be spoken to and listened to often. The child will need a broad exposure to language, with correct articulation, enunciation, and punctuation. The child will need to experience different modes of language and to hear and tell stories. Most importantly, the child needs to feel free and be encouraged to communicate with others. With the child's absorbent mind the child by age six will have reached the 3rd point of consciousness in language where he understands that sounds and words have meaning and that these symbols can be used in writing. He will become fully articulate, he will be able to express himself in writing, he will be able to read with ease, and have a full comprehension of the thoughts of others. C. The Prepared Environment To help the child in his development in language, the Montessori classroom is designed to help the child reach the 3rd period of consciousness. Because the learning of language is not done through subjects as in a normal classroom, the child is learning at his own rhythm. This allows the child to concentrate on the learning of each important step in language so that each progressive step is done easily and without any thought on the part of the child. The special material also plays an important role in aiding the child develops the powers of communication and expression, of organization and classification, and the development of thought. But the most important tool in the child's learning of language lies within the directress. She must support the child in his learning; give him order to classify what he has learned, to help the child build self-confidence, and to provide the child with meaningful activities. The directress is the child's best source in language development. D. Language Completions of the First Plane As the child leaves the Montessori classroom after the age of six, he will have become an articulate person, being able to communication his feelings in well-formed sentences and in writing. He will be able to write these thoughts and feelings in a skillful handwriting. He will have the ability to write in different styles and about a variety of subjects. The child will have total reading and a sense of the home language at a level where he will be the master of his words. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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E. Practical Life “Practical” means basic, useful, and purposeful ….. “Life” means the way of living. Practical life Exercises are just that, they are Exercises so the child can learn how to do living activities in a purposeful way. The purpose and aim of Practical Life is to help the child gain control in the coordination of his movement, and help the child to gain independence and adapt to his society. It is therefore important to “Teach teaching, not correcting” (Montessori) in order to allow the child to be a fully functional member in housing society. Practical Life Exercises also aid the growth and development of the child’s intellect and concentration and will in turn also help the child develop an orderly way of thinking. Practical Life Exercises can be categorized into four different groups: Preliminary Applications, Applied Applications, Grace and Courtesy, and Control of Moment. In the Preliminary Exercises, the child learns the basic movements of all societies such as pouring, folding, and carrying. In the Applied Exercises, the child learns about the care and maintenance that helps everyday life. These activities are, for example, the care of the person (i.e the washing of the hand) and the care of the environment (i.e dusting a table or outdoor sweeping). In the Grace and Courtesy Exercises, the children work on the interactions of people to people. In the Control of Movement Exercises, the child learns about his own movements and learns how to refine his coordination through such activities as walking on the line. Children are naturally interested in activities they have witnessed. Therefore, Dr. Montessori began using what she called “Practical Life Exercises” to allow the child to do activities of daily life and therefore adapt and orientate himself in his society. It is therefore the Directress’s task to demonstrate the correct way of doing these Exercises in a way that allows the child to fully observe the movements. Montessori says, “If talking doesn’t move, if moving doesn’t talk”. The directress must also keep in mind that the goal is to show the actions so that the child can go off and repeat the activity in his own successful way. Montessori says, “Our task is to show how the action is done and at the same time destroy the possibility of imitation”. The child must develop his own way of doing these activities so that the movements become real and not synthetic. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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During the child’s sensitive period between birth and 6, the child is constructing the inner building blocks of his person. It is therefore important for the child to participate in activities to prepare him for his environment, that allow him to grow independently and use his motor skills, as well as allow the child to analyze difficulties he may have in the exercise and problem solve successfully. Montessori also saw the child’s need for order, repetition, and succession in movements. Practical Life Exercises also helps to aid the child to develop his coordination in movement, his balance and his gracefulness in his environment as well as his need to develop the power of being silent. Because Practical Life Exercises are meant to resemble everyday activities, it is important that all materials be familiar, real, breakable, and functional. The materials must also be related to the child’s time and culture. In order to allow the child to fully finish the exercise and to therefore finish the full cycle of the activity, the material must be complete. In the environment, the Directress may want to color code the materials as well as arrange the materials based on difficulties in order to facilitate the classification and arrangements of the work by the children. The attractiveness is also of utmost importance as Montessori believed that the child must be offered what is most beautiful and pleasing to the eye so as to help the child enter into a “more refined and subtle world”. F. Mathematics Math is all around the young child from day one. How old are you? In one hour you will go to school. You were born on the 2nd. Number itself cannot be defined and understand of number grows from experience with real objects but eventually they become abstract ideas. It is one of the most abstract concepts that the human mind has encountered. No physical aspects of objects can ever suggest the idea of number. The ability to count, to compute, and to use numerical relationships are among the most significant among human achievements. The concept of number is not the contribution of a single individual but is the product of a gradual, social evolution. The number system which has been created over thousands of years is an abstract invention. It began with the realization of one and then more than one. It is marvelous to see the readiness of the child understands of this same concept. Arithmetic deals with shape, space, numbers, and their relationships and attributes by the use of numbers and symbols. It is a study of the science of pattern and includes patterns of all kinds, such as numerical patterns, abstract patterns, patterns of shape and motion. In the Montessori classroom, The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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five families with math are presented to the child: arithmetic, geometry, statistics and calculus. More precisely, the concepts covered in the Primary class are numeration, the decimal system, computation, the arithmetic tables, whole numbers, fractions, and positive numbers. We offer arithmetic to the child in the final two years of the first place of developments from age four to age five and six. Arithmetic is the science of computing using positive real numbers. It is specifically the process of addition, subtraction, multiplication and division. The materials of the Primary Montessori classroom also present sensorial experiences in geometry and algebra. Montessori mathematics shelf in a classroom little children are naturally attracted to the science of number. Mathematics, like language, is the product of the human intellect. It is therefore part of the nature of a human being. Mathematics arises from the human mind as it comes into contact with the world and as it contemplates the universe and the factors of time and space. It under girds the effort of the human to understand the world in which he lives. All humans exhibit this mathematical propensity, even little children. It can therefore be said that human kind has a mathematical mind. Mathematics shelf with beads The mathematical material gives the child his own mathematical experience and to arrive at individual work. There are some teacher directed activities but these are followed with activities for the individual. Some work begins with small group lessons; these too will be toward independent, individual work. The Exercises in arithmetic are grouped. There is some sequential work and some parallel work. The first group is Numbers through Ten. The experiences in this group are sequential. When the child has a full understanding of numbers through ten, the second group, The Decimal System, can be introduced. The focus here is on the hierarchy of the decimal system and how the system functions. It also starts the child on the Exercises of simple computations, which are the operations of arithmetic. The third group will be started when the decimal system is well underway. From then on, these Exercises will be given parallel to the continuing of the decimal system. This third group, Counting beyond Ten, includes the teens, the tens, and linear and skip counting. The fourth group is the memorization of the arithmetic tables. This work can begin while the later work of the decimal system and the counting beyond ten Exercises are continued. The fifth group is the The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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passage to abstraction. The Exercises in this group require the child to understand the process of each form of arithmetic and to know the tables of each operation. There is again an overlap. The child who knows the process and tables for addition can begin to do the addition for this group. He may still be working on learning the tables for the other operations and these will not be taken up until he has the readiness. The Exercises in the group for passing to abstraction, allows the child to drop the use of the material as he is ready. He can then begin to work more and more with the symbols on paper, without using the material to find the answers. The sixth group of materials, Fractions, can work parallel to the group of making abstractions and the early work with the fractions can begin even sooner than that. Sensorial work with the fraction material can be done parallel with the other groups of arithmetic. The writing of fractions and the operations of fractions can follow as the child is moving into the passage to abstraction. The adult is responsible for the environment and the child’s experiences in it. It is important to provide the indirect preparation of experience with numbers before it is studied. The arithmetic materials must be carefully presented as the child is ready. Montessori has emphasized that young children take great pleasure in the number work. It is therefore important that the adult not pass on any negative overtone onto the child’s experiences with arithmetic. These Exercises are presented with great enthusiasm. They must be carefully and clearly given to the child. In this work, it is also important for the directress to observe the child’s work. From observation, the directress will know if the child understands the concepts or if further help is needed. As always, the adult encourages repetition and provides for independent work, which will lead to mastery. When the child is ready, the absorption is as easy and natural as for other areas of knowledge. It is empowering and brings the child to a level of confidence and joy in another path of culture. The abstract nature of man is not an abstraction if the child’s development is understood by the adult.
Q # 28:
What are the Specific Details of Montessori Method?
A. The Schedule “The Three-hour Work Period". In the three-six class there is one (sometimes two if it is a full-day schedule) 3-hour, uninterrupted, work period each day not interrupted by group activity. The "3hour Work Period" is vital to the success of Montessori education and often misunderstood. It means that children have three hours to choose and carry out their own work. It does NOT include any required outside play, group story time "circle time," music, or any other activities which take time away from the child's own choice of activity. During this time adults and children alike respect a The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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child's concentration and do not interrupt one who is busy at a task. All of the traditional group activities spontaneously arise according to the interest of the child or a group of children during the day, or are occasionally called by the teacher if necessary. Note: For more information on the "three-hour work period" see the chapter "My Contribution to Experimental Science" from The Advanced Montessori Method, Volume I, by Dr. Maria Montessori. B. Multi-Age Grouping Children are grouped in mixed ages and abilities in three to six year spans: 0-3, 3-6, 6-12 (sometimes temporarily, but not ideally, 6-9 and 9-12), 12-15, 15-18. There is constant interaction, problem solving, child to child teaching, and socialization. Children are challenged according to their ability and never bored. The Montessori middle and high school teacher ideally has taken all three training courses plus graduate work in an academic area or areas. A child’s place classes are grouped according to the Montessori philosophy of mixed ages. Our communities are structured as follows:
Infants and young toddlers: Toddlers: Pre-Primary: Elementary:
8 weeks - 18 months 18 months - 3 years 3-6 years (includes kindergarten) 6-9 years (1st through 3rd grade)
Both social and intellectual development is enhanced by this method of age grouping. Learning within this diverse group stimulates greater interest and encourages cooperation. The Montessori program is designed to allow development at a child’s own pace. It provides for a wide range of developmental needs among students. Montessori teachers are child development specialists with training that enables them to present the curriculum in a manner that best fits each student, rather than making the student fit the curriculum.
The Montessori curriculum is a
sequential program designed for independent learning. Each year holds a special significance for the student. The younger child learns through observation of the older children. In addition, the older student becomes a leader and reinforces his knowledge as they help younger friends. Helping others is a heritage of responsibility passed down year to year. From the moment a child enters a child's place, we are attentive to the ongoing development of the whole child; intellectual, physical, emotional and social. Occasionally the pre-primary level is incorrectly viewed only as preparation for kindergarten. Actually the entire three-year span is considered kindergarten. We stress that this cycle is completed upon approaching age six, not age five.
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In the third year of the Montessori pre-primary classroom there is an explosion of learning and intense working knowledge of the advanced materials. The five year old leads the class with dignity, self esteem and self confidence; three qualities which enable a child to approach new social challenges in life. If the child leaves before age six, he has not received the full benefit of our program nor has he had time to complete his cycle of learning in our curriculum.
Children gain confidence that comes with being in the same social and physical environment
and being able to predict their routine. Long-term relationships allow a directress to fully understand child and family. Children continue to learn through the time that is normally taken in transitioning to a new classroom.
The Elementary program especially demonstrates the unique advantages to multi-age grouping. Children learn and grow as fast as their ability allows. A child’s birth-date is not the determiner of what a child will learn. In a Montessori classroom, a child’s development, ability, and motivation determine what a child will learn. “The main thing is that the groups should contain different ages, because it has great influence on the cultural development of the child. This is obtained by the relations of the children among themselves. You cannot imagine how well a young child learns from an older child; how patient the older child is with the difficulties of the younger”. Maria Montessori The Child, Society and the World. “They are aware of those around them, and one often sees the small ones intently watching the work of others, particularly the older ones. In doing this they absorb much more than it seems, and are already preparing themselves for more active social participation in the community of the class”. Maria Montessori Education for Human Development.
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C. Work Centers The environment is arranged according to subject area, and children are always free to move around the room instead of staying at desks. There is no limit to how long a child can work with a piece of material. At any one time in a day all subjects -- math, language, science, history, geography, art, music, etc., will be being studied, at all levels. D. Teaching Method – Teach by Teaching, Not by Correcting There are no papers turned back with red marks and corrections. Instead the child's effort and work is respected as it is. The teacher, through extensive observation and record-keeping, plans individual projects to enable each child to learn what he needs in order to improve. E. Teaching Ratio – 1:1 and 1:30+. Except for infant/toddler groups (Ratio dictated by local social service regulations), the teaching ratio is one trained Montessori teacher and one non-teaching aide to 30+ children. Rather than lecturing to large or small groups of children, the teacher is trained to teach one child at a time, and to oversee thirty or more children working on a broad array of tasks. She is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on his interest in and excitement about a subject. The teacher does not make assignments or dictate what to study or read, nor does she set a limit as to how far a child follows an interest. F. Basic Lessons The Montessori teacher spends a lot of time during teacher training practicing the many lessons with materials in all areas. She must pass a written and oral exam on these lessons in order to be certified. She is trained to recognize a child's readiness according to age, ability, and interest in a specific lesson, and is prepared to guide individual progress. G. Areas of Study All subjects are interwoven, not taught in isolation, the teacher modeling a "Renaissance" person of broad interests for the children. A child can work on any material he understands at any time. H. Class Size Except for infant/toddler groups, the most successful classes are of 30-35 children to one teacher (who is very well trained for the level she is teaching), with one non-teaching assistant. This is possible because the children stay in the same group for three to six years and much of the teaching comes from the children and the environment.
I.
Learning Styles
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All kinds of intelligences and styles of learning are nurtured: musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, and the traditional linguistic and logical-mathematical (reading, writing, and math). This particular model is backed up by Harvard psychologist Howard Gardner's theory of multiple intelligences. J.
Assessment There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher's observation and record keeping. The test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning and level of work.
K. Requirements for Age 0-6 There are no academic requirements for this age, but children are exposed to amazing amounts of knowledge and often learn to read, write and calculate beyond what is usually thought interesting to a child of this age. L. Requirements for Ages 6-18 The teacher remains alert to the interests of each child and facilitates individual research in following interests. There are no curriculum requirements except those set by the state, or college entrance requirements, for specific grade levels. These take a minimum amount of time. From age six on, students design contracts with the teacher to guide their required work, to balance their general work, and to teach them to become responsible for their own time management and education. The work of the 6+ class includes subjects usually not introduced until high school or college. M. Character Education Education of character is considered equally with academic education, children learning to take care of themselves, their environment, each other - cooking, cleaning, building, gardening, moving gracefully, speaking politely, being considerate and helpful, doing social work in the community, etc. N. Montessori Research and Development Montessori research and development programs have done wonders with revamping the image of the Montessori Method. No longer considered interesting, original, or alternative, Montessori is now entering the mainstream as a scientifically supported approach to learning. With support from educators, scientists, and parents, it is among the fastest growing programs in the world. It has taken Montessori some time to shake its image of the past. For decades, the program was known for its distinct lack of structure, and for its emphasis on leasing children chooses their own activities. For those inclined toward traditional learning approaches, Montessori seemed not just The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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progressive, but essential. Montessori research and development programs have targeted these misconceptions directly. With the aid of research conducted by well known researchers in the fields of education and child development, the organization has been able to reframe the Montessori image. Today, Montessori is associated with innovative, scientific approaches to learning. As research findings are disseminated, the public has begun to clamor for increased access to Montessori methods. No longer may the sole domain of private schools, select teaching techniques now be found in public school settings. Based on early results, one can expect that Montessori methods will continue to make their way further and further into mainstream education.
Q # 29: Ans:
What is the Outcome of the Montessori Method? When the environment meets all of the needs of children they become, without any
manipulation by the adult, physically healthy, mentally and psychologically fulfilled, extremely welleducated, and brimming over with joy and kindness toward each other. In the following quote Dr. Montessori, speaks of the first Casa dei Bambini (Children's House) in Rome, illustrating the important discovery, and the core of all Montessori work today: When the children had completed an absorbing bit of work, they appeared rested and deeply pleased. It almost seemed as if a road had opened up within their souls that led to all their latent powers, revealing the better part of themselves. They exhibited a great affability to everyone, put themselves out to help others and seemed full of good will. Today there are research projects of all kinds being carried out on the results of a Montessori education. As children progress through true (as opposed to those schools who use the name, but have no certified Montessori teachers) Montessori preschools (3-6), elementary (k-6), middle, and high schools, they become progressively more independent and responsible in action and thought. They carry out original research of all kinds and quickly outgrow a teacher's expertise in many areas. They move out into society and become thoughtful and responsible citizens much earlier than we previously thought possible, arranging field trips, social and ecological projects and movements, and apprenticeships. They develop such excellent study habits that they far surpass the level of the curriculum of traditional schools.
Q # 30:
What are the Goals of Montessori Method?
1. Assist the child in his/her mental and physical ability to work appropriately in the environment (normalization) The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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2. Allow children to have freedom coupled with responsibility, which then leads to self-respect, security, and creativity, which in turn leads to collaboration and cooperation
3. Create in the child the sense of independence, self-discipline, concentration motivation and sensitivity to things around him
4. Educate the whole child, with activities and lessons designed to promote the development of social skills, emotional growth, physical coordination, as well as cognitive preparation
5. Help children acquire a sense of common humanity that binds peoples of all races and cultures together so that they might grow up to contribute to a more peaceful and cooperative world
6. Develop a positive attitude towards school and learning 7. Develop a healthy sense of self-confidence 8. Form extended habits of concentration, initiative, and persistence 9. Provide a carefully planned, stimulating environment where children are free to respond to their natural drive to work and learn
10. Awaken the child’s sense of imagination 11. Encourage the child’s desire for independence and high-self esteem 12. Help the child develop the kindness, courtesy, and self-discipline that will allow him/her to become a full member of society
13. Help the child learn how to observe, question, and explore ideas independently 14. Free the child to pursue knowledge and skills most relevant to him or her at a pace that is most comfortable
15. Encourage the child’s inherent love of learning 16. Create a culture of consistency, order, and empowerment {Source: http://montessoritraining.blogspot.com/2007/09/goals-of-montessori-education.html}
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Q # 31:
What are the Essential Qualities of Montessori Method?
Those involved in the self-evaluation and consultation should observe the following five essential qualities of Montessori education:
1. The Montessori Learning Environment
A Child-Centered Environment The focus of activity in the Montessori setting is on the child’s learning, not on the teacher’steaching. There should be individual and small group lessons, with some opportunity for whole group activity.
A Responsive, Prepared, Adaptive Environment An environment responsive to the child’s emergent needs is one designed for their interests, abilities and potential. It is both prepared in advance of the children’s entry into it, and continues to be responsive to the children’s needs and evolving interests, as well as their changing circumstances. Nurturing is a critical aspect of the Toddler environment.
Individual Competence Within a Montessori setting, children strive to realize their own potential, and are provided with opportunities for problem solving and mastering their own skills at their own pace.
2. The Montessori Learning Relationships
Mixed Age Groupings In order to respond to the diversity of individual children’s developmental needs, classes in the Casa and Elementary programs group children across a three-year age span. Toddler programs may have a one year age span in order to comply with Ministry guidelines and/or the individual school’s programming.
Social Settings as a Community Learning with and from each other to develop the social skills that form a class community. The social setting is like that of an extended family. The emergent skills of the individual children come together to form the class community.
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Co-operation and Collaboration Children are encouraged to respect and support one another in their learning, and with their daily needs and experiences. Learning is a social process.
3. The Montessori Learning Activity The children explore and learn independently and construct “values” through social interaction.
Hands-On Experience with Materials In the Toddler program, children learn by acting on their environments. In Casa and Elementary, children learn by actively working with the concrete materials that lead to abstract concepts.
Spontaneous Activity Children spontaneously seek growth and development because it is in their nature to do so. The Montessori environment provides a setting in which children can explore, discover, and learn independently and with others.
Active Learning Methods The Montessori environment is one in which children are actively engaged in their learning. They initiate their work and are encouraged to follow it through to completion. Movement with purpose and control is central to learning in Casa and Elementary.
Self-Directed Activity Children construct their own intelligence, choosing their own activities, fuelled by the need for competence. In Casa and Elementary, concentration and engagement are enhanced by choosing their own activities from a carefully prepared curriculum.
Freedom within Limits Freedom is given and earned. The freedom to choose their own activity comes with the responsibility to choose appropriately. Increasing levels of self-discipline and self-regulation are expected in Casa and Elementary.
Intrinsic Motivation The desire for learning comes from within the individual child. This drive toward competence is fuelled by the child’s curiosity and interest. The child’s self-initiated activity and mastery is considered its own reward.
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4. What is a Montessori Teacher?
Model The teacher models the behaviors, values, and personal qualities, which reflect the essence of a Montessori classroom. They present intentionally and consistently, their best self to the children.
Guide The teacher responds empathetically to the children’s feelings and needs, while firmly establishing limits for the group.
Observer The teacher is capable of observing, reflecting and planning for each child’s progress.
Resource / Consultant The teacher is the guide to whom children may turn for help, in all areas of their development.
5. What does the Montessori Teacher do?
Prepares the Environment The teacher creates and facilitates a sense of order, attractiveness and nurtures a joy of learning.
Respectfully Engages the Learner The teacher links the child to the environment, being aware of their cognitive and moral development, and the need to create a class community.
Parent Partnership The teacher establishes the communication that builds the trust and respect between home and school. Source; http://www.ccma.ca/essential-montessori-qualities
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Q # 32: A:
What are the Characteristics of Montessori Method? There are following 25 characteristics of Montessori Method of Teaching, which are prepared by
the Montessori Society of Central Maryland:
1. Respect for the child 2. Respect for one another 3. Cultural diversity 4. Universal adaptability 6. Cosmic education 7. Individuality 8. Independence 9. Freedom of choice 10. Hands-on learning 11. Love of work 12. Care of oneself 13. Spontaneous concentration 14. Self-discipline 15. Lessons of grace and courtesy 16. Intrinsic motivation 17. Initiative 18. Prepared environment 19. Didactic materials 20. Integrated curriculum 21. Sense of order 22. Heterogeneous grouping 23. Refinement of the senses 24. Movement 25. Auto education 26. Teacher as facilitator {Source: http://www.achildsplace.info/characteristics.shtml}
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Chapter 5 Principles of Montessori Education Q#
33:
What are the Principles of Montessori Method?
Ans:
The guiding principles of Montessori education are the same across all age levels, and are
grounded in over one hundred years of work with children around the world. Five basic principles fairly and accurately represent how Montessori educators implement the Montessori Method in many kinds of programs across the United States. These principles include: 1. respect for the child, 2. the absorbent mind, 3. sensitive periods, 4. the prepared environment, and 5. Auto-education. 1. Respect for the Child Respect for the child is the cornerstone on which all other Montessori principles rest. As Dr. Maria Montessori said, As a rule, however, we do not respect children. We try to force them to follow us without regard to their special needs. We are overbearing with them, and above all, rude; and then we expect them to be submissive and well-behaved, knowing all the time how strong is their instinct of imitation and how touching their faith in and admiration of us. They will imitate us in any case. Let us treat them, therefore, with all the kindness which we would wish to help to develop in them” )Montessori, 1965). Teachers show respect for children when they help them do things and learn for themselves. When children have choices, they are able to develop the skills and abilities necessary for effective learning autonomy, and positive self-esteem. 2. The Absorbent Mind Montessori believed that children educate themselves: “It may be said that we acquire knowledge by using our minds; but the child absorbs knowledge directly into his psychic life. Simply by continuing to live, the child learns to speak his native tongue" (Montessori, 1966). This is the concept of the absorbent mind. Montessori wanted us to understand that children can’t help learning. Simply by living, children learn from their environment. Children are born to learn, and they are remarkable learning systems. Children learn because they are thinking beings. But what they learn depends greatly on their teachers, experiences, and environments.
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Early childhood teachers are reemphasizing the idea that children are born learning and with constant readiness and ability to learn. We discuss these concepts further in Chapter . 3. Sensitive Periods Montessori believed there are sensitive periods when children are more susceptible to certain behaviors and can learn specific skills more easily: A sensitive period refers to a special sensibility which a creature acquires in its infantile state, while it is still in a process of evolution. It is a transient disposition and limited to the acquisition of a particular trait. Once this trait or characteristic has been acquired, the special sensibility disappears.... (Montessori, 1966). Although all children experience the same sensitive periods (e.g., a sensitive period for writing), the sequence and timing vary for each child. One role of the teacher is to use observation to detect times of sensitivity and provide the setting for optimum fulfillment. 4. The Prepared Environment Montessori believed that children learn best in a prepared environment, a place in which children can do things for themselves. The prepared environment makes learning materials and experiences available to children in an orderly format. Classrooms Montessori described are really what educators advocate when they talk about child-centered education and active learning. Freedom is the essential characteristic of the prepared environment. Since children within the environment are free to explore materials of their own choosing, they absorb what they find there. Maria Montessori was a master at creating environments for young children that enabled them to be independent, active, and learn. 5. Auto-education Montessori named the concept that children are capable of educating themselves autoeducation (also known as self-education). Children who are actively involved in a prepared environment and who exercise freedom of choice literally educate themselves. Montessori teachers prepare classrooms so that children educate themselves. 6. The Teacher’s Role Montessori believed that “it is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may be always ready to supply the desired help, but may never be the obstacle between the child and his experience" (Montessori, 1967). The Montessori teacher demonstrates key behaviors to implement this child-centered approach:
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Make children the center of learning because, as Dr. Montessori said, “The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child” (Dr. Montessori's Own Handbook).
Encourage children to learn by providing freedom for them in the prepared environment.
Observe children so as to prepare the best possible environment, recognizing sensitive periods and diverting inappropriate behavior to meaningful tasks.
Prepare the learning environment by ensuring that learning materials are provided in an orderly format and the materials provide for appropriate experiences for all the children.
Respect each child and model ongoing respect for all children and their work.
Introduce learning materials, demonstrate learning materials, and support children’s learning. The teacher introduces learning materials after observing each child. Source: (Excerpt from Early Childhood Education Today by G.S. Morrison, 2009 edition, p. 140-143)
The principles of Montessori Education are as under: There are several Montessori principles that must be implemented for a Montessori program to be considered authentic. Essential Montessori principles include: respect for the child, sensitive periods, the absorbent mind, and the prepared environment. In addition, a full complement of Montessori material, and a dedicated Montessori work cycle are especially important for a successful Montessori program. The key attributes of a Montessori program are explained below.
1.
Respect for the child Respect for the child is the cornerstone on which all other Montessori principles rest. Maria Montessori believed that all children should be treated with respect: “Children are human beings to whom respect is due, superior to use by reason of their innocence and the greater possibilities of their future.” Therefore, respect is incorporated into every aspect of the Montessori learning environment. Teachers show respect for children by providing them with the opportunity to do, think, and learn for themselves. Through freedom of choice, children are able to develop the skills
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and abilities needed to become confident learners. As a result, Montessori children are independent, and are respectful of their environment and others.
2.
The Sensitive Periods Maria Montessori believed that children pass through specific stages in their development when they are most willing and able to learn specific skills and knowledge. She referred to these blocks of time as ‘sensitive periods.’ These periods can be identified through a change in behavior, such as intense interest or repetition of an activity. To support children’s sensitive periods for learning, the Montessori program incorporates a three-hour work cycle. During this time, children have the opportunity to work on activities without interruptions. As a result, children follow their natural interests, and progress naturally. In the Montessori classroom, the role of the teacher is to be a skilled observer of sensitive periods. Based on these observations, the Montessori teacher guides children towards activities and materials that are suited to their stage of development. In effect, this supportive creates the optimal environment for learning.
3.
The Absorbent Mind Montessori believed that the first six years of life are crucial to the development of the child. In her research, Montessori refers to this period of development as the ‘absorbent mind,’ which describes the period of time when the child’s mind readily absorbs information from the world around them. The first phase of the absorbent mind occurs from birth to age three, and is known as the period of ‘unconscious creation.’ During this time, children learn to walk, talk and develop their sense of self through experiences with their environment. From the ages of three to six, children move into the second phase of development, known as the ‘conscious absorbent mind.’ Most significant about this period, is that children begin to actively seek out experiences that will help them to develop their intelligence, coordination, and independence.
4.
Mixed Age Groupings In Montessori, it is common for students to be grouped with children within a three-year age range. This structure to the Montessori environment encourages older children to take on leadership roles, and for younger children to learn through imitation. In addition, mixed age classes teach children how to engage socially with both younger and older children. In effect, mixed age class groups lead to imitative learning, peer tutoring, and mixed-age team work.
5.
The Prepared Environment Doctor Maria Montessori conducted extensive research into children and their development throughout her lifetime. She determined that children learn best in a prepared environment where they have freedom of movement and independent choice. Consequently, Montessori prepared environments are child-centered learning spaces that makes the educational experience available in an orderly format. Montessori materials are displayed in progression order from left to right
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within their specific curriculum area. The goal of the Montessori classroom is to create a harmonious learning space that encourages independent learning. Elements of a prepared environment include: freedom, structure, order, beauty, nature and the integration of the social and intellectual aspects of child development.
6.
The Curriculum Areas The Montessori curriculum is divided into five key areas of learning, including: practical life, sensorial, mathematics, language and culture. The curriculum emphasizes that learning is a developmental process that cannot be determined by a child’s age. As a result, the learning process is instead viewed as a process that is determined by the rate and speed that a child can acquire one skills or knowledge area before they progress to the next. Find out more about the Montessori Curriculum.
7.
The Montessori Materials Montessori materials are sensory based learning tools that are designed to teach children through hands-on experience. Especially relevant, is that each material is designed with an inbuilt control of error. In effect, this unique design allows children to discover the outcome of the learning material independent of an adult. Due to the self-correcting aspect of the materials, children are encouraged to organize their thinking. In addition, they learn to problem solve in a clear way, and absorb the outcome of the material, under the careful guidance of their teachers.
8.
The Role of the Teacher Montessori teachers are not the centre of attention in the classroom. Rather, their role centers on the preparation of learning materials to meet the needs and interests of the children in their class. Essentially, the focus is on children learning, not on teachers teaching. Montessori believed that the teacher should focus on the child as a person, rather than on the daily lesson plan. Although the Montessori teacher plans daily lessons for each child, they must be alert to changes in the child’s interest, progress, mood, and behavior. Maria Montessori believed: “It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may be always ready to supply the desired help, but may never be the obstacle between the child and his experience.”
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Chapter – 6 Glossary of Montessori Terms Any science has its own vocabulary and terminology and the Montessori Method is no exception. Montessori share a very specific set of references, references which of themselves are brief and succinct yet each one evokes the world of the child as described by Maria Montessori. Montessori language acts as a password, enabling the sender and the receiver to immediately decode the message being transmitted. A glossary is an alphabetical list of special or technical words or expressions.
Q # 34: Ans:
What is ‘Absorbent Mind’? A mind able to absorb knowledge quickly and effortlessly. Montessori said the child from birth to
six years has an absorbent mind.
Q # 35: Ans:
What is ‘Adaptation’? Related to the idea of an absorbent mind (Haines, 1993) is a special power of the young child
that can be called the power of adaptation. This power is a process whereby the young child uses the environment to develop and, in so doing, becomes a part of that environment. The young child absorbs the culture of her time and place, taking in all the spirit, the customs, the ambitions/aspirations and attitudes of a society simply by living in that society.
Q # 36: Ans:
What is ‘Analysis of Movement’? A technique used by Montessori teachers. The adult, when showing a complex action to a child,
breaks it down into its parts and shows one step at a time, executing each movement slowly and exactly. The action thus becomes a sequence of simple movements and the child has a greater chance of success when 'given the liberty to make use of them.'
Q # 37: Ans:
What is ‘Children's House’? The English name for Montessori's Casa dei Bambini (Italian). A place for children from 3-6 years
to live and grow. Everything necessary for optimal human development is included in a safe and secure environment.
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Q # 38: Ans:
What is Classification’? It means sorting. Allocating or distributing according to common characteristics. The young child
engages in classification activities because the process is essential for the construction of the intellect. The Montessori classroom offers many opportunities for classification.
Q # 39: Ans:
What is the term of ‘Concentration’? Recognizing that 'the longer one does attend to a topic the more mastery of it one has,' the
great American psychologist William James remarked, 'An education which should improve this faculty would be the education par excellence.' (1892/1985, p. 95) Montessori, who knew of James, set out to do just that. She believed that if environments could be prepared with 'objects which correspond to...formative tendencies' (1949/1967, p. 169) the child's energy and interest would become focused on that aspect of the environment which corresponded to the developmental need.
Q # 40: Ans:
What is ‘Concrete to Abstract’? A progression both logical and developmentally appropriate. The child is introduced first to a
concrete material that embodies an abstract idea such as size or color. Given hands-on experience, the child's mind grasps the idea inherent in the material and forms an abstraction. Only as the child develops, is she gradually able to comprehend the same idea in symbolic form.
Q # 41: Ans:
What is ‘Control of Error’? It means a way of providing instant feedback. Every Montessori activity provides the child with
some way of assessing his own progress. This puts the control in the hands of the learner and protects the young child's self-esteem and self-motivation. Control of error is an essential aspect of autoeducation.
Q # 42: Ans:
What is ‘Coordination of Movement’? It is one of the major accomplishments of early childhood. Through the child's own effort, she
wills herself to refine her muscular coordination and consequently acquires increasingly higher levels of independent functioning. Because of this developmental need, children are drawn to activities that involve movement and especially to those which demand a certain level of exactitude and precision.
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Q # 43: Ans:
What is the term of ‘Creativity / Imagination’? Imagination involves the forming of a mental concept of what is not actually present to the
senses. Creativity is a product of the imagination and results from the mental recombining of imagined ideas in new and inventive ways. Both are dependent on mental imagery formed through sensorial experience.
Q # 44: Ans:
What is ‘Cycle of Activity’? Little children, when engaged in an activity which interests them, will repeat it many times and
for no apparent reason, stopping suddenly only when the inner need which compelled the child to activity has been satisfied. To allow for the possibility of long and concentrated work cycles, Montessori advocates a three-hour uninterrupted work period.
Q # 45: Ans:
What is the ‘Development of the Will’? The ability to will, or choose to do something with conscious intent, develops gradually during
the first phase of life and is strengthened through practice. The Montessori environment offers many opportunities for the child to choose. Willpower, or self-control, results from the many little choices of daily life in a Montessori school.
Q # 46: Ans:
What are ‘Deviations’? The behavior commonly seen in children that is the result of some obstacle to normal
development. Such behavior may be commonly understood as negative (a timid child, a destructive child, etc.) or positive (a passive, quiet child). Both positive and negative deviations disappear once the child begins to concentrate on a piece of work freely chosen.
Q # 47: Ans:
What is the term ‘Discipline from Within’? It means self-discipline. The discipline in a well-run Montessori classroom is not a result of the
teacher's control or of rewards or punishments. Its source comes from within each individual child, who can control his or her own actions and make positive choices regarding personal behavior. Self-discipline is directly related to development of the will.
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Q # 48: Ans:
What are the ‘Exercises of Practical Life’? It is one of the four areas of activities of the Montessori prepared environment. The exercises of
Practical Life resemble the simple work of life in the home: sweeping, dusting, washing dishes, etc. These purposeful activities help the child adapt to his new community, learn self-control and begin to see himself as a contributing party of the social unit. His intellect grows as he works with his hands; his personality becomes integrated as body and mind function as a unit.
Q # 49: Ans:
What is the term ‘False Fatigue’? A phenomenon observed in Children's Houses around the world-often at approximately 10 a.m.
The children seem to lose interest in work, their behavior becomes disorderly and the noise level rises. It may appear as if the children are tired. However, if the directress understands this is simply false fatigue, they will return to work on their own and their work will be at an even higher level than before.
Q # 50: Ans:
What is the phrase ‘Grace and Courtesy’? An aspect of Practical Life. Little lessons which demonstrate positive social behaviour help the
young child adapt to life in a group and arm her with knowledge of socially acceptable behavior: practical information, useful both in and out of school.
Q # 51: Ans:
What is term ‘Help from Periphery’? The periphery is that part of the child that comes into contact with external reality. The child
takes in impressions through the senses and through movement. Help from the periphery means presenting objects and activities in such a way so as to evoke purposeful movement on the part of the child. 'We never give to the eye more than we give to the hand.'
Q # 52: Ans:
What is the term ‘Human Tendencies’? A central tenet of Montessori philosophy is that human beings exhibit certain predispositions
that are universal, spanning age, cultural and racial barriers; they have existed since the dawn of the species and are probably evolutionary in origin. 'Montessori stresses the need to serve those special traits that have proved to be tendencies of Man throughout his history.' (Maria Montessori, 1966, p. 21)
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Q # 52a: Ans:
What is ‘Independence’?
Not depending on another•‚with various shades of meaning.' (OED, p. 836) Normal
developmental milestones such as weaning, walking, talking, etc. can be seen as a series of events which enable the child to achieve increased individuation, autonomy and self-regulation. Throughout the four planes of development, the child and young adult continuously seek to become more independent. It is as if the child says, Help me to help myself.
Q # 53: Ans:
What is ‘Indirect Preparation’? The way nature has of preparing the intelligence. In every action, there is a conscious interest.
Through this interest, the mind is being prepared for something in the future. For example, a young child will enjoy the putting together of various triangular shapes, totally unaware that because of this work his mind will later be more accepting of geometry. Also called remote preparation.the deeper educational purpose of many Montessori activities is remote in time.
Q # 54: Ans:
What is ‘Indirect Presentation’? Because of the absorbent nature of the young child's mind, every action or event can be seen as
a lesson. It is understood that children learn by watching other children work or by overseeing a lesson given to another. In the same way, they quickly absorb the behaviour patterns and the language used by the family, the neighborhood children and even TV.
Q # 55: Ans:
What is ‘Isolation of a Difficulty’? Before giving a presentation, the Montessori teacher analyses the activity she wants to show to
the child. Procedures or movements that might prove troublesome are isolated and taught to the child separately. For example, holding and snipping with scissors, a simple movement, is shown before cutting curved or zigzag lines; folding cloths is shown before table washing, an activity requiring folding. A task should neither be so hard that it is overwhelming, nor so easy that it is boring.
Q # 56: Ans:
What is ‘Language Appreciation’? From the very first days in the Montessori classroom, children are given the opportunity to listen
to true stories about known subjects, told with great expression. Songs, poems and rhymes are a part of the daily life of the class. The teacher models the art of conversation and respectfully listens to her young students. Looking at beautiful books with lovely, realistic pictures is also a part of language appreciation.
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Q # 57: Ans:
What is ‘Learning Explosions’? Human development is often not slow and steady; acquisitions seem to arrive suddenly, almost
overnight, and with explosive impact. Such learning explosions are the sudden outward manifestation of a long process of internal growth. For example, the explosion of spoken language around two years of age is the result of many months of inner preparation and mental development.
Q # 58: Ans:
What is ‘Mathematical Mind’? All babies are born with mathematical minds, that is, they have a propensity to learn things
which enhance their ability to be exact and orderly, to observe, compare, and classify. Humans naturally tend to calculate, measure, reason, abstract, imagine and create. But this vital part of intelligence must be given help and direction for it to develop and function. If mathematics is not part of the young child's experience, his subconscious mind will not be accepting of it at a later date.
Q # 59: Ans:
What is ‘Maximum Effort’? Children seem to enjoy difficult work, work which tests their abilities and provides a sense of
their growing power. They exult in giving their maximum effort. For example, a tiny child will struggle to carry a tray with juice glasses or push a heavy wheelbarrow whereas school-age children, if allowed to make up their own problems will prefer to sink their teeth into a challenging equation (I + 2 + 3 + 4... + 10)2 rather than drill on 3 + 5 = ... and 6 + 2 = ...
Q # 60: Ans:
What do you understand by ‘Mixed Ages’? One of the hallmarks of the Montessori Method is that children of mixed ages work together in
the same class. Age groupings are based on developmental planes. Children from 3-6 years of age are together in the Children's House; 6-9 year olds share the lower elementary and the upper elementary is made up of 9-12 year olds. Because the work is individual, children progress at their own pace; there is cooperation rather than competition between the ages.
Q # 61: Ans:
What is ‘Normalization’? If young children are repeatedly able to experience periods of spontaneous concentration on a
piece of work freely chosen, they will begin to display the characteristics of normal development: a love of work, an attachment to reality, and a love of silence and working alone. Normalized children are happier children: enthusiastic, generous, and helpful to others. They make constructive work choices and their work reflects their level of development.
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Q # 62: Ans:
What is ‘Obedience’? Obedience is an act of will and develops gradually, showing itself 'unexpectedly at the end of a
long process of maturation.' (Montessori, 1967, p. 257) While this inner development is going on, little children may obey occasionally, but be completely unable to obey consistently. As their will develops through the exercise of free choice, children begin to have the self-discipline or self-control necessary for obedience.
Q # 63: Ans:
What is the term ‘Points of Interest’? Montessori realized that if children spent too long a time on a complex task or failed to master
the necessary details, the exercise would cease to interest them. Therefore she suggested that points of interest be interspersed throughout each activity. These points guide the child toward his or her goal and stimulate repetition and interest by offering immediate feedback, or what Montessori called control of error. The child's performance becomes refined through trial and error, the points of interest acting as signposts along the path to success.
Q # 64: Ans:
What is ‘Prepared Environment’? The Montessori classroom is an environment prepared by the adult for children. It contains all
the essentials for optimal development but nothing superfluous. Attributes of a prepared environment include order and reality, beauty and simplicity. Everything is child-sized to enhance the children's independent functioning. A trained adult and a large enough group of children of mixed ages make up a vital part of the prepared environment.
Q # 65: Ans:
What is ‘Presentation’? The adult in a Montessori environment does not teach in the traditional sense. Rather she shows
the child how to use the various objects and then leaves her free to explore and experiment. This act of showing is called a presentation. To be effective, it must be done slowly and exactly, step by step, and with a minimum of words.
Q # 66: Ans:
What is ‘Psychic Embryo’? The first three years of life is a period of mental creation, just as the 9 months in womb is a
period of physical creation. The brain awaits experience in the environment to flesh out the genetic blueprint. Since so much mental development occurs after birth, Montessori called the human infant a psychic embryo.
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Q # 67: Ans:
What is ‘Repetition’? The young child's work is very different from the adult's. When an adult works, he sets out to
accomplish some goal and stops working when the object has been achieved. A child, however, does not work to accomplish an external goal but rather an internal one. Consequently, she will repeat an activity until the inner goal is accomplished. The unconscious urge to repeat helps the child to coordinate a movement or acquire some ability.
Q # 68: Ans:
What do you understand by ‘Sensitive Periods’? Young children experience transient periods of sensibility, and are intrinsically motivated or
urged to activity by specific sensitivities. A child in a sensitive period is believed to exhibit spontaneous concentration when engaged in an activity that matches a particular sensitivity. For example, children in a sensitive period for order will be drawn to activities that involve ordering. They will be observed choosing such activities and becoming deeply concentrated, sometimes repeating the activity over and over, without external reward or encouragement. Young children are naturally drawn towards those specific aspects of the environment which meet their developmental needs
Q # 69: Ans:
What are ‘Sensorial Materials’? The sensorial materials were created to help young children in the process of creating and
organizing their intelligence. Each scientifically designed material isolates a quality found in the world such as color, size, shape, etc. and this isolation focuses the attention on this one aspect. The child, through repeated manipulation of these objects, comes to form clear ideas or abstractions. What could not be explained by words, the child learns by experience working with the sensorial materials.
Q # 70: Ans:
What is ‘Simple to Complex’? A principle used in the sequence of presentations in a Montessori classroom. Children are first
introduced to a concept or idea in its simplest form. As they progress and become capable of making more complex connections, they are eventually able to handle information that is less isolated.
Q # 71: Ans:
What is ‘Socialization’? The process by which the individual acquires the knowledge and dispositions that enable him to
participate as an effective member of a social group and a given social order. Optimal social learning takes place when the children are at different ages.
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Q # 72: Ans:
What are ‘Sound Games’? Many children know the alphabet but have not analyzed the sounds in words nor are they aware
that words are made up of separate sounds (phonemic awareness). From the age of two (or as soon as the child is speaking fluently), sound games can make them aware of the sounds in words. In England, they use the nursery game "I Spy." The sound of the letter and not the letter name is pronounced.
Q # 73: Ans:
What do you understand by ‘Three-Hour Work Cycle’? Through years of observation around the world, Montessori came to understand that children,
when left in freedom, displayed a distinct work cycle which was so predictable it could even be graphed. This cycle, with two peaks and one valley, lasted approximately three hours. In Montessori schools children have three hours of open, uninterrupted time to choose independent work, become deeply engaged, and repeat to their own satisfaction
Q # 74: Ans:
What is ‘Vocabulary Enrichment’? The young child's vocabulary increases exponentially in the years from 3-6. To feed this natural
hunger for words, vocabulary is given: the names of biology, geometry, geography, and so forth, can be learned as well as the names of qualities found in the Sensorial Material. The child's absorbent mind takes in all these new words 'rapidly and brilliantly.'
Q # 75: Ans:
What is ‘Work’? From an evolutionary perspective, the long period of childhood exists so children can learn and
experiment in a relatively pressure-free environment. Most social scientists refer to this pressure-free experimentation as play (e.g., see Groos, 1901), although Montessori preferred to call this activity the work of childhood. Children certainly are serious when engaged in the kind of play that meets developmental needs and, given freedom and time, will choose purposeful activities over frivolous make-believe ones. {Source: https://ami-global.org/montessori/montessori-education/glossary}
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Chapter – 07 Montessori Prepared Environment “The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult”. Maria Montessori The Secret of Childhood, 1966 Montessori’s idea of the prepared environment was that everything the child came in contact with would facilitate and maximize independent learning and exploration. This calm, well-ordered environment has a lot of movement and activity. Children are free to choose and work on activities at their own pace. Here, they experience a combination of freedom and self-discipline, as guided by the environment. There are generally six aspects, or principles, to the Prepared Environment: Freedom; Structure and Order; Beauty; Nature and Reality; Social Environment; Intellectual Environment. Learn more about each of these aspects and why the prepared environment is so important to the success a child experiences with Montessori education.
Q # 76: 1.
What are the Principles of Montessori Prepared Environment? Freedom Montessori believed that a child must be free to explore and follow his own natural impulses, thus developing his potential and increasing his knowledge of the world around him. Within the prepared environment, the child must experience freedom of movement, freedom of exploration, freedom to interact socially, and freedom from interference from others. This freedom ultimately leads to a greater freedom: freedom of choice.
2.
Structure and Order While Structure and Order seem counter-intuitive to the aforementioned freedom, nothing could be further from the truth. Structure and Order in the Montessori classroom accurately reflect the sense of structure and order in the universe. By using the Montessori classroom environment as a microcosm of the universe, the child begins to internalize the order surrounding him, thus making sense of the world in which he lives. Montessori stated that there is a sensitive period for order which occurs between the ages of one and three years of age. This is when the child begins to draw conclusions of the world around him. If there is not order to his environment, the child’s sense of reason may be off since he will not be able to validate his findings.
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This is not to say that routines or classroom set-up or ways of doing things can't change. However, it does mean that change should be carefully considered. Is this change for the good of the children? If so, it should be done carefully and its after-effects should be observed to ensure that it is of benefit to the children.
3.
Beauty Montessori environments should be beautiful. Whether your school is in an old Victorian mansion or in a strip-mall or in the living room of your home, the environment should suggest a simple harmony. Uncluttered and well-maintained, the environment should reflect peace and tranquility. The environment should invite the learner to come in and work. This atmosphere is easily seen by the attitude of those working there, both child and adult.
4.
Nature and Reality Montessori had a deep respect and reverence for nature. She believed that we should use nature to inspire children. She continually suggested that Montessori teachers take the children out into nature, rather than keeping them confined in the classroom. This is why natural materials are preferred in the prepared environment. Real wood, reeds, bamboo, metal, cotton, and glass are preferred to synthetics or plastics. It is here where child-size real objects come into play. Furniture should be child-size so the child is not dependent on the adult for his movement. Rakes, hoes, pitchers, tongs, shovels should all fit children’s hands and height so that the work is made easier, thus ensuring proper use and completion of the work without frustration.
5.
Social Environment Where there is freedom to interact, children learn to encourage and develop a sense of compassion and empathy for others. As children develop, they become more socially aware, preparing to work and play in groups. This social interaction is supported throughout the environment and is encouraged with the nature of multi-age classroom settings.
6.
Intellectual Environment If the above aspects are not recognized, the intellectual environment will not reach its purpose. The purpose of the Montessori environment is to develop the whole personality of the child, not merely his intellect. By guiding the child through the five areas of the Montessori curriculum (Practical Life, Sensorial, Language, Mathematics, and Cultural subjects), the child has the structure which is at the forefront of the creative work in a Montessori classroom.
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A lot of time and effort is involved in creating a prepared Montessori classroom that is designed to meet the individual needs of all children. Through developmentally appropriate, sensorial material that moves hierarchically from simple to complex and concrete to abstract, children are given the freedom to fully develop their unique potential through a carefully prepared learning environment. }Source: http://montessoritraining.blogspot.com/2009/03/principles-of-montessori-prepared.html}
Q # 77: Ans:
Describe about the Montessori Classroom? Montessori classrooms are beautifully crafted environments designed to meet the needs of
children in a specific age range. Dr. Maria Montessori discovered that experiential learning in this type of classroom led to a deeper understanding of language, mathematics, science, music, social interactions and much more. Most Montessori classrooms are secular in nature, although the Montessori educational method can be integrated successfully into a faith-based program. Every material in a Montessori classroom supports an aspect of child development, creating a match between the child’s natural interests and the available activities. Children can learn through their own experience and at their own pace. They can respond at any moment to the natural curiosities that exist in all humans and build a solid foundation for life-long learning. Montessori classrooms are peaceful, happy places designed to meet the developmental needs of each child in every stage of life. They contain many places for children to learn and play, in many different ways: by themselves, in pairs, in small groups, in large groups, inside, outside, at tables, on the floor. All items in the environment are scaled to the child’s size, including furniture, shelves, utensils, dishware, cleaning implements and the Montessori materials themselves. There is no focal center to the classroom; this reflects that the teacher is not the focus of the children’s attention, but that they are all one community together. Bright and attractive colors, natural materials, fascinating cultural objects and interesting pictures on the wall all offer the children complex sensory and intellectual experiences. When children first enter a Montessori environment, there is an immediate and touching moment when they realize that this place is for them. In Montessori classrooms, children are taught how to regulate their own social interactions. Through fun role-playing activities and appropriate modeling, the teacher demonstrates the best way to respond to arguments or new situations, giving the child the ability to act confidently and pro-socially when the actual problem arises. The result is a self-regulating classroom, in which natural social tensions are resolved mostly by the children themselves.
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Children move freely throughout the environment, choosing activities that interest them, or working with the teacher, individually, or in small groups. Their movement is unrestricted by the teacher unless it endangers themselves, other people, or their surroundings. Outdoor environments are important in Montessori schools, and offer opportunities to engage with the natural world. The Association Montessori Internationale (AMI) was established by Maria Montessori in 1929 to protect the integrity of her work and to support high standards for both teacher training and schools. Today, AMI continues to uphold Maria Montessori’s vision while collaborating with contemporary research in neuroscience and child development. Montessori environments support the learning of children from birth to middle school: 1. Infant / Toddler For children aged birth to three years provide a safe, engaging and nurturing environment for the child promote trust in themselves and their world develop confidence in their emerging abilities develop gross motor coordination, fine motor and language skills offer opportunities to gain independence in daily tasks 2. Primary For children aged three to six years foster the growth of functional independence, task persistence and self-regulation promote social development through respectful, clear communication and safe, natural
consequences contain a large variety of materials for the refinement of sensory perception and the
development of literacy and mathematical understanding offer opportunities for imaginative exploration leading to confident, creative self-expression 3. Elementary For children aged six to twelve years (Lower Elementary, ages six to nine; Upper Elementary,
ages nine to twelve)
offer opportunities for collaborative intellectual exploration in which the child’s interests
are supported and guided support the development of self-confidence, imagination, intellectual independence and
self-efficacy foster an understanding of the child’s role in their community, in their culture and in the
natural world Teens For Teens aged twelve to fifteen years ideally a working farm in which adolescents engage in all aspects of farm administration
and economic interdependence, but also include non-farm environments in urban settings assist the young adult in the understanding of oneself in wider and wider frames of
reference provide a context for practical application of academics
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
emphasize the development of self-expression, true self-reliance, and agility in interpersonal relationships.
Dr. Montessori died before the educational approach to this level was completed. Consequently, there is currently no AMI teacher training program for this level. However, many Montessori adolescent learning environments exist, with Montessori professionals working towards standards for this level. Above all, Montessori classrooms at all levels nurture each child’s individual strengths and interests. Montessori education encourages children to explore their world, and to understand and respect the life forms, systems and forces of which it consists.Montessori environments differ from traditional classroom settings considerably. In order to truly appreciate the differences, however, one must understand the rationale behind this alternative approach to education. With philosophical understanding in place, it becomes much easier to make sense of what one observes in the typical Montessori classroom. For most of us, classrooms conjure images of our own time spent idly, passing the days away at the desk or chalkboard. We had no computer workstations, no interactive technology programs, and in many cases, no fancy whiteboard. Needless to say, the classroom environment has changed a great deal, and it is hard to evaluate what one sees these days.Most parents enter classrooms expecting to see some version of what they themselves once had. They scan the room, looking for neatly lined desks, organized workstations, and a posting of the daily work schedule. For parents expecting this layout, Montessori environments may at first seem like pure chaos. Consistent with the philosophical emphasis on experiential learning, Montessori environments are notoriously unstructured. There are activity centers galore, each stocked with rich, hands-on learning tasks, but children are allowed to explore at their own pace. Thus, they become active learners, and what one observes upon entering the classroom is a sea of little bodies scurrying from one station to the next, eager to take on new learning exercises.
Q # 78: Ans:
What are the Materials in the Classroom? It is the philosophy and the knowledge of the teacher that is essential in the success of a
Montessori class. One must be wary of the use of the words "Montessori materials" as many people today use the words as a selling point for materials that have no use in the Montessori classroom and can be distracting and impede a child's progress. The "sensorial," math, and some of the language and cultural materials (metal insets, sandpaper letters, puzzle maps, bells, for example) are professionally manufactured according to traditional standards that have been tested over many years. However even some of these are made by newer companies that do The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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not fully understand the reason for certain details and so produce materials that are not as successful. There is a "materials committee" in Holland that oversees the quality of materials use in AMI (Association Montessori Internationale) school, for example. Montessori, for very good reasons, make many of their own practical life and language material instead of buying them—as they learn to do in their training, depending on where in the world they live. They gather practical life materials piece by piece. This is an important process that gives a unique quality to each classroom that expresses the culture, and ideas of beauty in each community—instead of all classrooms looking alike with no personal touches. Materials in the classroom, without being used correctly by a trained teacher, are usually worthless in creating a real Montessori class, but they can help in some ways in non-Montessori situations. For example the math materials have been used to teach a concept sensorially thus helping a child to make the abstraction. Educational materials in the Montessori Method serve a very different purpose than in traditional education where the text books are ordered and the teacher learns how to use them. This difference is because in Montessori the child learns from the environment, and it is the teacher's job to put the child in touch with the environment, not to "teach" the child. Thus the creation of the environment and selection of materials is done mostly by the teacher and is very important. In Montessori education having too many materials is often worse than not having enough. In this country (USA) there are many materials suppliers, unfortunately, who are not Montessori trained and do not understand the purpose of materials, and who sell items that scatter the child's energy, or waste time, clutter the environment, etc. It is very important to choose carefully when selecting materials for using the Montessori Method of education in school or in the home. Acquiring an effective collection of Montessori materials is one of the most challenging aspects of being a Montessori teacher. As the core curriculum is built around creative exploration, teachers must have fresh, engaging learning activities ready at all times. As veterans will tell you, this is no easy task. Montessori methods are built on the idea that children learn best through direct interaction with their surroundings. Thus, stimulating, creative classroom activities are a pre-requisite for any Montessori setting. This keeps teachers on their toes, as children tire quickly of the same old learning stations, and must be presented with novel activities on a regular basis. Although teacher training provides some basic guidance as to how to develop Montessori materials, instructors are ultimately on their own. Over the years, veteran teachers acquire all manner of fun,
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effective learning activities; it is the newcomers who have a tough time. Luckily, there are several reliable sources of assistance. The Montessori Foundation is committed to helping teachers perform well in the classroom. To this end, they have numerous suggestions for classroom activities. It is also possible to collaborate with other instructors online, by exchanging activity albums. It takes some persistence, but once a basic stock of activities has been acquired, it's smooth sailing in the classroom.
Q # 79: Ans:
What is Montessori Curriculum (Syllabus)? The best way to understand the Montessori curriculum is to understand the philosophy that
drives this approach to education. Montessori teaching practices and lesson plans all derive from a theoretical framework that stresses exploration and experiential learning. Although specific elements of the curricula may vary, the underlying principles remain the same. Parents are often drawn to Montessori schooling as an alternative to poor public school options. With a shortage of school supplies and basic funding, most public schools are struggling to provide for the most basic needs of their students. With this in mind, many parents turn to private schooling not because of a commitment to a specific theoretical orientation, but because of concerns about what lies ahead at the local public school. It is important to understand that Montessori classrooms are different from other private school offerings. Both the specific Montessori curriculum and teaching practices differ considerably from what one might see in a parochial or prep school classroom. Although there are numerous ways in which Montessori distinguishes itself, the most pronounced difference is one of basic philosophy. The Montessori approach stresses personal exploration and hands-on learning. Thus, the curriculum is structured around interactive exercises rather than traditional didactic teaching methods. Parents interested in sending their children to a Montessori school should begin by learning about the underlying theory that drives these exercises. They should then conduct an on-site observation in order to make sure that the program meets with their expectations.
Q # 80: Ans:
What is the Foundation of Montessori Curriculum? Maria Montessori was a respected expert on child development. Her ideas and practices
emphasized that every child goes through a unique development process and is a unique individual that can learn in line with his or her capacity. It was Montessori's belief that knowledge requires more than
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simple memorization of educational material. Montessori insisted that knowledge should be made specific enough so that any child of any age can understand. She developed a method and series of materials that can be integrated into the classroom setting. Montessori curriculum is different from traditional classroom curriculum that focuses on children learning the same thing, at the same time, in the same way. Montessori curriculum emphasizes learning as a process that cannot be determined by a child's age. Instead, learning is a process that is determined by the rate and speed at which a child can acquire one skill before moving on to another skill. This is why it is not uncommon to see mixed-age groupings in Montessori classrooms, where a 2-year old may be in the same classroom setting as a 4-year old, based on developmental ability.
Q # 81:
What are the Principles of Montessori Curriculum?
Ans: The Montessori curriculum has been supported by many as an ideal learning environment for children from primary to elementary grade levels. Currently, there are over 4,000 Montessori schools across America. These schools adopt most of the main principles of Montessori education:
Children are to be respected for their individuality.
Children have an intrinsic, or natural, motivation to learn and will do so if given the right resources and opportunities in the classroom.
The first six years of a child's life are the most formative.
Adults in the classroom are merely facilitators and observers of learning; children have the ability to direct their own learning without interference from adults.
Rote memorization of material does not nurture a child's individual skills and abilities and, in fact, inhibits, or reduces, them.
Emphasis is placed on early childhood development. During this period, children are exposed to Montessori methods and practices that are continued well into the primary years of school. It is during the early childhood period that children's minds are the most adaptable to learning new information.
According to Montessori practices, children are allowed to choose their work instead of the teacher choosing the work for them. An effective teacher in the Montessori classroom serves more as a guide, whose responsibility is to observe children during their periods and assess them according to mastery. By observing children's behaviors, the teacher is able to identify what motivates them. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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With this in mind, the Montessori classroom provides a child-centered setting, in which mastery of certain ideas is emphasized without placing unnecessary limitations on the child. The Montessori Method is designed to make the learning environment a meaningful experience based on children's natural desire to learn. With this in mind, the classroom setting is prepared with materials appropriate for the students to explore at their own leisure, based on their interests. This motivates students to want to learn by exploring their immediate surroundings and resources. {Source; http://study.com/academy/lesson/what-is-montessori-curriculum.html}
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Chapter – 8 Montessori & her Sensitive Periods Q # 82: A:
What is Sensorial Work? Sensorial comes from the words sense or senses. As there are no new experiences for the child
to take from the Sensorial work, the child is able to concentrate on the refinement of all his senses, from visual to stereognostic.
Q # 83: Ans:
What is the Purpose of Sensorial Work? The purpose and aim of Sensorial work is for the child to acquire clear, conscious, information
and to be able to then make classifications in his environment. Montessori believed that sensorial experiences began at birth. Through his senses, the child studies his environment. Through this study, the child then begins to understand his environment. The child, to Montessori, is a “sensorial explorer”. Through work with the sensorial materials, the child is given the keys to classifying the things around him, which leads to the child making his own experiences in his environment. Through the classification, the child is also offered the first steps in organizing his intelligence, which then leads to his adapting to his environment. 1.
Exercise Groups Sensorial Exercises were designed by Montessori to cover every quality that can be perceived by the senses such as size, shape, composition, texture, loudness or softness, matching, weight, temperature, etc. Because the Exercises cover such a wide range of senses, Montessori categorized the Exercises into eight different groups: Visual, Tactile, Baric, Thermic, Auditory, Olfactory, Gustatory, and Stereognostic. In the Visual Sense Exercises, the child learns how to visually discriminate differences between similar objects and differing objects. In the Tactile Sense Exercises, the child learns through his sense of touch. “Although the sense of touch is spread throughout the surface of the body, the Exercises given to the children are limited to the tips of the fingers, and particularly, to those of the right hand.” (Montessori, Maria (1997) The Discovery of the Child, Oxford, England: Clio Press) This allows the child to really focus on what he is feeling, through a concentration of a small part of his body. In the Baric sense Exercises, the child learns to feel the difference of pressure or weight of different objects. This sense is heightened through the use of a blindfold or of closing your eyes. In the Thermic Sense Exercises, the child works to refine his sense of temperature.
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In the Auditory Sense Exercises, the child discriminates between different sounds. In doing these different Exercises, the child will refine and make him more sensitive to the sounds in his environment. In the Olfactory and Gustatory Sense Exercises, the child is given a key to his smelling and tasting sense. Although not all smells or tastes are given to the child in these Exercises, the child does work to distinguish one smell from another or one taste from another. He can then take these senses, and apply them to other smells or tastes in his environment. In the Stereognostic Sense Exercises, the child learns to feel objects and make recognitions based on what he feels. “When the hand and arm are moved about an object, an impression of movement is added to that touch. Such an impression is attributed to a special, sixth sense, which is called a muscular sense, and which permits many impressions to be stored in a “muscular memory”, which recalls movements that have been made."((Montessori, Maria (1997) The Discovery of the Child, Oxford, England: Clio Press) 2.
The Designed Material Montessori’s materials for the Sensorial work came from her own observations and from ideas and materials from the French doctors Itard and Seguin. Unlike the material used for Practical Life, this material has either never been seen or never been used by the child in his everyday life. With this said however, the child will receive no new experiences through the use of the material. This was purposefully thought through in order to give the child what he knows, but might not yet realize, and to then refine his knowledge. In order to do this, the material is presented in a specific way or in a specific pattern: the child learns to match the similar things, then he is shown how to grade the material based on its quality, and then he receives the language related to his work. In presenting the material to the child in this way allows him to fully understand the concept of his work. All of the Sensorial materials were designed keeping the same ideas in mind. All of the material isolates the one quality that is to be worked with by the child. This allows the child to focus on that one quality. All of the materials have, what is called, a control of error. This calls to the child to make the corrections himself. All of the material is esthetically pleasing. Such as with the Practical Life materials, this attracts the child’s attention to the objects and allows the child to manipulate the materials with ease.
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All of the material must be complete. This allows the child who is working with the material to finish through the entire piece of work without having to stop and find a missing piece. All of the material is limited. The first use of the term limited refers to the fact that there is only one of each material in the environment. This calls for other students to build on their patience. The second use of the word limited is in reference to the idea that not all of one quality or piece of information is given to the child. This child is not given every color in the world, but only a select few. This gives the child the keys to the information so it peaks his curiosity and leads him to learn more out of his own interest. Most importantly, all of the material could be called “materialized abstractions”. This means that though Montessori’s Sensorial materials, abstract concepts are made into concrete materials. Montessori saw the importance of the manipulation of objects to aid the child in better understanding his environment. Through the child’s work with Sensorial material, the child is helped to make abstractions, he is helped in making distinctions in his environment, and the child is given the knowledge not through word of mouth, but through his own experiences. 3.
Montessori & her Sensitive Periods Dr. Maria Montessori used the term “Sensitive Periods” in her method ‘as important periods of childhood development’. She noticed her children developing in specific areas tremendously at specific times. She discovered that this sudden speed up in the learning process during specific times is due to the development of specific areas of the human brain, which she called nebulae (animal’s nose). She further discovered that this was more common in children aging 0 – 6 years. During such periods the child is particularly sensitive to certain types of stimuli (means ‘incentive’ – something that encourages an activity or a process to begin, increase, or develop) and repeatedly concentrates on tasks which provide such experiences. She also found that such periods overlap each other, which means that a child may begin sensitive towards another type of stimuli while going through one period. She described these as “Sensitive Periods”. Dr. Maria Montessori found that during a sensitive period it is very easy for children to acquire certain abilities, such as language, discrimination of sensory stimuli and mental modeling of the environment. After the sensitive period for a particular ability has passed away, then the development of the brain has passed the point when information can simply be absorbed automatically. In other words, after the elapse of a sensitive period for specific ability the child must then be taught that ability with conscious expenditure of efforts. However, the result still cannot be as great as if the sensitive period was utilized properly.
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Nearly one hundred years ago, Dr. Maria Montessori discovered that children are self-motivated to learn from their environments. Borrowing ideas from biologists and philosophers of her day, Montessori proposed that each child carries within him two sorts of genetic designs - one physical and second psychical. The physical plan will determine the child's eventual height, hair color, and other physical characteristics. The psychical plan takes the form of the sensitive periods. Montessori identified eleven different sensitive periods occurring from birth through the age of six: order, movement, small objects, grace and courtesy, refinement of the senses, writing, reading, language, spatial relationships, music, and mathematics. The Eleven Sensitive Periods occur from birth through the age of six. While each continues throughout life, the approximate ages for the onset of each as a “Sensitive Period” and its conclusion are indicated after the general description of each period below: a) Movement Random movements become coordinated and controlled: grasping. touching, turning, balancing, crawling, walking. (Birth – 1 year) b) Language Use of words to communicate: a progression from babble to words to phrases to sentences, with a continuously expanding vocabulary and comprehension. (0 – 6 years) c) Small Objects A fixation on small objects and tiny details. (1 – 4 years) d) Order Characterized by a desire for consistency and repetition and a passionate love for established routines. Children can become deeply disturbed by disorder. The environment must be carefully ordered with a place for everything and with carefully established ground rules. (2 – 4 years)
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e) Grace and Courtesy Imitation of polite and considerate behavior leads to an internalization of these qualities into the personality. (2- 6 years) f) Refinement of the Senses A fascination with sensorial experiences (taste, sound, touch, weight, smell) results in children learning to observe and make increasingly refined sensorial discriminations. (2- 6 years) g) Music Spontaneous interest in, and the development of, pitch, rhythm, and melody. (2 – 6 years) h) Writing Children become fascinated with letters and numerals. They attempt to reproduce these with pencil or pen and paper. Montessori discovered that writing precedes reading. (3- 4 years) i)
Reading Spontaneous interest in the symbolic representations of the sounds of each letter and in the formation of words. (3- 5 years)
j)
Spatial Relationships Forming impressions about relationships in space: the design of familiar places, able to find the way around the neighborhood, and increasingly able to work complex puzzles. (4 – 6 years)
k) Mathematics Formation of the concepts of quantity and operations (addition, subtraction, multiplication, and division) from the uses of concrete learning materials. (4 to 6 years)
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Maria Montessori believed that children pass through phases in which at certain stags throughout their development they have a predisposition or sensitivity to learning a specific skill. These stages are called ‘sensitive periods’! Each period last for as long as it is necessary for the child to accomplish a particular stage in his development. These periods of sensitivity are transitory and when the aim of the period is accomplished the special sensitivity simply falls away. In other words it reaches its peak and dies away. These sensitive periods can be thought of as moments of readiness for learning. Sensitive periods appear as an intense interest for repeating certain actions over and over again, until, out of repetition, a new skill emerges and is mastered. These sensitive periods manifest themselves by a pattern of behaviour. A feature of growth at this stage e.g. a characteristic of such a period is the repeated performance of song actions for no apparent reason. During these periods the child shows vitality and pleasure in performing these actions. If the child has not been allowed to work in accordance with the sensitive periods Montessori said it was like “a dropped stitch in his mental life” because he would lose his special sensitivity and interest in that area and it would affect his whole physic development! Harsh but true!
Q # 84: Ans:
What are the Six Major Sensitive Period? In Casa de Bambini, Montessori observed that the sensitive periods were not linear. They do not
follow each other. Some run parallel and some overlap it was obvious to her that the sensitive periods the child passed through were not only an aid to the development of his physic life but they were also an important aspect of his learning process. So in formulating her method of education Montessori identified six major sensitive periods: 1. Sensitivity to Order This appears in the first year and continues through to the second year. During this time, the child is striving to sort out and categorise all his experiences. It makes it easier for them if there is some kind of order in their lives. They liked to be cared for in the same way by a primary caregiver in a familiar environment. The child needs consistency and familiarity so that he can orientate himself and construct a mental picture of the world. This need is particularly evident in the child from about the age of 18 months. During this sensitive period change can be very upsetting for a child, even a minor change can feel like the end of the world to them. Providing order in a child’s life helps the child to become disorientated! This is why the prepared environment is so important for the young child. Order helps the child to orientate himself and organise his mind.
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2. Sensitivity for Language The sensitive period for language begins at birth and goes the whole way through the first plane of development (0-6 years). A baby hears his mother’s voice and watches her lips and tongue. By the age of six, with almost no direct teaching, the child will have acquired a large vocabulary, basic sentence patterns and the inflections and accents of language. He will continue to acquire more complex sentence structures and to extend his vocabulary throughout his childhood. If a child has not been exposed to language (reading, listening, singing, writing etc.) regularly, during this period he may be irrevocably damaged! Maria Montessori believed that it was particularly important for adults to converse with children throughout this period, continually enriching their language and giving them every opportunity to learn new words. 3. Sensitivity to Walking When the young child learns to walk at around 12 to 15 months, he has a need to perfect the skill, and will walk and walk as told in Maria Montessori’s book “The Secret of Childhood”. It is under estimated how long a child can walk for, once they are allowed to do it at their pace, however the adult must be aware that they have no concept of time and they love to explore…. During this period the child is moving from being helpless into an active being and as we all know this is when the real fun begins! 4. Sensitivity to the Social Aspects of Life At the age of about two and a half years to three years, the child becomes aware that he is part of a group. He begins to show and intense interest in other children of his own age, and gradually starts to play with them in a co-operative way. There is a sense of cohesion which Maria Montessori believed came about spontaneously and was not directed by internal drives. She noticed that at this stage, children begin to model themselves on adult social behaviour and they gradually acquire the social norms of their group. This is an ideal time for developing social convention and manners, rules, grace and courtesy are very important throughout this sensitivity. During this period you may find that children need and want to be accepted by anybody including parents, friends, family etc. Circle time, group play and Grace and Courtesy lessons are all extremely beneficial to a child in this period. 5. Sensitivity to Small Objects When the child reaches its first year and becomes more mobile and has a larger environment in which to explore, he is drawn to small objects such as insects, pebbles, stones and grass. He will pick something up, look at it closely and perhaps put it in his mouth. The urge to pay attention to The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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detail that children of his age have is part of their effort to build up an understanding of the world. This sensitive period allows children follow the Practical Life materials. 6. Sensitivity to Learning Through the Senses From the moment the child is born, he receives impressions from the worlds through his five senses. Firstly, the senses of sight and hearing are active, and then gradually, as movement develops, the sense of touch and smell play a role, followed by a sense of taste, as he is able to put things into his mouth. By taste and touch the child can absorb the qualities of the objects in his environment, therefore allowing the neurological structures of language to be developed. The tongue and the hands are more connected to man’s intelligence than any other part of his body. Montessori referred to them as ‘the instruments of man’s intelligence’. This interest in sensory experience and the activities which they stimulate help to refine the child’s senses. Maria Montessori recommended that a baby be kept close to his caregivers so that he can see everything and hear what is going on around him. Then as soon as he can move around, he needs plenty of freedom so that he can explore. The child needs this sensory exploration in order to develop to its potential. They are the main sensitive periods that Montessori believed that every child passes through. A child can have smaller sensitive periods also, for example a child can have a sensitive period for pouring. Throughout this period you may find that a child will repeat these actions for long periods of time on a daily basis. This can often be mindboggling to an adult but often the process is more important than the end result to a child. We pour things to move them from one place to another but the child’s focus is on the simple act of pouring in itself. {Source: AMI}
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Chapter – 9 Montessori Learning Materials “Nothing goes into the mind that does not first go through the hands.” Dr. Maria Montessori Q # 85: Ans:
How do these Materials display in the Classroom? In the Montessori classroom, learning materials are arranged invitingly on low, open shelves.
Children may choose whatever materials they would like to use and may work for as long as the material holds their interest. When they are finished with each material, they return it to the shelf from which it came. The materials themselves invite activity. There are bright arrays of solid geometric forms, knobbed puzzle maps, colored beads, and various specialized rods and blocks. Each material in a Montessori classroom isolates one quality. In this way, the concept that the child is to discover is isolated. For example, the material known as the pink tower is made up of ten pink cubes of varying sizes. The preschool-aged child constructs a tower with the largest cube on the bottom and the smallest on top. This material isolates the concept of size. The cubes are all the same color and texture; the only difference is their size. Other materials isolate different concepts: color tablets for color, geometry materials for form, and so on. Moreover, the materials are self-correcting. When a piece does not fit or is left over, the child easily perceives the error. There is no need for adult "correction." The child is able to solve problems independently, building self-confidence, analytical thinking, and the satisfaction that comes from accomplishment. As the child's exploration continues, the materials interrelate and build upon each other. For example, various relationships can be explored between the pink tower and the broad stair, which are based on matching precise dimensions. Later, in the elementary years, new aspects of some of the materials unfold. When studying volume, for instance, the child may return to the pink tower and discover that its cubes progress incrementally from one cubic centimeter to one cubic decimeter. {Source; http://www.montessori-namta.org/the-montessori-materials}
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Q # 86: Ans:
What are Montessori Sensorial Materials? Montessori Sensorial Materials are materials used in the Montessori classroom to help a child
develop and refine his or her “Five Senses� (sight, hearing, taste, smell, and touch). Use of these materials constitutes the next level of difficulty after those of practical life. Like many other materials in the Montessori classroom, sensorial materials have what is called "control of error", meaning that the child not only works with the material, but has a way to check their work rather than seeking out the teacher if they have a question on whether or not they did it right. This is done to help promote independence and problem solving on the part of the child. 1. Cylinder Blocks These are small, tall and short, thick and thin. The cylinder blocks are ten wooden cylinders of various dimensions that can be removed from a fitted container block using a knobbed handle. To remove the cylinders, the child tends to naturally use the same three-finger grip used to hold pencils. Several activities can be done with the cylinder blocks. The main activity involves removing the cylinders from the block and replacing them again in the spot that one got them from. The control of error is constituted in the child's inability to replace a cylinder in the wrong hole. 2. Pink Tower The pink tower has ten pink cubes of different sizes, from 1 centimeter up to 10 cm in increments of 1 cm. The work is designed to provide the child with a concept of "big" and "small."The child starts with the largest cube and puts the second-largest cube on top of it. This continues until all ten cubes are stacked on top of each other. The control of error is visual. The child sees the cubes are in the wrong order and knows that they should fix them. The successive dimensions of each cube are such that if the cubes are stacked flush with a corner, the smallest cube may be fit squarely on the ledge of each level. 3. Broad Stairs The broad stair (also called Brown Stair) is designed to teach the concepts of "thick" and "thin". It comprises ten sets of wooden prisms with a natural or brown stain finish. Each stair is 20 cm in length and varies in thickness from 1 to 10 cm. When put together from thickest to thinnest, they make an even staircase.As an extension, the broad stairs are often used with the pink tower to allow the child to make many designs. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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4. Red Rods The red rods are rods with a square cross section, varying only in length. The smallest is 10 cm long and the largest is one meter long. Each rod is 2.5 cm/1inch square. By holding the ends of the rods with two hands, the material is designed to give the child a sense of long and short. 5. Colored Cylinders Also called the knob less cylinders, the colored cylinders are exactly the same dimensions as the cylinder blocks mentioned above. There are 4 boxes of cylinders:
Yellow cylinders that vary in height and width. The shortest cylinder is the thinnest and
the tallest cylinder is the thickest. Red cylinders that are the same height but vary in width. Blue cylinders that have the same width but vary in height. Green cylinders that vary in height and width. The shortest cylinder is the thickest and the tallest cylinder is the thinnest.
The child can do a variety of exercises with these materials, including matching them with the cylinder blocks, stacking them on top of each other to form a tower, and arranging them in size or different patterns. When the yellow, red, and green cylinders are placed on top of each other, they all are the same height. 6. Binomial Cube The binomial cube is a cube that has the following pieces: one red cube, three black and red prisms, three black and blue prisms, and one blue cube. The material is not designed as for math education until the elementary years of Montessori education. In the primary levels (ages 3–6), it is used as sensorial material. 7. Trinomial Cube The trinomial cube is similar to the binomial cube, but has the following pieces instead:
1 red cube and 6 black and red prisms (varying in size) 1 blue cube and 6 black and blue prisms (varying in size) 1 yellow cube and 6 black and yellow prisms (varying in size) 6 black prisms (same size)
8. Other Materials
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There are many Montessori sensorial materials, and more are being investigated and developed by teacher around the world. Other popular Montessori sensorial materials include: 9. Monomial Cube A cube similar to the binomial and trinomial cube. The child has a sensorial experience of the power of multiplying by two and developing that into a cube. 10. Geometric Cabinet Several different shapes are inset into wood and placed in drawers. The child distinguishes the different shapes, learns their names, and learns how to discriminate from the shapes. 11. The Constructive Triangles Different triangles are put together to form various shapes. Shapes made with the triangles include the parallelogram, hexagon, rhombus, and trapezoid. 12. Color Tablets Boxes with tablets inside. The sides are usually made of wood or plastic. The middle is painted wood or plastic. The only difference between them is the colors in the middle. There are three color boxes. The first has the three primary colors (red, blue, and yellow). The second has 12 different colors. The third box has nine colors, but in different grades from light to dark. 13. Geometric Solids Ten Geometric three-dimensional shapes made from wood and usually painted blue. The shapes are:
Sphere Cone Ovoid Ellipsoid Triangle-based pyramid Square-based pyramid Cube Cylinder Rectangular prism Triangular prism
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14. The Mystery Bag The mystery bag contains various object that the child feels and sorts without looking into the bag. The object is removed after the child has decided how to sort it and a visual check is done. (Though this may also be done blindfolded to add to the experience). 15. Rough and Smooth Boards Sandpaper is glued onto a smooth wood board. Various grading of sandpaper are used later as an extension of this activity to help the child discriminate between them. 16. Fabric Box Different fabric materials are used that the child must feel and match. A blindfold is usually used so the child cannot see the materials. 17. Thermic Bottles Water of different temperatures is added to metal bottles. The child lines them up from hottest to coldest. 18. Baric Tablets Wooden tablets of various weight to help the child discriminate between weights. 19. Sound Cylinders Two boxes, each containing six cylinders. One set has a red top and the other a blue top. When shaken, each cylinder of the same color gives off a different sound. The sound from the red cylinder is matched with the same exact sound from the blue cylinder. 20. Bells Twenty-six bells are used to help develop a sense of musical tones. {Source: https://en.wikipedia.org/wiki/Montessori_sensorial_materials}
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Q # 87: Ans:
Are Montessori Materials Attractively Designed? Throughout the room, children will be sorting, stacking, and manipulating all sorts of beautiful
objects made of a range of materials and textures. Many of these objects will be made of smooth polished wood. Others are made of enameled metal, wicker, and fabric. Also available to explore are items from nature, such as seashells and birds’ nests. How can a preschool-aged child be trusted to handle fragile little items independently? Montessori teachers believe that children learn from their mistakes. If nothing ever breaks, children have no reason to learn carefulness. Children treasure their learning materials and enjoy learning to take care of them “all by myself.” Montessori teachers make a point to handle Montessori materials slowly, respectfully, and carefully, as if they were made of gold. The children naturally sense something magical about these beautiful learning objects. As children carry their learning materials carefully with 2 hands and do their very special “work” with them, they may feel like they are simply playing games with their friends—but they are actually learning in a brilliantly designed curriculum that takes them, 1 step at a time, and according to a predetermined sequence, through concepts of increasing complexity. 1. Ingenious Each learning material teaches just 1 skill or concept at a time. For example, we know that young children need to learn how to button buttons and tie bows. Dr. Montessori designed “dressing frames” for children to practice on. The frame removes all distractions and simplifies the child’s task. The child sees a simple wooden frame with 2 flaps of fabric—1 with 5 button holes and 1 with 5 large buttons. His task is obvious. If he makes an error, his error is obvious. Built-in “control of error” in many of the Montessori materials allows the child to determine if he has done the exercise correctly. A teacher never has to correct his work. He can try again, ask another child for help, or go to a teacher for suggestions if the work doesn’t look quite right. Materials contain multiple levels of challenge and can be used repeatedly at different developmental levels. A special set of 10 blocks of graduated sizes called “the pink tower” may be used just for stacking; combined with “the brown stair” for comparison; or used with construction paper to trace, cut, and make a paper design. The pink tower, and many other Montessori materials, can also be used by older children to study perspective and measurement. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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Montessori materials use real objects and actions to translate abstract ideas into concrete form. For example, the decimal system is basic to understanding math. Montessori materials represent the decimal system through enticing, pearl-sized golden beads. Loose golden beads represent ones. Little wire rods hold sets of 10 golden beads—the 10-bar. Sets of 10 rods are wired together to make flats of 100 golden beads—the hundred square. Sets of 10 flats are wired together to make cubes of 1,000 golden beads—the thousand cube. Children have many activities exploring the workings of these quantities. They build a solid inner physical understanding of the decimal system that will stay with them throughout school and life. Later, because materials contain multiple levels of challenge, the beads can be used to introduce geometry. The unit is a point; the 10-bar is a line; the hundred square a surface; the thousand cube, a solid. Montessori learning materials are ingeniously designed to allow children to work independently with very little introduction or help. The students are empowered to come into the environment, choose their own work, use it appropriately, and put it away without help. 2. Invite Activity Maria Montessori believed that moving and learning were inseparable. The child must involve her entire body and use all her senses in the process of learning. She needs opportunities built into the learning process for looking, listening, smelling, touching, tasting, and moving her body. Sound Cylinders When you look at Montessori materials, you are drawn to explore them with your senses. For example, you would want to pick up the sound cylinders and shake them. They consist of 2 matched sets of wooden cylinders containing varying substances that create different sounds when shaken. The child sorts the sound cylinders using only his listening skill. Two cylinders have the barely audible sound of sand. Two have the slightly louder sound of rice inside them. Others contain beans or items that sound louder still. After matching the cylinders, the child can grade the cylinders—that is, put the cylinders in order of softest to loudest, or loudest to softest.
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3. “Grow” with the Child Montessori materials are designed to follow the students throughout their education; they are like familiar faces greeting them in their new classrooms as they advance.For example, exploring the “binomial cube”—made up of 8 red, black, and blue cubes and prisms—the early childhood student develops visual discrimination of color and form. The elementary child labels the parts to explore, concretely, the algebraic formula (a+b) 3. The upper elementary child uses the binomial cube as the foundation for work with more advanced materials to solve algebraic equations. 4. Invite Discovery Montessori-structured lessons are the “work” or procedures for each set of materials. A teacher may give a lesson to a child or small group of children, another child may give a lesson, a child may learn how a lesson works by watching others, or a child may explore certain types of materials freely.Montessori Educational Materials for a young child, the Montessori-structured lesson may be silent and may be only a few moments long. This lesson models a method for laying work on a mat or table in an orderly fashion. The lesson helps children develop work habits, organization skills, and general thinking strategy, but it never teaches children the answers. Teaching children the answers steals their chance to make exciting discoveries on their own— whether the child is a baby wondering “Can I reach that rattle?,” a preschooler contemplating “Why did this tower of cubes fall down?,” an elementary school student pondering “When you divide fractions, why do you invert and multiply?,” or a high school student puzzling “How does city council operate?”For students of every age, the Montessori environment offers the tools to discover the answers to their own questions. The teacher is their trusted ally and the learning materials are their tools for discovery, growth, and development. The teacher stays with the students for the entire span of their multi-age grouping, usually 2 or 3 years, nurturing each child’s development over that extended span of time. Elementary and high school materials build on the earlier Montessori materials foundation. Because older students have built a solid foundation from their concrete learning, they move gracefully into abstract thinking, which transforms their learning. Now they learn how to carry out research. At these upper levels, students broaden their focus to include the community and beyond. They learn through service and firsthand experience. The Montessori materials support responsible interactive learning and discovery. {Source: https://amshq.org/Montessori-Education/Introduction-to-Montessori/Montessori-Learning-Materials}
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Q # 88:
What are the types of Montessori Materials?
1. Sensorial Materials As the name indicates, sensorial materials are designed to help children learn through their senses. Study after study (going all the way back to Aristotle, yes, really!) have shown that sensory learning is the very foundation of early brain development. Starting from birth, children need an abundance of sensory information to build the neurological connections that are essential to human intelligence. “Our aim in education in general is two-fold, biological and social. From the biological side we wish to help the natural development of the individual, from the social standpoint it is our aim to prepare the individual for the environment. The education of the senses is most important from both these points of view. The development of the senses indeed precedes that of superior intellectual activity and the child between three and seven years is in the period of formation. We can, then, help the development of the senses while they are in this period. We may graduate and adapt the stimuli just as, for example, it is necessary to help the formation of language before it shall be completely developed.” ~Maria Montessori Montessori’s sensorial materials provide active, hands-on experience for the senses. In Montessori classrooms, these materials include things like the classic Pink Tower, ten solid wood cubes which vary in size to teach a visual and tactile understanding of dimension. Or beautiful brass or chrome bells, mounted on wooden bases and painted to correspond with the piano keyboard. These help develop the child’s auditory perception of varying tones. Such materials can be very expensive because they’re designed to withstand continual use by many children, and for the long-term. It is possible to provide sensory-stimulating materials without paying for professional grade. There are many websites, such as Monthome.com, or Montessori by Hand which provide instructions for making your own sensorial materials or purchasing them inexpensively. However, bear in mind that it is still important to use beautiful and natural materials to evoke the child’s sense of respect and carefulness in his or her environment. More on sensorial materials…
2. Practical Life Materials Practical life materials are real, everyday tools, often scaled down for little hands and statures. They teach real-life skills such as sweeping, pouring, washing dishes, setting a table, or dressing. Children will instinctively imitate the everyday activities they see around them. Through practical life lessons, children develop small and large motor skills, balance, hand-eye coordination, The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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problem solving, independence, confidence, and more. Happily, it is not necessary to spend a ton of money on practical life materials at home. Instead, take the time to show children, slowly and step-by-step, how to master the activities already going on in your home or community. Resist the urge to do things for them and do more with them. Then let them ‘have a go’ on their own. It may be necessary to provide some child size tools but you still needn’t spend a ton of cash. For more tips on practical life lessons. Everything must be presented and everything must be connected with life; but this does not mean that the actions which children have learned to perform and to integrate with their practical lives should be expressed or directed by us in every detail. This integration of his actions is one of the highest efforts that a child can make. ~Maria Montessori
3. Academic Materials Both practical life and sensorial activities help build the neurological infrastructure necessary for learning language, math, science, and more. The area of language development starts with early mastery of the spoken word and moves on to the learning the sound and shape of letters and broadening vocabulary. These skills open the door to reading, writing, and grammar skills. Classic Montessori materials for language development include sand paper letters, phonics cards, and movable alphabets. If you’d like to learn more about how you can teach your child to read at home. The Montessori Method also uses hands-on materials to teach math and science. Through materials such as the classic golden beads, number rods, and spindle boxes, children learn the basics of mathematical and scientific concepts. These concepts, in turn, prepare the child for more advanced lessons. “1. The principal quality of my material is to attract the attention of the child and to provoke a permanent reaction within the child. 2. The next quality of my material is that it is systematic. All the objects are connected in a series and together form a material of development. 3. The third quality of my material is that it contains, what I call, the control of error. As the child uses the material, the material shows the child his mistakes and, in this free path the child can correct these errors. This also liberates him from unfavorable and discouraging criticism of others and develops in him the sense of [self-] criticism.” ~ The California Lectures of Maria Montessori {Source: http://ageofmontessori.org/a-parents-introduction-to-montessori-materials/}
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Chapter – 10 Exercises of Practical Life If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hopped from it in the bettering of man’s future. For what is the use of transmitting knowledge if the individual’s total development lags behind. Dr. Maria Montessori Q # 89: Ans:
What is Practical Life? Practical Life activities are the activities of everyday life and they are involved in all aspects of
life. The child observes these activities in the environment and gains knowledge through the real experience of how to accomplish life skills in a purposeful way. These activities are cultural and specific to the child's time and place. Practical life activities help give the child a sense of being and belonging, established through participation in daily life with us. Through practical life the child learns about his culture and all about what it is to be human. Generally the activities of practical life revolve around four areas: Caring for the Self, Caring for the Environment, Grace & Courtesy and Movement of Objects. There is another area which encompasses all four areas and which is a very important part of practical life, namely food. Practical Life activities are an integral part of any Montessori environment. “When we speak about the behavior of men and animals, we refer to their purposeful movements. This behavior is the centre of their practical life. It is not just the practical life in a house, cleaning rooms, watering plants, etc., that is important, but the fact that everyone in the world must move with a purpose and must work, not only for himself but also for others. It is strange that man's work must also be work in service of others; if this were not so, his work would have no more meaning than gymnastic exercises. All work is done not only for ourselves but also for others. Even something as frivolous as dancing would be pointless without an audience. The dancers, who perfect their movements with so much trouble and fatigue, dance for others. Tailors who spend their lives sewing could not wear all the clothes they make themselves. Yet tailoring, like gymnastics, requires lots of movements. If you have a vision of the cosmic purpose, that every life in the world is based on this movement with a purpose, you will be able to understand and better direct the children's work. In the beginning, children are urged by nature to be active. They are happy when they are active. They begin to develop the behavior of humanity with its limits and its possibilities. Movement is closely connected to psychic life; we must move with intelligence, will, character, etc.” …. Montessori, Maria. The 1946 London Lectures Remembering the capacities of the absorbent mind, it should be noted that the way adults perform their everyday activities impacts the child and his eventual performance of these tasks. Initially these activities are done to the child and around the child. By doing these activities to the child and around the child, The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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the child feels important and gains self esteem, because someone cares about him enough to do these activities to him and around him. He learns to trust that he and his environment will be cared for and his needs satisfied. In the beginning these activities are done to the child but very soon the child will start to collaborate with the adult. For example, holding his leg out for the opening in his underpants but still requiring the adult to assist him in pulling up the underpants. This is seen very early on in the child's development and it is a gradual process, reliant on the adult’s observation skills to only give the amount of assistance needed. The amount of assistance needed varies from child to child, some children only need us to be nearby. Even so, the child will eventually do these activities independently When the child is walking and the hands are free we see a child that wants to actively participate in his environment. Before this time he has observed and absorbed the concepts of practical life, learning the specific activities such as washing dishes and also who performs these activities. Therefore the child comes to the Infant Community with past experiences in these activities. Some will have had a lot of experience and for some children it may be the first time they are allowed to actively participate in the practical life activities. In the Infant Community we offer real experiences to allow purposeful work. Through this participation the child comes to be a member of the community by taking care of himself and providing service to the community and others.
Q # 90:
What are the Characteristics of Exercises of Practical Life?
1. Reality-Based The activities need to be based in reality. We wash dirty dishes with real soapy water; we clean shoes with real polish and cut fruit with a real knife. There is safety in reality. 2. Not Limited It is a big mistake to think practical life activities are limited by what you have learnt in your training. They are limitless as they will depend on the cultural and environmental needs which will vary so much from environment to environment and country to country. You can create your own by following the theoretical guidelines of what a practical life activity is. 3. One of Each While there is no limit to the amount of practical life activities you can have in the environment, there should only be one of each activity. This helps the child to learn that he has to wait and life is not always about immediate gratification. As a result of this the materials become more
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valued. You can always have spare activities in storage to swap out if one gets broken, but there should only be one on the shelf at a time. 4. Self Contained The materials are contained in a basket, tray or set out on a stand in a particular space. All materials should be complete, prepared and ready for use. The adult in the environment is responsible to make sure the activity is prepared with everything the child will need for successful completion of the activity. This helps the child's human tendency and sensitive period for order and it is this external order that helps the child to internalize order. 5. Complete The activity needs to be complete. If something needs to be replaced at the end of the activity we show the child how to re-stock the activity. If the activity is incomplete for whatever reason, broken or missing component, the adult needs to complete it or remove it from the shelf. 6. Location of Materials The materials should be placed out in their groupings, such as, food activities in the food prep area, the button frame in the care of self area and so on. Water activities should be near a water source to aid the child in performing the activity successfully. 7. Sequential Each activity has a beginning, middle and end. One of the cues for beginning an activity, can be putting on an apron. If the child has an apron on, so should the adult wear an apron. 8. Color – Coded Each item in the activity should be colour coordinated or expressed on each item so that the child can identify which items belong together and able to replace pieces successfully. You can use neutral materials and color code with paint, electric tape, ribbon, etc if coordination is difficult. 9. Manageable Container The containers must not be too small or too big for the child to handle. Trays and baskets need to be deep enough to hold contents and thereby prevent items falling out when being carried.
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10. Functional All materials should have a clear purpose and function in the appropriate manner. There is nothing worse than a utensil that does not do the intended task. The knife really needs to cut. If the utensil does not do its intended task then the child will look for something else to do with it (inappropriate use) or will think that he is unable to do the task that he has seen so many others do. The adult needs to be mindful of the child's abilities when testing the materials. 11. Child-Sized Materials must be proportional to the child. Even the size of a sponge or brush must fit the child's hand so the child can use it successfully. 12. Proportional Items The materials of an activity must be proportional to each other and functional in terms of size. For example, the bucket must be small enough for the child to handle but big enough to hold all the water necessary for the exercise. 13. Natural Materials Natural materials offer more opportunities for multi-sensorial experiences are more aesthetically pleasing and nicer to the touch. 14. Easily Cleaned The materials must be cleaned regularly and be hygienic to use. Natural materials are easier to clean and harbor fewer bacteria. 15. Safety While materials need to be functional the priority is to safety. The use of non-toxic materials is recommended. Sharp objects need to have rounded ends and corners that are sharp should be sanded or covered. 16. Orderly Order must always be in a logical sequence, whether it is how you present the material or lay the activity out on the shelf. Before a presentation we lay out the material in order of use. The activities on the shelf should be ordered from simple to more complex from left to right.
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17. Cultural Practical life activities should reflect the culture of the child's environment, here and now. Choose activities which are prevalent in the culture. There should be no activities that have no relationship to the life the child is living. For example, if there are no windows in the environment there should be no window cleaning exercise. 18. Role of the Adult For many children it is like living in the land of the giants. As adults working and caring for children it is our duty to provide an environment in which the child can fully, happily and actively participate in daily life. Some children will enter the Infant Community having had very little experience of assisting or being part of their daily life on a practical level. Whereas some will enter having had a lot of experience and sometimes a child will already know how to do part of an activity. We must honor each child's varying experiences. We must realize that the child will not do the activity as well as we do it and we must accept the child's abilities. At the 0-3 level we develop the skills needed for Practical Life, through modeling and collaborative presentations. On the 3-6 level we refine these skills giving formal presentations, working towards increased concentration, exactness and precision. On both levels, the Practical Life exercises teach the child sequencing, develop concentration and aid in language development. The Practical Life exercises prepare the child for the Sensorial Exercises of the 3-6 environment and the everyday activities of his life, producing a contributing independent member to his world. “The adult must acquire the sensitivity to recognize all the child's needs; only thus can he give the child all the help that is necessary. If we were to establish a principle, it would be that what is necessary is the child's participation in our lives, for in that period in which he must learn to act, he cannot learn well if he does not see how, just as he could not learn language if he were deaf. To extend to the child this hospitality, that is, to allow him to participate in our lives, is difficult, but costs nothing; it depends solely on the emotional preparation of the adult………… Dust cloths ought to be multi-coloured, brushes brightly colored and soap interestingly shaped. Attractive objects invite the child to touch them and then to learn to use them; he will be attracted to a brightly colored cloth and learn that it is used to dust tables, or to the brush for his clothes, or to the soap with which he must wash his hands. In this fashion, beautiful things will attract him from every corner and instruct him practically by themselves.
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Now it is no longer the teacher who says to the child entrusted to her, "Carl, brush yourself off", or, "John, wash your hands". Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity, which is derived from a sense of independence.” …. Dr. Maria Montessori, The Child in the Family {Source: http://montessoriguide.org/an-introduction-to-practical-life/}
Q # 91: Ans:
Why should Children do Exercises of Practical Life? Children should be exposed to a variety of Exercises during early years in the prepared and home
environments. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Q # 92: Ans:
For Independence For developing love for work For Happiness, Self-satisfaction and self-respect For making world a better organized and tidier place For learning to give and take help gracefully For passing on good work habits to the next generations For perfection of movements For normalization of the child For developing love of the universe For avoiding personality disorders
Write down the List of Exercises of Practical Life? The following list of activities cannot, of course, be complete nor is it meant to be complete. The
activities to be presented to the children should be multiplied according to local conditions, customs and possibilities and to the development that takes place in the environment. The classification of this or that activity under the one or the other heading is also “orientate” rather than final and several activities can be considered as related to more than one group.
Elementary Movements and Activities? 1. Rolling and unrolling of sitting and working mats, carpets, oil-cloths, etc. (Each activity has its own distinctive features and will be presented separately. Not more than one activity to be presented in the course of a single demonstration. It also is to be considered which should be presented first and that from the point of view of the child’s independence, rolling precedes unrolling as even before demonstration the child will be able to unroll somehow. The same will apply later on to opening and closing where some activities (buttoning, lacing, etc.) closing is to be given priority, whilst for others (doors, windows, etc.) the opening will prove more difficult and should be shown first. 2. Sitting down on and getting up from: mats, chairs, chairs standing front of chowkies or tables. 3. How to walk quietly The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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4. How to talk softly, but audibly. 5. To go near a person before addressing him (not to call from a distance). 6. How to hold: rolled mats and carpets, folded mats and carpets, rolled oil-cloths, jugs (or various sizes and weight, with and without ears or handles), glasses, cups, saucers, plates, thali’s, Iota’s, katori’s, boxes, chairs, chowkies, tables, tiffin-carriers, lunch boxes, bags, parcels and generally all objects that form part of the environment. Also specially the different items of the apparatus. Separate presentations to be given when the object requires to be held by more than one 7. 8. 9. 10.
person. How to carry all of the above. How to put down all of the above. How to pick up all of the above. How to carry objects in each of the two hands (keeping distance between the hands to avoid
knocking, yet keeping an eye on both). 11. How to carry a tray with both hands. 12. How to carry a tray on which something is kept: a) one object only which does not move, b) an object which can move, c) with more immobile objects, d) with several mobile objects. 13. How to hold and carry books, photographs, pictures, etc. 14. How to carry objects on the head: flat ones, curved ones (with support), heavy ones (with protecting pad on the head). 15. How to hold and carry pointed objects (with the point downwards) and cutting objects (with the 16. 17. 18. 19. 20.
sharp edge turned leftwards): pencils, pens, cutlery, scissors, etc. How to hold and carry gardening tools (wateringcan, rake, spade, etc.) How to put down all objects mentioned under 10-16. How to hold and carry lit and unlit candles, oil-lamps. How to put down the above (18). Pouring, first of dry materials (small seeds that flow easily), from cup into jug and vice versa, oil
with special ladle from container into oil-lamp. 21. Pouring into a bottle: through a funnel, into small glasses with an eye-dropper, with the help of a pump (kerosene-pump), with the help of a rubber-hose into a vessel held at a lower level. 22. Folding of napkins (according to different patterns), of handkerchiefs, of dusters (for putting away and, separately, for dusting) table-cloths (requires more than one child if large), of different shapes of paper (for making mats), etc. 23. Unfolding the above. 24. Opening and closing (see note ad. 1) of: doors, boxes, bowls, drawers, shutters, windows, cupboards, cases, chests. 25. Opening and closing with the help of keys, latches, padlocks, bolts, chains, snap-locks, secret springs etc. 26. How to hang up: towels, dusters (wet and dry), brooms, dustpan and brush, pictures, buttoning 27. 28. 29. 30. 31.
frames, etc. How to turn the pages of a book, photo-album etc. How to light and extinguish: candles (also with taper), matches, oil-lamps. How to clean and card raw cotton. How to prepare cotton-wicks. Use of “takali.”
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32. Cutting with scissors, (with round points), paperknife, ordinary knife: of various things (string, ribbon, flower stalks, dry twigs and faded leaves, paper-mats, cloths); according to various patterns: first along straight lines, later (also with special scissors) along curved lines, of simple 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52.
geometric designs, etc. Cutting and slicing of bread, of different vegetables, of fruits. Peeling of different fruits and vegetables. Scraping of different vegetables, coconut, etc. Breaking of coconut, pouring its milk, scraping out its flesh, etc. Washing different vegetables and fruit. Cleaning rice, wheat etc. Winnowing rice, wheat etc. Grinding nuts, wheat, rice, etc. Crushing with pestle and mortar. Beating and whisking of eggs. Stirring and mixing ingredients Crushing with special tools for the preparation of massala’s, chutneys, etc. Shelling of peas, beans, etc., also peanuts, cashew nuts, almonds, cardamom. Seasoning salads. Making mashes (potatoes, etc.) Sifting flour, etc. 49. Churning butter-milk. Kneading of dough (for chapatti etc.). Rolling of kneaded dough. Cutting of different shapes and for different purposes of rolled dough. Simple cooking (syrups, jams, and other easy preparations).
53. Pasting and gluing (edges, full surfaces, envelopes, stamps, etc.) 54. Special (collective) activities are the silence-activity and walking on the line.
Looking After the Environment: Indoors 1. Arranging sitting and working mats, tables, chowkies, chairs, etc. for different purposes 2. 3. 4. 5. 6.
(individual, group and collective activities, functions, etc.) Putting away what has been used (furniture, apparatus, etc.) Dusting (of various objects) a) with duster, b) with feather duster, c) with soft brush. Use of dustpan and brush. Sweeping (a limited space should be demarcated). Polishing of brass, bronze, silver, wood, etc. with appropriate material (brasso, silver-polish, ash
and tamarind, lime, salt etc.). 7. Cleaning of windows, mirrors, etc. (with water, old newspapers, spirit). 8. Cleaning of framed pictures and photographs. 9. Washing of towels, handkerchiefs, dusters, easily washed clothes, crockery, cutlery etc. (using 10. 11. 12. 13. 14. 15.
soap, soap scrapings, soap-powder, etc.). Drying of the above. Ironing (the handle should be well protected by a holder). Cleaning and scrubbing of pots and pans. Washing the floor. Mopping spilled liquids, from tables, floor (small drops and larger quantities). Polishing an earthen floor (with a mixture of earth and cow-dung) and rubbing with polishingstone.
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16. 17. 18. 19. 20.
Washing of slates, black-boards, etc. Dusting of black-boards. Brushing mats and carpets. Beating mats and carpets. Laying and clearing a table and preparing the needful for a meal, a snack, tea, etc. according to
the customs and styles used in the child’s environment. 21. Decorating the floor, entrance, special places with white and colored powders and different 22. 23. 24. 25.
designs. Preparing leaf-garlands for door-posts, hanging them. Preparing the environment for religious functions (prayers etc.) Watering plants in pots. Sprinkling, washing, and dusting of leaves. Arranging flowers in vase, refreshing water in flower-vases, removing and cutting off withered
flowers and leaves. 26. Maintenance of aquarium, terrarium, aqua-terrarium, insectariums etc. 27. Maintenance of bird cages. 28. Feeding of animals kept indoors (mammals, birds, amphibians, reptiles, and fish).
Looking After the Environment: Outdoors 1. 2. 3. 4. 5. 6. 7. 8.
Sweeping compound Sweeping lawns. Washing and scrubbing of concrete and stone pavements (flag-stones, tiles). Raking Digging Watering plants, flower-beds, lawns (watering-can, water-pots, and hose) Weeding (give samples of weeds to be removed, basket to collect them in) Protecting delicate plants, fruits, etc. (covering with protective branches or leaves, tying
muslin bags, spraying) 9. Gathering fruit in baskets, drying fruit in the sun, maturing fruit in straw or saw-dust. 10. Laying out fruit on shelves, arranging it in baskets. 11. Gathering twigs and fire-wood, bundling it, carrying it, stacking it. 12. Collecting vegetables 13. Gathering eggs 14. Looking after (cleaning, feeding, etc.) poultry, pigeons, rabbits and other conveniently kept animals. 15. Preparing nesting-houses (pots) for wild birds 16. Feeding and watering wild birds in times of food scarcity or drought 17. Looking after shallow ponds (with or without fish, etc.)
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Looking After Oneself: Hygiene 1. Washing hands, face, feet, taking bath, using soap, soap-nut powder and other commonly used preparations. Drying one and the different washed parts. 2. Cleaning the teeth (with toothbrush and toothpaste, stick and other commonly used 3. 4. 5. 6. 7. 8. 9.
things). Gargling, rinsing of the mouth. Bathing of the eyes, Applying eye-black Care of the hair, combing, brushing, oiling, washing Care of nails, cleaning, brushing, cutting, filing, painting, polishing Painting of the foot-soles (for dancing, ceremonial occasions, etc.) Cleaning of ears (with cotton-wool) Blowing one’s nose How to sneeze
Looking After Oneself: Clothes 1. 2. 3. 4. 5. 6. 7. 8.
Folding of clothes (unfolding). How to keep shoes when not in use Brushing of clothes Removing spots from clothes Removing mud from shoes, scrubbing of rubber shoes Polishing shoes, whitening of white shoes (with powder, paste) Use of doormat, shoe-scraper Washing, drying and ironing of clothes Use of trouser or skirt-string (insertion in an open and a closed piece of cloth with proper inserter)
Looking After Oneself: Dressing and Undressing 1. Closing frames, (large and small buttons, press buttons, hooks, hoops, ribbons, laces, buckles). 2. How to put on and take off different garments, shoes etc. 3. How to crease / fold 4. How to plait (ponytail /braid) 5. How to put sandalwood-paste, on the forehead 6. How to make flower garlands. 7. How to weave them in a plate 8. How to put flower in the hair 9. How to decorate the face on special occasions 10. How to use shoe-horn 11. How to hang clothes on clothes-hangers 12. How to wind plaits around the head 13. How to put on, take off, fold and clean spectacles and goggles 14. How to pull up and fold sleeves, trouser-legs 15. How to tuck in and hitch up clothes
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16. The use of the four mirrors (for head and neck, body from neck to knees, feet, and the full-length mirror). Social Relations 1. How to greet (special greetings for different times of the day) 2. How to welcome 3. How to bow 4. How to touch the feet 5. How to perform religious gestures (in temples, churches, mosques) 6. How to greet elders on ceremonial occasions 7. How to ask for something (waiting quietly until attention can be given). 8. How to thank 9. How to wish (different occasions, persons) 10. How to ask permission to pass in front of somebody (if it cannot be avoided) 11. How to apologize, excuse oneself 12. How to knock at doors and wait for permission to enter 13. How to take leave 14. How to borrow (what can and what cannot be borrowed) 15. How to cough, sneeze 16. How to pick up things for others 17. How to receive visitors, offer a seat 18. How to accompany people (showing the way, adjusting to pace of those escorted) 19. How to remedy mistakes (at table, elsewhere) 20. How to watch others working (without speaking, moving, touching anything). The same when watching presentations given to others. 21. Courtesy while ascending and descending steps or stair-cases 22. How to introduce persons to each other, oneself to others 23. How to give way to others 24. How to prepare oneself before entering anywhere 25. How to prepare oneself before meals (washing hands, etc.) 26. How to leave after a meal (washing hands) 27. How to use and leave a bathroom 28. Table-manners: how to handle cutlery, how to use one’s right hand while eating, how to mix food with the fingers, avoiding noise while eating, how to pass things, serve others, how to express refusal of further helpings, how to ask for further helpings, how to apologize when something would disagree with oneself. 29. How to offer and accept things (different ways according to different things). 30. Order of offering things (according to sex, age, rank, guests and family members, etc.) 31. How to offer help 32. How to help others dress themselves 33. How to help others in washing hands (after and before meals), offering and pouring the water, soap and towel. 34. How to avoid stepping on others’ working and sitting mats 35. To avoid touching others without real necessity The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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36. How to caress, embrace, when, whom and only when implicitly or explicitly invited. Social manners should be presented so that the children may become acquainted with them. These presentations should be repeated frequently as opportunities to practice them are naturally limited. The most important thing is to observe them oneself always and under all circumstances and particularly towards the children themselves. Outdoors and in Public Places 1. 2. 3. 4. 5. 6. 7. 8.
Demonstrate basic traffic-rules How to cross a road Where and when to wait How to overtake How to walk in procession or files How to talk on the road and in public places How to use and leave public conveniences How to remedy: Picking up things thrown on the street, setting up things (bicycles, etc.)
fallen down, returning objects lost or dropped etc. 9. How to show the way, how to ask for the way 10. How to help people in need 11. How to avoid waste of public utilities (close taps left open, etc.) 12. To use public services (waste-paper baskets etc.) 13. How to hail taxis 14. How to halt trams and buses, how to wait in queue, how to get in, get out, indicate than one wants to get out, take and accept tickets 15. How to behave in stations and trains with due regard for fellow-passengers. Also in waiting-rooms. 16. How to behave in restaurants, public-place etc. Source: Exercises of Practical Life by A.M. Joosten, Published in : The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Website: http://files.eric.ed.gov/fulltext/EJ1077077.pdf
Q # 93: Ans:
What is the Scope and Sequence of the Montessori Practical Life Area? Before beginning you must observe the child, know what kind of activities they are drawn to,
and understand their current skills and abilities. Not all children will be capable of each activity in the order it is shown below. The order below is a guideline only - not a steadfast rule. It is possible to skip over certain activities as long as the next activity the child chooses does not require knowledge/skill that the child does not yet have. The key is to follow the child and offer appropriate activities according to their abilities. The goal is always to set the child up for success. That's not to say that the child won't The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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have to work through an activity and repeat it over and over again before being successful. The child needs to be adequately prepared for the activity, physically and mentally. And last, but not least, adults must use their own judgment and decide if an activity is safe for the child. Many practical life activities do not require expensive 'Montessori materials' to be effective. As well, practical life activities will vary from culture to culture. If you are homeschooling your child or wish to introduce your primary students to the Montessori Method of sensorial experiences you can purchase our Primary Practical Life Teaching Manual. It includes theory and step-by-step directions on the presentation of each lesson.
1. Preliminary Exercises
walking
standing
sitting down and getting up from the floor
sitting down and getting up from a chair
carrying a chair
carrying a table
carrying trays or boxes
carrying a bucket
carrying a jug (fill and empty it)
opening and closing drawers
opening and closing a door
2. Exercises
boxes and bottles - fitting lids on to the correct containers
using tongs (from large food tongs to small ice cube tongs)
water transfer: using a baster and moving towards and eye dropper
locks and keys
nuts and bolts
using a screwdriver
washing hand at a tap
squeezing a sponge
wringing a cloth
pouring rice
spooning
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whisking
egg beater
carrying, rolling, and unrolling mats
folding cloths
paper punch
pin poking&tweezers
3. Care of the Environment – Indoors
sweeping
brushing mats
dusting
sponging up spills
polishing glass
polishing wood
polishing metal
washing a table
washing linen
sewing on a button
ironing
folding clothes
care of plants
flower arranging
lighting a match
cutting snippets
cutting lined paper
cutting newsprint
pasting
making a cord
beautifying the environment with Art (endless possibilities for lessons)
4. Care of the Person
washing hands and nails
brushing clothes
hanging clothes on a hanger
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cleaning shoes
large button dressing frame
small button dressing frame
snap dressing frame
zipper dressing frame
hooks and eyes dressing frame
buckle dressing frame
bow dressing frame
safety pin dressing frame
shoe lacing dressing frame
skate lacing dressing frame
buttons with hook
blowing nose
food prep
cutting
spreading
peeling (carrots, etc)
juicing
5. Grace and Courtesy
greeting and introducing
offering to a guest
giving and receiving compliments
making way for someone to pass
interrupting someone
sneezing, yawning, coughing
6. Movement
walking on the line
The Silence Game
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Q # 94: Ans:
What are the Additional Practical Life Activities? There are many other practical life activities that can be added that are not necessarily part of
the Montessori Training program. This does not mean the activities won't be a delight to your children. Every teacher/parent brings new ideas to the Montessori environment. There are too many possible activities to count.
clipping clothes pegs on the rim of a box or bowl
threading beads
pouring water through a funnel
using a set of beginner chopsticks for a transfer activity (start with pom-poms)
sensory tub (can be changed with the seasons
transfer water from bowl to bowl using a baster, ladle, or syringe
using a small grater to make ground cinnamon
use mortar and pestle to grind herbs
rolling pin to flatten dough
using a squeegee
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Chapter – 11 Montessori Teacher & Her Role The teacher, when she begins to work in our schools, must have a kind of faith that the child will reveal himself through work. She must free herself from all preconceived ideas concerning the levels at which the children may be. The many different types of children... must not worry her... The teacher must believe that this child before her will show his true nature when he finds a piece of work that attracts him. So what must she look out for? That one child or another will begin to concentrate. Maria Montessori Q # 95:
What is the Role of Montessori Teacher?
Ans: To work in a Montessori environment is very unlike “teaching” in the traditional sense of the word. Montessori teachers do not teach. Instead, they guide; they observe; they create an environment of calm, order, joy. They know when to intervene, and above all, they know when to step back. This knowledge isn’t something most people are born with, but it is something you’ll learn during your training. At the heart of the Montessori classroom is the teacher—the guide. Montessori teachers are referred to as guides because they are experts at assisting children to find their own strengths and their own capabilities through the use of practical, self-correcting materials. An AMI-Montessori teacher is adept at leading from behind. It’s an art, a skill and ability. Montessori Teachers 1. Respect children as individuals with unique plans for development. 2. Create a calm and joyful atmosphere in an environment that allows each child to connect to productive work. 3. Give engaging presentations with Montessori materials that the children will use on their own. 4. Foster growth towards independence and social responsibility. 5. Assist children to progress at their own pace and gradually discover their potential while helping them to help themselves.
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The Role of Montessori Teacher
1. The role of a Montessori teacher is that of an observer whose ultimate goal is to intervene less and less as the child develops. The teacher’s first objective is to prepare and organize the learning environment to meet the needs and interests of the children as well as promote independence. The focus is on the children, not on teachers teaching. Through careful observation and planning, Montessori teachers remain constantly alert to the direction each child is heading and actively works to help them succeed. 2. In an atmosphere of calm, order and joy, the Montessori teacher is there to help and encourage the children in all their efforts, allowing them to develop self-confidence and inner discipline. The children learn from their own discoveries and draw their own conclusions. 3. With the younger students at each level, the teacher is more active, demonstrating the use of materials and presenting activities based on an assessment of the child’s requirements. Children at all levels of Montessori education are actively engaged by the teacher in the learning process which enhances critical thinking skills. The lessons are brief and precise, meant to intrigue the minds of children and encourage further practice or self-directed study. 4. Montessori teachers are the dynamic link between the children and the Prepared Environment. They systematically observe students to interpret their needs and modify the environment to meet the needs and interests of the children. They present clear, interesting and relevant lessons, model desirable behavior and evaluate each child’s individual progress. Montessori teachers respect and protect their students’ independence and are supportive and encouraging without the use of rewards or punishments. They facilitate effective communication and are peace educators, consistently working to teach courteous behaviors and pro-social conflict resolution skills. {Source: https://amiusa.org/the-montessori-teacher/}
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Anne Burke Neubert, 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 result. 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 interests 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. 7. They respect and protect their students' 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 interests 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 to 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.
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12. They model desirable behavior for the children, following the ground-rules of the class, exhibiting a sense of calm, consistency, grace and courtesy, and demonstrating respect for every child. 13. They are peace educators, consistently working to teach courteous behaviors and conflict. 14. They are diagnosticians who can interpret patterns of growth, development, and behavior in order to better understand the children and make necessary referrals and suggestions to parents. {Source: http://montessoritraining.blogspot.com/2007/09/montessori-teacher-and-her-role.html}
Q # 96:
That do you understand by the Three-Period Lesson?
Ans: Montessori teachers use the term three-period lesson so often it becomes second nature. We forget that there are others who may not understand what a three-period lesson is. This was ever so clear the other day in a staff meeting where we were discussing basic Montessori classroom techniques. I glanced over at a new assistant who has not yet gone through training and I could see that she was clearly lost. So now, before we get any further into the school year, is a perfect time to review the concept of a three-period lesson. The three-period lesson is a fundamental approach to introducing a new concept (not just vocabulary) to children. It is used to move the child from basic understanding to mastery.
Period – 1 (Introduction) During the first period, it is important to always isolate the desired nomenclature*. Pick up the biggest cube. Say to the child “This is big…big.” Set it down and move it out of the way. Pick up the smallest cube and say to the child “This is small…small”. It is always good to repeat the words several times while pointing to the appropriate item or card. Letting the child handle the Montessori materials is also a good idea. There is no need to rush; there is beauty in the calm serenity of the lesson. “The Montessori curriculum uses nomenclature material to help children memorize important facts. Pictures and corresponding labels with names (and definitions at the higher levels) are matched by the child based on their lessons with the educator.”
Period – 2 (Association / Recognition) The second period is often a separate lesson, done after the first period lesson. Its purpose is to extend the handling and action presented in the first lesson. It is not a time to ask the students to verbalize the names of the Montessori materials. Unfortunately, most adults want to rush through this period and prematurely ask students to verbally identify materials without enough practice. This is the most critical period and should last the longest. During the second period the Montessori teacher has the opportunity to review and reinforce vocabulary as well as see what connections the child made. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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In this lesson, the Montessori teacher calls upon the students to show the appropriate materials. Place both cubes together on a mat. Begin with the last item named in period one. Ask the child to show you the small cube. Repeat small and big several times in different contexts: “Point to small. Hand me big. Place small on the tray. Return big to the shelf.� If the child is unable to correctly identify the correct item, return to the period one lesson, stating the word and pointing to the correct item.
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Period – 3 (Recall) This is the first time the Montessori teacher asks the child to name the object or idea. The teacher should only move to the third period when she is sure that the child will succeed. This may come sometime after the second period lesson as mastery often takes time. Since the ultimate goal is to help the child master the information for himself, moving to the third period too soon, puts the teacher into the mode of correcting the child. Begin by isolating the objects, starting with the last object shown. Ask the child to name the object. While pointing to the object, say to the child “What is this?” Continue until child has named all of the objects. It is important to understand that the knowledge gained during these lessons becomes the starting point for the child’s next quest for knowledge. Every time a child masters a skill or idea, he or she becomes stronger, more competent and more independent and wants to learn more. {Source: North American Montessori Center (NAMC) Montessori Teacher Training Blog}
Q # 97:
What are the main Characteristics of Best Preschool Teacher?
There are five important characteristics to be an awesome preschool teacher: 1. Passion If you have a burning desire to make a real difference in the lives of young children, you have one of the most important qualities of a great preschool teacher. There will be many days when teaching feels extra difficult. Whether the pay seems too low or the parents act ungrateful, getting through the low points of teaching can be overwhelming. However, when you have a true passion for educating young children, your positive drive will sustain you through the hard times. 2. Patience Along with an undying passion for teaching, great preschool educators need plenty of patience. Every class has students with different developmental skills. Especially with young children, constant reminders about manners, hygiene and classroom procedures are part of a typical school day. From slow learners to behavioral challenges, it takes patience to keep the classroom environment balanced and in order. On top of that, working with demanding administrators, difficult parents or other teachers requires additional patience outside the classroom. Great preschool teachers understand how to keep their cool under many different kinds of pressure.
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3. Creativity Creativity in the classroom is more than making fun art projects for your students. For instance, you may be asked to teach with limited resources or in a restricted environment. Your class may also require creativity on your part to teach children from different cultures or backgrounds. You may also need to draw from your creative side to take risks and make decisions outside the norm in the best interest of your students. Of course, creativity is essential to make learning fun and exciting for your preschool class. 4. Flexibility You can everything planned out for each lesson, but great preschool teachers know that unexpected turns can happen at any time. When you remain flexible to deal with change, you can handle almost anything. This could include something as simple as having an alternative plan for rainy days or more drastic like adjusting your entire curriculum to accommodate for a reduced budget. Even the very nature of teaching young children requires constant fine tuning and dealing with minor issues. By staying flexible, you can tackle every kind of educational challenge with poise and grace. 5. Dedication Great preschool teachers are dedicated to their students and their career. When you are determined to stand up for your beliefs on behalf of your educational values or your students’ needs, you will gain respect from your colleagues, parents and students. Moreover, excellent educators are dedicated to the love of learning and inspire their students to learn more. At the preschool level, making the classroom a place where learning is fun can resonate with children for the rest of their lives. Most of all, truly successful teachers are dedicated to bring out the best in their students. {Source: http://www.masters-in-special-education.com/lists/5-characteristics-of-a-great-preschool-teacher/}
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The Characteristics of Trained Montessori Teachers It takes a special person to become a Montessori educator. This teaching method emphasizes the heightened learning ability of children when they’re allowed to make their own choices. It was developed by Dr. Maria Montessori in the early 20th century to improve children’s education by helping them help themselves. Today’s Montessori teacher training revolves around absorbing this method of guiding young minds. There are five characteristics that parents should look for in educators when they’re choosing a Montessori school for their children. 1. Sets A Great Example Children love to mimic what they see and hear. It’s part of the learning process. Montessori teachers lead by example, making it easier for kids to understand how things work. These educators are constant role models, setting a great example for students in behavior, communication and orderliness. The primary way that a Montessori teacher becomes a role model is by treating all children with serious respect as individuals. A Montessori teacher understands that rampant curiosity is a child’s superpower. By thoughtfully harnessing that power through empathic listening and keen observation, a teacher can most effectively direct that curiosity onto productive paths. Thus, children learn that their curiosity is vital, respected, and an important part of their growing selves. They also learn that the teachers care about their interests and can teach them fun and fascinating things. In a Montessori classroom, this is how mutual trust and respect grows. 2. Observes Carefully A Montessori teacher uses techniques very different from what you, as a parent, may be used to in a traditional classroom. In a Montessori classroom, there are no rows of seats facing a blackboard. Very rarely does a Montessori teacher stand up and lecture for great lengths of time. Indeed, the Montessori philosophy does set up academic milestones for a child’s advancement, but the teaching itself isn’t done “top-down” through multiple quizzes, test, and note-taking lessons, but from more of an organic “bottom-up” philosophy, taking cues from the children themselves to direct individualized instruction. One of the fundamentals of the Montessori teaching method is that children progress at their own pace. Good observers can guide students in the right direction with the right materials. They can also sense more clearly when children are ready to master a skill and move onto the next level. The ability to carefully observe and guide instead of simply disciplining and taking charge is an important difference between the Montessori classroom and a traditional preschool or daycare.
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3. Becomes a Link In a Montessori school, even the toys are different. Wisely crafted, colorful, and eye-catching, these toys may seem like simple playthings to the casual observer (and the child), but each one has been designed for a learning purpose. Lovely golden beads can be strung on wires to guide older children into understanding the decimal system. Colorful cubes and prisms teach visual shape and color discrimination. A button frame allows a toddler to focus on small motor skills. As a bonus, the toddler can see immediately if the buttons are done up incorrectly, so he can gain independence by fixing it himself. Educators are taught during Montessori teacher training that their primary role is to become the link between the children and their learning materials. Teachers conduct presentations to the students which creates the connection of curiosity and child interaction. Parents considering which Montessori school to choose should look for teachers who can communicate well with children and where all of their classroom materials are easily accessible for a child. 4. Thrives on New Discoveries People who love to learn thrive on new discoveries. Educators who effectively teach children to enjoy the learning process are also ready to learn new things. Children and teachers can learn from each other in the Montessori environment. The founder of this teaching (Dr. Maria Montessori) method was an avid learner who enhanced her own knowledge base and studies while working with vast array of children. Not only do Montessori teachers learn from their students, but they’re also involved in continuing professional growth. In fact, The American Montessori Society requires that certified teachers take thirty to fifty hours of continuing education every three to five years, depending on when certification was issued, in order to continue to hold credentials. The topics covered range from curriculum, child development, classroom management, social or emotional issues, and special education to tech training and educational policy. These requirements keep Montessori educators curious, engaged, and at the leading edge of their profession. 5. Learns from Mistakes If you’ve been to a high school or college graduation recently, you may have noticed that the topic of many a commencement speech focuses on the importance of “accepting failure.” Professionals at the top of their fields understand that making mistakes is a given and failure is inevitable. How a person reacts to failure is the defining feature of some of the most productive and inspiring people, who have overcome great odds by not letting failure daunt them. It’s no mistake that Larry Page and Sergey Brin of Google, Jeff Bezos of Amazon, and Sean “P. Diddy” Combs have this in common: They all went to Montessori schools. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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The Montessori philosophy revolves around encouraging children not to be discouraged by mistakes, but rather to be galvanized into correcting them on their own, with gentle guidance from the teachers. It’s important to guide children to understand that mistakes happen, and that mistakes can be learning tools. Montessori-trained teachers practice what they teach. Learning from mistakes can help them improve the classroom experience for children. 6. Embraces Special Training Aside from having special characteristics to be a Montessori teacher, these educators must also complete at least a bachelor’s degree before pursuing Montessori training. The professional requirements to be a teacher are different in each state and can vary according to the age group taught. People with a college degree are eligible for an accredited Montessori teaching program that can take either one year or two consecutive summers to complete. A year-long teaching internship is also required before a teacher is considered for a Montessori school. 7. Encourages Initiative, Independence, And Self-Reliance Montessori teaching encourages self-reliance in children from a very early age by training teachers to be guides in each child’s journey to academic success. A Montessori teacher knows when to intervene and demonstrate and when to step back and allow the child to learn from his own mistakes. A child who learns through trial and error (and gentle guidance) how to zip, fasten buttons, and tie a knot will soon be dressing himself on his own, proud of what he’s learned. This focus on learning through trial and error and taking mistakes in stride has domino-like consequences. Pride in one’s own successes breeds confidence. Confidence breeds boldness and independence. Independence leads to self-reliance. These qualities are difficult to “teach” by any other method than trial-and-error by one’s own hands. They are qualities of character that will help children no matter what they choose do in the world. 8. Encourages Creativity When a child is enthusiastic about something, he or she doesn’t need to be nagged, nudged, or stressed to learn more about it. Creativity is the engine of innovation. Montessori teachers, based on sharp observation and daily record-keeping, maintain specialized and individual teaching plans and goals for each child in the classroom. These plans help move the children toward new academic, social, and developmental milestones. But a Montessori teacher doesn’t force a child toward those milestones. Instead, he or she uses the child’s own curiosity and innate, boundless creativity as the fuel to propel the student well past those milestones. Back when the Montessori philosophy was still being developed over a century ago, Maria Montessori’s methods were a radical change from the standard forms of education of the time. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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But Maria Montessori’s philosophy was not a theoretical one, but a philosophy developed from years of empirical observation of students in the classroom. Now it’s considered a tried-and-true method of childhood education and Montessori schools have spread all over the world. If you’re considering a Montessori school for your child, indulge your natural curiosity. Learn more about the educational philosophy, talk to fellow parents who have enrolled their own children, and observe an active classroom. Most of all, spend some time talking to our teachers. They are Maria Montessori’s true heirs, continuing to learn on a daily basis the joys, challenges, and new adventures that their students bring to the classroom. {Source; http://austinchildrensacademy.org/montessori-trained-teacher/}
The Eight Tips for Fantastic Teacher Presentations For the average teacher or parent, presentations will happen spontaneously based on the child’s interests and readiness. It might not always be possible to prepare in advance. But sometimes it is; and sometimes it’s very necessary that the presentation be practiced ahead of time. I’ve found that there are some very basic points to keep in mind when giving presentations; they are in no particular order and I hope they are helpful. 1.
Prepare This includes gathering together everything that you need to give the presentation. Think ahead. Will you be showing the child how to write it? Bring paper and pencil. Will you need anything that is normally found in a different area of the classroom? Every time I’ve assumed a work was
complete without checking, it was inevitably missing one card/label/picture/chart, etc. 2. Rehearse This one is very important if it’s a new material, or something you haven’t presented in a long time. For something really complicated, you may want to present it to a friend, spouse, or other teacher before doing it with the kids. 3. Set up Get out a rug or mat and put the work on it. For 3-6, you will want to sit on the child’s dominant side. For elementary, it can vary; I often sat across from the child. When presenting to a group, you may be doing the work upside down, facing the children. If you are left-handed, as I am, that may mean switching sides to help a right-handed child. Or, you can practice doing work with your right hand.
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4.
Understand It’s imperative that you know the purpose of the material. Is it to learn colors? How to hold tongs? What the parts of the sun are? Whatever it is, that needs to be the focus of the
presentation. Avoid extraneous details whenever possible. 6. Research This is especially necessary when giving presentations in elementary. If it’s about the ancient Romans, you need to do enough research that you can answer basic questions the kids might have. Anything else you can turn over to them for additional study. 7. Reinforce The old adage, “use it or lose it” is very apt in Montessori. If you’ve presented Land & Water Forms that day, then during line time you can ask the children to share one fact they’ve learned about that work. It can be as simple as “a lake and an island are opposites”. Another reinforcement is having an older child present a work to a younger one, or check the work for them after they’ve finished. 8. Observe Is the child struggling to understand the work? Are they unable to focus on the presentation? In that case, the material may be too difficult and should be saved for another day. Is there a change that can be made to the work to make it more “doable”? For example, are the tweezers you put with the bead work too small, and is there another pair that can be used instead? Can a control card or even instructions be added to an elementary work for the students to use as a reference? 9. Eliminate Distractions This can be as simple as putting your rug in a less-traveled area of the classroom. For group presentations, the teacher should face the doorway and the kids should face the room. If you are in a classroom with more than one teacher, you need to have an agreement that you won’t interrupt each other during presentations for any reason. The other children that you are working with also need to know that they shouldn’t interrupt a teacher who’s working with a student. {Source: http://www.blog.montessoriforeveryone.com/eight-tips-for-fantastic-teacher-presentations.html}
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The Role of Montessori Directress in Classroom “The teacher’s part and its techniques are analogous to those of the valet; they are to serve, and to serve well: to serve the spirit.” 1. The Absorbent Mind The Directress is one of two essential elements of a Montessori classroom. The other element is the Prepared Environment, in which she plays a great role. The Directress’s role is observer, guide, and preparer of the environment. Maria Montessori wrote extensively about the role of the Directress, particularly about the spiritual journey on which a Directress must go before and during her time in the classroom. So the Directress must not only train in order to effectively prepare the classroom, she must also train to prepare herself for the classroom. Montessori viewed the Directress as a scientist, whose responsibility was not to teach the child but to connect the child’s potential to their environment. The emphasis Maria Montessori placed on the spiritual and scientific training of teachers is unlike any other education philosophy and subsequent approach. The Directress’ ultimate goal is to serve the children, to help them ignite an inner genius, to reach their fullest potential. This means observing, identifying and guiding the energies within a child. 2. The Spiritual Training of the Montessori Directress “There are two sins, in particular, which tend to alter our true vision of the child. They are pride and anger. Hence, humility and patience – their opposites”. Dr. Maria Montessori: Her Life & Work {P-299} Montessori wrote that “the best preparation for teaching is a study of one’s self.” The Directress must prepare her spirit – “her values, beliefs, strengths, weaknesses, habits and omissions” – before she enters the classroom to serve the spirits of the children. Children “literally soak up everything in their environment including the behaviors and attitudes of the principal caretakers.” (Nurturing the Spirit, pg. 33) So, the presence of a Directress is as much a part of the environment as any material on the shelves. The children feel her spirit, igniting or diminishing an inner drive to learn and to develop and to self-educate. The journey of self-discovery for the teacher is a critical component of a successful Montessori environment.
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3. Preparation of the Environment “The skill, care, and devotion with which the directress gets ready the environment is the very condition of the children’s freedom.” Maria Montessori: Her Life & Work – Maria Montessori: Her Life & Work The teacher must be trained to carefully prepare the environment. The Prepared Environment is what sets the stage for the child’s learning. An environment that allows freedom within limits must be carefully planned and executed. Elements include child-sized furniture, high-quality natural materials, highly organized, natural light, and warm & welcoming to the student and his learning, open, clean, beautiful & serene and clearly designated work areas. More closely we can see simplicity and order in the way the materials are set out. There is only one of each material to promote caring and sharing of the materials, to ultimately teach a child to respect materials and to respect other’s work time with the material. The materials are hands on, encourage movement, based in real life, often involve sequence, and require a lesson by the teacher. All of these aspects require training by a Directress in order to effectively execute. Order, one of the main duties of the Directress, explains the prepared environment and, above all other characteristics, is the most pervasive in the classroom and therefore must permeate every tiny detail of the classroom. Order prevents a “waste of energy” so that the child may focus on what is truly important to the development of his whole self and the teacher can effectively observe and guide when necessary. The classroom is orderly; the materials are presented on the shelves neatly and in a specific sequence: “One of the reasons why children feel a sense of calm and repose (spiritually) in the Montessori School is just because it is an environment where everything has its proper place and must keep to it.” {Maria Montessori: Her Life & Work, Pg. 128} This “law” of a Montessori classroom is one that children enjoy preserving in their space. The Directress must train and follow through on following this law of the classroom. 4. Directress’s Role in Classroom “The Role of the Montessori directress resembles more that of a guardian angel than a teacher of the old type.” – Maria Montessori: Her Life & Work The Directress is a critical component to the classroom, considered the dynamic link between the child and his environment. Also the observer, the Directress must know when to step in to guide the child and when to allow the child to guide himself. Montessori used the term “serve the periphery” to describe a teacher’s role in the classroom. She was determined to develop and The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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implement new ways to experience the classroom so that new ways of interacting with the world would result. The Directress, as discussed above, must prepare the environment, the activities and the lessons in a way that meets a child’s need to explore the world through material objects. The preparation allows for “isolation of stimulus”. Teachers don’t simply show the child the materials but present the materials in a way that each material will elicit a movement at the “periphery”. E.M. Standing quotes: “In short, we never give to the eye more than we give to the hand.” With regards to discipline in the classroom, when a classroom is nearer chaos than discipline, a teacher must do two things: 1) supervise and 2) give individual lessons. Free choice is the ultimate goal but free choice cannot be utilized if a child lacks will and inner discipline because he will respond to every stimulus in his environment. He cannot yet obey his inner guide. The Directress observes the child and knows when to intervene to direct the child back to an activity that suits his development. If the child is not treating material properly, then the Directress will redirect the child either to end that work (perhaps he was not ready to complete that work) or to give another lesson on that work. The child learns respect through these experiences. The Directress must not intervene a child who is concentrating and focusing on a task even if that same task is repeated again and again without perfection. She should not interrupt the effort. The birth of concentration is delicate and subtle, a teacher must always be observing and utilizing her “moral sensitiveness”. A child who finds concentration is happy as his inner spirit awakens to the world around him in a “social sense”. He discovers the people around him, looks at the world as an environment with fresh new and boundless opportunities. His spiritual process of detaching from the world (a la concentration) in order to become more united with it is complete. This discovery should be the main goal for the Directress. The Directress is the dynamic link between the child and the prepared environment. To succeed in becoming a dynamic link, she must possess knowledge, patience, observation, discrimination, tact, experience and sympathy. The Directress must be proactive, know the function of the prepared environment and the “nature and purpose” of each material within the classroom as well as age appropriateness of the material. Once she has prepared her own spirit, a teacher’s number one priority is the prepared environment. Then she can proceed in serving the children. {Source: https://carrotsareorange.com/directress/}
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The characteristics of a Montessori Directress The role of a teacher in a Montessori classroom is played by a fully trained Montessori directress. The Montessori directress usually has the qualification of a normal teacher but she also has the qualification of a one year teacher education diploma. The directress is a guide for the children during the process of self-development. She makes the child comfortable with the environment and helps the child to discover ways of survival in any particular environment. The directress should be a calm, intelligent and helpful person to set a good example for the children. The Montessori Directress is a teacher, who guides the children towards the path that leads them to selfawareness and maturity. She not only provides them the academic knowledge but also teaches them about the world and how to work effectively in the everyday life. The Montessori Directress is more of an observer than a teacher that allows the child to learn and develop on his or her own instead of interfering in every issue. (Asrani, 2009) The Montessori directress should have the characteristic of a good teacher to make the children admire and trust her as a person who leads them to the path of success. 1. Multi- Talented The Montessori directress should be trained in performs different roles at the same time have the observation of every child to know. She should about their needs and to understand their learning style. She should then set the Montessori environment according to the learning style of the children to help them feel comfortable. She must have knowledge in particular fields like philosophy, child development and psychology. She should have excellent working and social skills, for maintaining a good working relationship with other teachers as well as the parents. At the same time, she must not let go of her self-respect and needs. The physically characteristics of the directress like her appearance, her voice and her dressing style should be a source of inspiration for the children. 2. Observer The Montessori directress should be a good observer. She should have an awareness of the likes and dislikes of the children, their attitude towards other people and comfort level in a particular environment. She should be observant enough to know how the child handles different tasks and what are the activities or skills that the child is expert at. The directress should motivate the child towards a skill that he or she is good at. She should look for the strengths and weaknesses of the child to guide him or her towards the right path.
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3. Classroom Environment The directress should be aware of the classroom environment and should make sure that the children are comfortable in the class atmosphere. She should be careful about the layout of the classroom that the child should not get hurt by any object or there should not be anything as a source of disturbance for the child. The directress should be aware of all the activities of the children in the classroom. She should be careful that there is no place for the child to hide or disappear in the classroom. Very important characteristics of a good directress in that she should record everything she observes and later on take guidance from these notes for dealing with the children. 4. Directress The word directress is used for the Montessori teacher because the role of the teacher is to direct the child towards the educational path. She guides the child towards the right path and then leaves the child to explore it and learn from his or her experience. She creates an environment in the class to help the child understand about his or her goals and how to accomplish them. She plans innovative activities for the child to make the process of learning adventurous for the child. She serves as guidance for the child for how to have self-control and develop good behavior. (Coventry, 2012)
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Role of Montessori Directress There are some specific roles that the Montessori Directress has to play as a teacher. Some of the roles performed by the Directress include: 1. The Montessori Directress acts as a link between the children and the environment. She helps them get accomplished with their surrounding and adapt to the changes in the environment. 2. A directress is an interpreter and an observer of the moves of the children. By observing the attitude, behavior of the child she understands his or her needs. 3. She experiments by assigning different tasks to the children and judges them from the results derived from the tasks. 4. The directress acts as a manager. She prepares and manages the environment by keeping it in perfect condition. 5. She acts as an evaluator by evaluating the environment and its effects on the children. She also evaluates the progress of the children. 6. She gives respect and protection to the children. She gives the child space to make his or her own decisions. She sets her own limitations and work according to them. 7. The directress offers support, affection and warmth to the children and provides complete security to them. 8. She encourages the child to communicate with other children and provides the progress report of the child to the parents. 9. She provides the children with clear and relevant lessons to make them follow her instructions. 10. The directress acts as a trend- setter of the children by exhibiting grace and good manner and respects. 11. She teaches the children how to cope with their anger and resolve their conflicts without getting violent and aggressive. 12. Dr. Montessori believed that the directress should focus more on the child rather than the daily lessons. She must be aware about the changes taking place in the behavior, attitude, interest and progress of the children. (Burke, 1996)
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The Personal Preparation and Development of the Montessori Directress 1. Spiritual Preparation The spiritual preparation of a directress is more important than the academic training. It is necessary for the directress to educate themselves about the normal behavior. It is essential for the directress to deal with her own limitations and drawbacks before interacting with the children as the children can easily identify these negative characteristics of the teacher. 2. Technical Preparation The technically training of the directress is also very important. The directress should have full knowledge of the development stages of the child so that she could understand the needs of the child. The part of the technical training of the directress is to control word errors, using minimum words during lesson, making firm rules and maintaining the interest of the students. 3. Scientific Training The Montessori directress should also have scientific training. The directress should observe the children and environment and make notes of these observations that help while working with the children. Observing the child helps to better understand his or her state of mind and makes it easier to deal with him or her. (Irinyi, 2010) 4. Conclusion One of the major differences between a Montessori Directress and a traditional teacher is the level of trust that the Montessori directress has in the developmental capabilities of the children. It is much easier for a teacher to tell the child to do what she says rather than put her faith in the child and let him or her choose his or her own path. Nevertheless, the Montessori directress do keep track of the direction that the child is taking and guides him or her throughout his or her journey to success. This is what makes a Montessori directress special for the child. Source: https://www.ukessays.com/essays/young-people/role-of-montessori-directress-children-and-young-people-essay.php }
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The Montessori Teacher’s Responsibilities 1. Provide nurturing and stimulating environment to facilitate children’s growth, exploration and participation. 2. Maintain clean and safe classroom environment for children. 3. Coordinate with other teachers to develop lesson plans for children to develop their social, 4. 5. 6. 7. 8.
emotional, physical and intellectual skills. Observe the child and interpret the child’s needs. Treat all children unconditionally and with same importance level. Coordinate regular communication with parents regarding their children’s progress. Supervise and manage children both inside and outside the classroom. Monitor and track children progress on regular basis. {Source: http://www.greatsampleresume.com/job-responsibilities/montessori-teacher-responsibilities/}
The Types of Montessori Teaching In 1907, Dr. Maria Montessori discovered the child’s true nature by observing young children in their free activity with self-teaching materials. Her further research revealed this nature as consisting of various normal qualities, such as spontaneous self-discipline, love of order and perfect harmony with others. Discovering this fundamental truth logically provoked Dr. Montessori to study how to consistently allow this to emerge in practice. In time, this practical scientific research was referred to as “Montessori teaching”. Soon after 1907, however, Dr. Montessori found she could not fully bring about her original experience of true normal being in a consistent, reliable manner. Montessori teaching, therefore, came to be largely understood in a conventional context of personality, culture, or other ideas that fundamentally distorted its original experience, purpose, and effect. 1. Experience and Wisdom Over time, true normal being was lost and confused with other ideas, the experience of or rejected entirely as an impossible fantasy, practitioners forgot or distorted any experience of the child’s true nature according to an understanding and knowledge that developed and became rigidly fixed thereafter. Experiencing absolute truth, however, requires a quality of natural wisdom and humility that extends far beyond any particular body of knowledge or understanding on the subject. Dr. Montessori, therefore, gradually abandoned her original experience and scientific approach to true normal being, establishing in its place a relatively fixed understanding built around The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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curriculum, materials, and certain broad general concepts, such as observation, preparation of the environment, and individual liberty. She conveyed this restrictive type of Montessori teaching through training courses for teachers, issuing certificates to graduates to qualify them for setting up schools using the name “Montessori”. In her later years, Dr. Montessori established an official organization, known as Association Montessori Internationale (AMI), to exclusively represent and support her work by granting Montessori teacher certification, recognizing schools, and publishing her books and writings. Unfortunately, this activity became less about research and learning through new experiences, and more about defending a fixed understanding and body of knowledge associated with prescribed certification, curriculum, and specific learning materials. Before Dr. Montessori died in 1952, E. M. Standing wrote an impressively detailed biography, “Maria Montessori: Her Life and Work”. In this book, he attempted to explain the underlying philosophy and scientific foundation of Montessori’s discoveries. After 1952, however, no one seriously followed up on Standing’s line of research until the current writer started his own investigation into the subject in 1969.
Through classroom teaching and later by training
Montessori teachers, he came to suddenly discover how Montessori teaching brings about true normal being. In 1979, the International Montessori Society (IMS) was established to help people learn and practice this unique type of true natural Montessori teaching. However, it was widely misunderstood, challenged as invalid, or trivialized as irrelevant due to its fundamental difference with the conventional experiences, practices, and understanding of others. What Would Dr. Montessori Say? People wonder what Dr. Montessori might say now to new experiences and discoveries about her original approach with children. Among the few people still living who knew her personally, one claimed she would be “exasperated” by anyone asserting new knowledge about her approach, viewing it as unnecessary or insignificant. For example, Dr. Montessori might argue that "Skilled teachers already know how to conduct my approach” or "You really don't understand it". In the end, she would probably urge the persistent researcher to enroll into one of her authorized training courses to obtain a proper understanding of her approach.
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Objective Research and Science Conventional educators often speak most highly in favor of objective, scientific research in the study of children and education. However, in practice, they tend to quickly reject any findings that contradict their own strong beliefs on the subject. For example, conventional educators tend to view true natural Montessori teaching as antiquated, saying, “We know so much more since the time of Dr. Montessori. The library is full of more up-to-date research.”In the 1980’s, the International Montessori Society (IMS) presented its true natural Montessori teaching for government approval to operate a training course in the state of Maryland. In the process, government officials submitted the course curriculum to conventional educators for their evaluation. The response was almost total uniform rejection, stating for example,
that
the
course
was
“lacking
structure”,
“unclear”,
and
“not
theoretically
developed”.Conventional Montessori educators also rejected the IMS course as well. For example, the American Montessori Society (AMS) found the course was not approvable, in part, because “The assignments are irrelevant to the Montessori classroom.” The Association Montessori Internationale (AMI) rejected it also, stating only briefly that “We find this program to be of a far too superficial level…” Since there was no further explanation or discussion about these remarks, the question remains: “What is the key distinction between these various types of Montessori teaching?” Distinguishing the Types The AMI type of Montessori teaching views Dr. Montessori’s personal endorsement as official and final authority on all issues in the field. The idea here is, for example, “Whatever is not offered through AMI cannot be authentic Montessori teaching.” In this context, the AMI perspective is the same fixed understanding of Dr. Montessori in her later years, which is essentially a commitment to her personality. In practice, AMI implements this personality type of Montessori teaching through the judgment, authority, and control of Dr. Montessori’s biological heirs and long-time personal associates. AMS subscribes to a different type of Montessori teaching, viewing the surrounding culture as the final basis of authority and truth in the matter. This culture type of Montessori teaching views the child’s true nature as dependent on the surrounding conditions in society. For example, the child in America is fundamentally different from the child in India. In this context, Montessori teaching must ultimately conform to the limiting beliefs, values and understanding of truth in the surrounding conventional society.By contrast, IMS represents Montessori teaching as a scientific way of being to bring about the child’s true nature as Dr. Montessori discovered it in 1907. This true natural type is committed to infinite, eternal, and absolute laws of nature, which do not vary according to personality or culture. In 2003, a special technology emerged to greatly simplify the practice of this true natural Montessori teaching in a highly objective and reliable manner. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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Choosing your Type Human nature makes it relatively easy and logical to choose the conventional types of Montessori teaching, following either personality (AMI) or culture (AMS). However, neither of these types led to the child’s true nature. Happily, you can now also choose the true natural type of Montessori teaching (IMS) if you wish to faithfully follow the way of being that allowed Dr. Montessori to discover the child’s true nature in 1907. True Natural Montessori Teaching Dr. Montessori’s original experiment and research with children offered hope for a whole new education, and the emergence of a new humanity of perfect peace, order, and harmony in the world — all of this based on Montessori’s breakthrough discovery of the child’s true nature in 1907. Discovery of the Child’s True Nature Dr. Montessori discovered the child’s true nature by accident while observing young children in their free, self-directed activity according to an approach described before as scientific education by Dr. Eduard Seguin. Using the Seguin approach and materials he developed for this approach, Dr. Montessori found that young children came to acquire surprising new outward qualities of spontaneous selfdiscipline, love of order, and a perfect harmony with others. After 1907, she sought to instruct others in her approach, which in time came to be known as Montessori teaching. Unfortunately, since Dr. Montessori’s writings and lectures offered little practical guidance for conducting this approach, teachers were unable to fully understand to practice it to bring about its original effects. By the time of her death in 1952, Montessori teaching had significantly deviated far from its original experiment, vision and purpose. Now, Montessori practitioners limited her approach to their own ideas or those of the surrounding culture. Many therefore came to believe that her original idea of a scientific “new education” was hopelessly idealistic and impractical. Further Discovery and Research In 1969, Lee Havis began studying Montessori teaching, first as a classroom teacher, and then later through training teachers. In this way, in 1979, he discovered and came to understand how Montessori teaching actually brought about true natural being in children. Based on this discovery, he founded the International Montessori Society (IMS) to support and disseminate this exciting new knowledge to others. IMS presents Montessori teaching as a scientific way of being committed to laws of nature with children. In 1986, he started conducting a series of workshops entitled “Creating the New Education” to provide The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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specific practical guidance for this type of Montessori teaching, which he calls “true natural” to distinguish it from conventional types, committed to personality or culture, which have deviated from Dr. Montessori’s original experiment. Personality Type The personality type of Montessori teaching follows the authority, dictates and parameters of one single person on the subject, such as Dr. Montessori herself. Today, this philosophy is commonly represented by Montessori’s biological heirs and those she directly trained or authorized as her official representatives. This personality type philosophy is also carried out by those who view truth and reality from their own individual perspective, based on their formative experiences from childhood. Culture Type The culture type of Montessori teaching views the child’s true nature as determined only by the dominant beliefs, values and understanding in the surrounding culture. In this philosophy, the child is limited and defined by popular opinion in that particular culture. Here, for example, the child in America is viewed as fundamentally different from the child in India. True Natural Type True natural Montessori teaching, represented by IMS, is the scientific way of being that consistently leads to the child’s true nature that Dr. Montessori discovered in 1907. This true natural type is committed to infinite, eternal, and absolute laws of nature, rather personality or culture. For simplicity, IMS uses the term “Montessori teaching” to refer only to the true natural type, since this is the only kind that fully duplicates Dr. Montessori’s original experiment and results in 1907.In this context, the child is an unknown spiritual being and the environment is everything that surrounds this single hub child, consisting of other children, physical objects and the adult personality. By following laws of nature, your function is to remove detrimental influences around the child by controlling this environment, not the child, which then ultimately leads to the emergence of the child’s true nature. New Technology In 2003, Lee discovered a comprehensive technology for Montessori teaching, consisting of 10 techniques, 20 protocols, 3 lesson presentations and various safe words. Taken together, this technology allows you to scientifically conduct Montessori teaching with great skill, precision and efficiency. Using this knowledge, therefore, anyone can now bring about the child’s true nature in an objective, reliable manner that was never possible before. {Source: http://imsmontessori.org}
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Chapter – 12 Montessori Curriculum (Syllabus) Q # 98: Ans:
What is Montessori Curriculum? Montessori curriculum emphasizes learning as a process that cannot be determined by a child's
age. Instead, learning is a process that is determined by the rate and speed at which a child can acquire one skill before moving on to another skill. {Source: http://study.com/academy/lesson/what-is-montessori-curriculum.html} The Montessori Method of education is consistent with the idea of mindfulness. The flow of the individual presentations requires the attention of the child and the adult to be focused on the immediate present. The built-in control of error in the Montessori materials and activities consistently bring the child’s focus back to center. The three-hour Montessori work cycle supports the development of increased periods of focused concentration. Being mindful requires the child to be fully aware sensorally. The Montessori sensorial lessons and activities serve to isolate each sense so that it might be fully explored and internalized by the child. The terms ‘rough’ and ‘smooth’ or ‘sweet’ and ‘sour’ take on different meaning in the Montessori environment as the child explores and makes fine distinctions in gradations of sensorial exercises. (Lillard) Beyond the immediate preparation of executive function, Montessori education is preparing the child not just for school, but also for life. Exercises such as ‘The Silence Game’ and ‘Walking on the Line’ help the child to focus his thoughts inward and be aware of his body within the space of his environment. It helps the child become fully conscious of his surroundings. This consciousness of self and others develops into Montessori’s lessons of Grace and Courtesy. Through modeling and proactive guidance, children become mindful of how their actions directly affect those around them. (Lillard) In fact, “Every exercise involving movement where mistakes can be corrected…is of great assistance to a child…Our children become agile by learning how to walk around various objects without bumping into them.” (Montessori) Walking on the line also teaches purposeful movement, not unlike the practice of Yoga or Tai Chi. In fact, many Montessori classrooms incorporate either yoga or Tai Chi into their daily routines. The simple movements of both practices incorporate the ideas of self-monitoring and planning. The focus is on the behavior of the individual and comparisons are only made to the movement towards a goal, not to the achievements of others. Through repetition of movement, improvement is made. These same statements about non-judgmental behavior and repetition can said about the Montessori environment, exercises, and materials. The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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Those who are interested in incorporating mindfulness into their teaching practices would be well served by considering those practices found within the Montessori environment. (Lillard) Meaningful, conscious work that incorporates both mind and body with increased periods of profound concentration provide a child with a grounding that prepares him well beyond the classroom walls and sets him on his way to a purposeful and fulfilled life. {Source: https://montessoritraining.blogspot.ca/2012/05/what-is-mindfulness.html}
A. Infants It may seem laughable to discuss the curriculum of an infant, but if you think about the development cycle of the child, you will agree that it begins at birth. Therefore, Dr. Montessori has wonderful recommendations for children under the age of two. The Assistant to Infancy Guide is trained to assist families and children in different capacities. One is to help families prenatally in setting up a home environment that will meet the needs of both the infant and family. I would have loved for a Montessori guide to visit my home and help me figure out how to prepare for my first child. At almost 40, I was nervous that I didn't have the nesting gene. Another infant environment is a “Nido” (Italian word for ‘nest’). The Nido has a trained guide with support staff that work with up to eight infants. Both the home environment and Nido environment have specific areas designed by Dr. Montessori for meeting the needs of the developing infant: sleeping, eating, physical care (changing), and for doing work. WBMS does not have a Nido program, but the first one in Minnesota was recently opened by our neighbors at Oak Hill Montessori. At White Bear Montessori, we have a Parent - Infant Community. The room is a prepared environment for parents, extended family members, and infants ages 8 weeks to 16 months to come together once a week for two hours. The natural interactions of the infants and caregivers leads to discussions that arise around sleep, nutrition, physical care, and the work of the infant. At this age, the work of the infant is centered around the development of child himself.
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B. Toddler Curriculum The Toddler Program, designed for children 16 months to up to 3 years, gives very young children the opportunity to learn and develop in several key areas. The classroom is designed with them in mind. Everything is child-sized, from the tables and chairs to the shelves, vases, plates, utensils, and even the toilets. In this environment, toddlers explore the world together, learning much more together than any of them could learn alone. The Toddler Program offers an environment rich in opportunities for physical, sensorial, intellectual, and social learning. Children spend their days learning new words, new skills in physical coordination, and new sights and smells by cutting up fruits or vegetables. Social skills are another area of challenge and growth. Children celebrate classmates' birthdays and other special occasions, learn each others' names and families, care for classroom pets and plants, and develop important skills of empathy and being part of a group. Care of Self: undressing, dressing, storing clothing, hand washing, wiping nose, cleaning shoes, and isolated fasteners on dressing frames: velcro, zipper, large button, snaps and buckles. Grace and Courtesy: handled in the moment of real life situations such as: “May I please have __________” “Thank you” or “Excuse me” “This is my work.”
a. Montessori-curriculum-toddler-food-work Care of the Environment: wiping a table, washing a table, dusting, sweeping, mopping, cleaning glass, polishing a mirror, polishing wood, watering plants, washing leaves, flower arranging, washing and hanging cloths, germinating seeds, gardening, raking, or shoveling snow. Movement of Objects: carrying, unrolling and rolling a mat, moving tables and chairs Food: preparing food, setting the table, serving, food, clean up – washing and drying dishes.
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b. Children’s House Curriculum Children’s House, designed for children between the ages of 2 ½ and 6 years, gives the children the chance to learn from each other while they play, to practice patience and compassion, to develop thoughtful leadership skills and team playing abilities. Children’s House focuses on four concepts: practical life, sensory, language, and math. c. Practical Life These activities are the essential but ordinary tasks that we are expected to perform as adults. Skills such as caring for yourself (personal hygiene and dressing); caring for your environment (cleaning and gardening); daily tasks (cooking and making work choices); grace and courtesy (interpersonal skills, apologies, complimenting, questioning and observing); and control of movement (appropriate body language and silence) are woven into the Montessori school day. Examples of practical life materials include polishing work, pouring grain, grinding coffee, apple peeling, sweeping, and so much more. Like so many Montessori activities, most practical life materials are simultaneously developing fine motor skills that will be used later in writing. Unique materials such as the Pink Tower, Brown Stairs, Cylinder Blocks , Geometric Cabinet, Geometric Solids, and Color Tablets are used to help children internalize the concepts of size, shape, weight, touch, sound, color and taste and also act as a prelude to math and language. In addition, the signature hands-on Montessori materials for learning include musical instruments, tasting and smelling bottles and touch boards. Each set of materials focuses on one physical quality of a property, which helps the child to classify and distinguish things that we perceive as abstract. Sensory materials also refine a child’s small and large muscle coordination. These sensory-focused activities help prepare children for the concepts found in academic subjects, such as math, reading and writing. Learning letters, reading, writing, phonics and vocabulary are an important part of the Children’s House curriculum. Students will learn through activities such as the Sound Game, Moveable Alphabet, Classification Cards and Sandpaper Letters. Language activities begin with simple conversations about the animals and objects in our environment, enriching the vocabulary. Following this, children start down the path of The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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spelling and writing by making sound and letter associations through activities like letter tracing and sound games. Then, because it is easier to write a word that you have in mind rather than to decode a word somebody else has written, the children begin writing short phonetic words with the Moveable Alphabet, progressing to creating longer words and then sounding out words others have written. As the children become fluent readers, they begin to explore the function of words in a sentence. At this point they also begin writing stories and reports, both with the small Moveable Alphabets and in their own handwriting.
C. Mathematics Montessori materials first isolate aspects of number and then progress through the basic operations: addition, subtraction, multiplication, and division including fractions. Number skills such as quantities of 10, counting numerically and skip counting up to 1000, recognizing and writing numbers up to 9999, decimals and arithmetic are honed through games, counters, Golden Beads, Spindle Boxes and Number Rods.
As with all Montessori curriculums,
mathematical concepts and facts are taught through hands on play. Other subjects such as geography, music, biology, art and history are intertwined in the other areas through the use of concrete materials, but also overall in all other areas of the classroom. Skills introduced include: globes, land and water formations, flags of the world, climates, life cycles, animal classifications, days of the week, timelines, family tree, movement, rhythm, drawing, painting, mixing colors and cutting simple shapes.
D. Elementary Curriculum The Elementary curriculum, designed for children ages 6-8, consists of a series of lessons that open up the different areas of study: the story of the universe (geography), the coming of human beings and their accomplishments (history), the coming of life (biology), and the development of language and numbers. In Elementary, children begin to understand their place in the universe. The Elementary curriculum also includes a second language, art and physical education.
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a. Practical Life Practical life, which was a separate area in the Children’s House, is now integrated with the day-to-day care of the classroom and its inhabitants. Tasks may include preparation of snack and daily meals and watering of plants and care of animals. Elementary children dust the shelves, organize and straighten the materials, sweep and vacuum, and keep the classroom neat and clean. At this age, the children also begin to focus on a number of core subjects. Unlike traditional schools where the subjects are broken into separate and distinct blocks of time, these subjects are often interconnected within the course of a child’s day.
E. Geography and Science Composition of the earth – air, land and water, maps, land formations, latitude and longitude, human geography and cultures, politics and economical structures, physics – states of matter and gravity, the periodic table, magnets, seasons, the atmosphere and temperature.
F. Biology Plant needs, structures, classifications and cells, animal needs and classifications, vertebrates, invertebrates, ecology, human development, observation and care of living organisms, interdependencies.
G. History Historical timelines of the Earth, ancient civilizations, human needs, measurement of time, phases of history, world history, United States and Minnesota history.
H. Mathematics Numbers, numeration, place value, operations, whole numbers, decimals, fractions, properties and rules, percents, squaring, cubing, roots, graphing, statistics, probability, rounding and estimating, geometry, lines, angles, polygons, perimeter, area and volume.
I. Language History of written language, word study and analysis, grammar, parts of speech, story structure, sentence analysis, the writing process, creative writing, spelling, handwriting, cursive, literature,
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book making, poetry, drama, novels, short stories, authors, spoken language, reports, speeches, debates and computer literacy.
J. Second Language Learning a second language helps children not only develop language and literacy skills, but cultural and interpersonal skills as well. Emphasis begins with listening, pronunciation and reading skills in the second language, followed by exploring grammar and reading and writing longer pieces. Montessori curriculum uses songs, poems, geography and history to help hone second language skills such as: simple verbs and conjugations, constructing and reading stories, geography, holidays, idioms and ties with American culture and language.
K. Music Montessori music is focused on singing, movement and improvisation, solo and ensemble performance. Reading and writing music are skills which are also taught. Each year, all students perform in a class play. Musical skills children learn include: clapping and body percussion, musical games and dances, singing in unison, rhythm, melody, instruments, musical production, direction and performance.
L. Art The study of art history connects students to the ideas of the whole human family – Montessori curriculum believes that art is a tie that binds all humans throughout history and the world. Art skills include: drawing, painting, sculpture, color theory, design, art history, clay, bookmaking, weaving, collage, print making and basic art appreciation
M. Physical Education Movement and kinesthetic play are core themes within any Montessori school. Through the use of their bodies, students learn all other skills. Care of self is also one of the main messages carried through the Montessori curriculum, and through physical education students not only learn about themselves, but about others and the world around them. Core physical education concepts include: ball work, team games, individual exercises, yoga, fitness and conditioning, sport skills and strategy, square dance, folk dance, group games and cooperative activities. {Source: http://www.wbms.org/blog/what-is-the-montessori-curriculum}
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The Foundation of Montessori Curriculum Maria Montessori was a respected expert on child development. Her ideas and practices emphasized that every child goes through a unique development process and is a unique individual that can learn in line with his or her capacity. It was Montessori's belief that knowledge requires more than simple memorization of educational material. Montessori insisted that knowledge should be made specific enough so that any child of any age can understand. She developed a method and series of materials that can be integrated into the classroom setting. Montessori curriculum is different from traditional classroom curriculum that focuses on children learning the same thing, at the same time, in the same way. Montessori curriculum emphasizes learning as a process that cannot be determined by a child's age. Instead, learning is a process that is determined by the rate and speed at which a child can acquire one skill before moving on to another skill. This is why it is not uncommon to see mixed-age groupings in Montessori classrooms, where a 2-year old may be in the same classroom setting as a 4-year old, based on developmental ability.
The Principles of Montessori Curriculum The Montessori curriculum has been supported by many as an ideal learning environment for children from primary to elementary grade levels. Currently, there are over 4,000 Montessori schools across America. These schools adopt most of the main principles of Montessori education:
1. Children are to be respected for their individuality. 2. Children have an intrinsic, or natural, motivation to learn and will do so if given the right resources and opportunities in the classroom. 3. The first six years of a child's life are the most formative. 4. Adults in the classroom are merely facilitators and observers of learning; children have the ability to direct their own learning without interference from adults. 5. Rote memorization of material does not nurture a child's individual skills and abilities and, in fact, inhibits, or reduces, them. 6. Emphasis is placed on early childhood development. During this period, children are exposed to Montessori methods and practices that are continued well into the primary years of school. It is during the early childhood period that children's minds are the most adaptable to learning new information.
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The Specialty of Montessori Classrooms According to Montessori practices, children are allowed to choose their work instead of the teacher choosing the work for them. An effective teacher in the Montessori classroom serves more as a guide, whose responsibility is to observe children during their periods and assess them according to mastery. By observing children's behaviors, the teacher is able to identify what motivates them. With this in mind, the Montessori classroom provides a child-centered setting, in which mastery of certain ideas is emphasized without placing unnecessary limitations on the child. The Montessori Method is designed to make the learning environment a meaningful experience based on children's natural desire to learn. With this in mind, the classroom setting is prepared with materials appropriate for the students to explore at their own leisure, based on their interests. This motivates students to want to learn by exploring their immediate surroundings and resources. Montessori students are measured according to whether they have mastered the skills necessary to complete certain tasks. If a student does not demonstrate mastery, he will not advance to more complex activities until he has achieved mastery. Unlike the traditional school curriculum, Montessori curriculum focuses on a child's developmental readiness to learn new material rather than assuming all children should learn the same material based on grade level expectations. {Source: http://study.com/academy/lesson/what-is-montessori-curriculum.html}
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Chapter – 13 Montessori Approach to Discipline Q # 99: Ans:
What is the Montessori approach to Discipline? A Montessori approach to discipline consists of a delicate balance between freedom
and discipline. Like any part of Montessori education, it requires respect for the child. The concept of discipline is one that cannot really be examined in isolation. It is inextricably linked with many other developmental areas and philosophical ideas. These include obedience, freedom, and the development of will. When discussing the idea of discipline with parents I always ask them first to consider what obedience means to them. So take a minute to consider what it means to you – jot down some key words to help you to crystallize your understanding of obedience and its interrelated subjects before we examine what Maria Montessori had to say on the topic. “The basic error is to suppose that a person’s will be broken before it can obey; meaning before it can accept and follow another person’s direction. When people have fully developed their own powers of volition and then freely choose to follow another person’s orders, we have something very different. Will and obedience then go hand in hand in as much as the will is a prior foundation in the order of development; and obedience is a later stage resting on this foundation. It shows itself spontaneously and unexpectedly at the end of a long process of maturation.”Maria Montessori If we break down this statement, into key points we see that:
a child cannot obey unless they have developed their will obedience is not something that can be controlled by the adult development of will comes first, obedience comes later obedience relies upon will power being built up, not broken down
So if we can’t control the child’s ability to obey, then who does? “The child’s actions in the first period of his life are controlled by the horme alone until the end of the first year.” The horme is the child’s inner guide (in animals this is called instinct, it is there to ensure survival). Dr Montessori goes on to say that “Between the first and the sixth year this aspect becomes less marked as the child unfolds his consciousness and acquires self-control. During this period the child’s obedience is closely connected with the stages of ability that he happens to have reached. Hence we first have to know whether the child’s obedience is practically possible at the level of development he has reached.” As the child gets older, we can expect more of them because they have more self-control. It is a maturity thing. It helps to think of obedience as a skill like swimming. The older a child is, the more likely that they The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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will be able to do everything that is required to swim safely by themselves. In the same way, the older a child is, the more likely that they will be able to control their will enough in order to obey. We wouldn’t think a child was being naughty if we told him to swim and he couldn’t. So a child isn’t being naughty if we ask him to obey and he can’t. He needs to have control over his will, if he is to obey. And if the child does not have control over his will? “Before the child is three he cannot obey unless the order he receives corresponds with one of his vital urges.” “If the child is not yet master of his actions, if he cannot obey even his own will, so much the less can he obey the will of someone else.” So we as parents need to understand that:
The child under three cannot obey unless the order corresponds directly with his inner guide. This is important – it protects the child’s development from being swayed off course by our interference. It is nature’s way of making sure that every child will have the opportunity to learn
and experience the world around them, so that they may develop into adults. This means that when we ask a child to do something that is in conflict with his inner guide he will not be able to comply willingly. We can force him or coerce him into obeying, but it will not be true obedience and may be harmful to his development.
This is corroborated by many people besides Dr Montessori. “Each human being has marvelous self-regulating mechanisms that are frequently prevented from working because of our interference in vital processes.” Understanding the Human Being, SilvanaQuatrocchiMontanaro “Children will do what they dislike if they are scolded. However, if they do not have the desire to do it, it will not develop into an ability. When a child has the desire, the ability will become internalized.” Ability Development from Age Zero, Shinichi Suzuki “Even if we mean well by our children and are convinced that we know what is good for them, getting them to do our will does not constitute doing them a favor.” Raising Curious, Creative, Confident Kids, Rebeca Wild “Actually it is useless to depend upon scoldings and entreaties for the maintenance of discipline. These may at first give the illusion of being somewhat effective; but very soon, when real discipline makes its appearance, all this collapses as an illusion in the face of reality.” The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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The Discovery of the Child, Maria Montessori “The idea of painless, non-threatening coercion is an illusion. Fear is the inseparable companion of coercion, and its inescapable consequence. If you think it is your duty to make children do what you want, whether they will or not, then it follows inexorably that you must make them afraid of what will happen to them if they don’t do what you want.” How Children Fail, John Holt
We also need to understand that young children are programmed to do whatever it takes in order to satisfy their inner needs. These are not willful acts of brazen disobedience! The child’s needs are determined by his inner guide, and he is bound by his very nature to do everything he can to obey that inner guide, even if it means disobeying his beloved parent. So we are left asking ourselves how we can establish limits without inhibiting our child’s natural and necessary development. How do we help our children to develop their will, so that they might be able to obey? Discipline is not what we do to our children; it is how we assist our children to gain control of them. “The first idea that a child must acquire in order to be disciplined is the difference between right and wrong.”The Discovery of the Child, Maria Montessori We help children to understand this by being consistent, by setting boundaries, by communicating in positive terms, by not apologizing for enforcing boundaries, by providing lots of opportunities for the right choices and limiting the possibilities for wrong ones. Children learn discipline through working alongside others and being part of a group/family. Logical discipline, not arbitrary rules imposed by others. “Those who want to participate in group work must accept the discipline of the moment, without which the group would not be able to function.” Raising Curious, Creative, Confident Kids – Rebeca Wild We need to be conscious of giving the child the right amount of freedom for their personal and individual needs. This is where most people make a mistake in thinking that when Montessori speaks of freedom, she means that the child is able to do whatever he feels like. “To let the child do as he likes when he has not yet developed any powers of control, is to betray the idea of freedom.”The Absorbent Mind, Maria Montessori The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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So we only give each child, the amount of freedom that they can handle. Sometimes this corresponds to their age, but some children need large amounts of structure and order balanced with small amounts of freedom. “Externally imposed structures remain minimal for what a particular child requires, so the child’s personal control is maximal for what that child can handle.” Montessori, the Science Behind the Genius, Angeline Stoll Lillard
Importantly, limiting freedom does not equate to controlling our children’s choices. It means simply, that we structure the child’s environment to support his ability to make appropriate choices. As an example...My first child, as a toddler, was consumed by the desire to push buttons. He would spend hours in front of our stereo system turning it on and off, on and off. The washing machine and dishwasher suffered a similar fate. Once he discovered the remote control that too joined his evergrowing repertoire of button-pushing! He was not content with simply pushing a button – he delighted in seeing something happen when the button in question was pushed – hence giving him an old remote with no batteries did nothing to satisfy his need. He was simply unable to curb the impulse to push buttons, and would not be swayed from his purpose. We could have spent the better part of a year yelling, smacking, fighting and arguing with him. Instead we chose to support his need to experiment in this way and learn about operating the machines in his environment by inviting him to push the buttons for every machine, every single time we were going to turn something on or off. This eliminated the conflict over unnecessary button-pushing (which we were concerned about, since let’s face it, a remote control is only designed to be used a few thousand times in its life, and ours were fast reaching their use by date!), and gave him both the opportunity to push the button and contribute to our family life in a real and meaningful way. He would joyfully leap up from whatever he was doing to push any button at our request – and in turn, the random button pushing lost its appeal. We must structure our environment in order to support the development of a disciplined will. “We must provide environments for children in which their “human plan” can realize itself. Our question is therefore how we can avoid conditioning from the outside and promote an optimum process of maturing from the inside.” – Raising Curious, Creative, Confident Kids, Rebeca Wild “Rather than try to correct the visible signs of a deviation from normal development, the adult needs only to offer, in an interesting form, a means for the intelligent development of the norm.” The Absorbent Mind, Maria Montessori
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We need to remember to help our children to help themselves. Independence leads to strong, positive will development. Learned helplessness is the enemy of discipline. “He who is served instead of being helped is in a certain sense deprived of his independence. Everyone knows that is requires much more time and patience to teach a child how to eat, wash and clothe himself than it does to feed, bathe and dress him by oneself. The one who does the former is an educator, the latter a servant.” The Discovery of the Child, Maria Montessori In conclusion...we give our children the right amount of freedom for their level of development, within limits that are not too constricting. We help them but don’t do things that they can do for themselves. We use words, or actions, but not at the same time because the child can only process one or the other. We encourage independence which leads to self-control, which leads to discipline, which allows the child to reach the third level of obedience. (Source: http://montessorihomes.blogspot.com/2011/04/discipline-montessori-perspective.html)
The difference between Freedom and Discipline Discipline and freedom are almost always regarded as antonyms. To discipline means to control; to be free means to be free from any controls. It shows that both concepts are indeed opposite to each other. However, under a Montessori environment, they are considered complementary as they are viewed the two sides of the same coin. One might ask how these two concepts, freedom and discipline, very opposites at first sight, could be equal? To answer this paradox, we have first to see how Dr. Maria Montessori defines and understands these two seemingly contradictory words in her so special approach to education.
The Anti Montessori’s definition of discipline When I entered the school system “long time ago”, discipline played a major role. There was no freedom: the class was structured and we, children, sat at a specific desk one behind the other in a row. The teachers were very strict and it was forbidden to talk to one another. If you were caught talking or acting silly, the teacher would hit your hand with a ruler or make you stand in a corner facing the wall. I vividly remember these experiences. The teacher was there to tell us what work to do and we did it. We were not given a choice. When my three children entered elementary school after some time spent at Montessori, it had change from harsh discipline to more freedom and socializing. There was still not a choice of activities.
The Montessori’s definition of discipline The Montessori meaning of discipline is not the kind of external discipline that is something the teacher does to control or command the child, for "listening doesn't make a man". Rather it is the child who internalizes the rules and feels that he/she is responsible for his/her acts. This is an "active discipline" attained when the child is "the master of himself and when he can, as a consequence, control himself when he must follow a rule of life”. Thus for Montessori, her definition of discipline is interchangeable for words like self-discipline, self-control, self-motivation, responsibility to the environment , selfinitiated tasks and way to independence. All children have an inner discipline, which is developed by the freedom of the Montessori environment. The role of a Montessori director/directress is therefore in The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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helping the children to develop this kind of discipline through activities that are according to their inner needs because "the fist glimmerings of discipline have their origin in work.
The Montessori’s definition of freedom (liberty) Very often people think of freedom as “doing what we like” which is not the case with authentic Montessori education. One day, a lady visited Dr. Montessori's school. She thought that in the school the children did what they liked as the school was known for its freedom. A little boy gracefully told her that "it is not that we do as we like, but we like what we do.” This is a vivid example of what real freedom is. Children learn best in an atmosphere that combines freedom with self -discipline. True freedom cannot exist without self-discipline and the development of skills for independent thought and action. Freedom in the Montessori classroom means free to do what is right. The child and the teacher work together in a prepared environment to build a community. The child learns to respect the rules. Choice is given for the child to choose his own activity. The outcome of this freedom is self-discipline, concentration individuality and social interaction. “The child does not perform a task because it gives him/her pleasure but he/she finds pleasure in the task he/she decides to do.” The task has become such a joy to the child that he/she almost forgets about him/herself even material rewards have no influence on him/her. EM Standing in Montessori, her Life, her Work, elaborates on this idea by saying that it is not just thinking and/or doing what we like that makes us free but thinking and/or doing what is true. As Goethe wrote, "The invaluable happiness of liberty consisted not in doing what one pleases and what circumstances invite you to, but in being able, without hindrance or restraint, to do in the direct way what was right and proper”. Three weeks ago, during a teaching practice visit, I observed a 4-year-old girl choose a binomial cube. She carefully brought it to her table. She tried several times to put it back together without any frustration. She was absorbed in self-discipline and gave a big smile when she completed her task. The Montessori environment allows freedom and discipline to work in harmony. The child who has this kind of freedom no longer relies on external incentives but can choose freely how to behave and what to do or what not to do. Not only does the child can choose freely but also he/she obeys the internal guide to "follow the long and narrow path toward perfection". This child has now become "master of his own home".
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Discipline and Freedom as the Two Sides of the Same Coin After we have looked at the Montessori definitions of discipline and freedom, it is not hard to realize that they underlie the same concept and that they are equal. There is another way to look at this irony: "To be free means to be in control of self (self-discipline).” The child no longer wastes his/her energy on aimless activities and become agitated by them. Rather, he/she freely chooses the work, and enjoys it so much that he/she becomes so concentrated in it that any other stimuli around passed unnoticed. This kind of concentration arises actually from the “freedom of choice”. The child chooses a task among the many others prepared by the director/directress and has become absorbed in it so to perfect it. It is when the child is so absorbed in the task that real discipline emerges. As Dr. Montessori puts it herself: "The first dawning of real discipline comes through work". In addition, E.M. Standing also suggests "true liberty of choice is bound up with the power to think and reason -every act of choice being necessarily preceded by an act of the intellect, i.e., a judgment ". Imagine a child, who thinks thoroughly and uses his /her judgment before every act, we would describe him/her as a disciplined child. E.M. Standing tells us that this child not only is a disciplined child, but he/she also enjoys true liberty of choice! Indeed, freedom and discipline are the same! It is almost not possible not to talk about the will and obedience in inquiring on the relationships between freedom and discipline. First of aft, we have to realize that freedom is crucial in the attainment of true obedience. It is a “willed obedience” that is freely chosen by the child but not forced”. Will and obedience go hand in hand together: a child's ability to obey depends on the development of his will power. Therefore, we have to strengthen a child's will in order for him/her to obey or to be in control of him/her-self i.e., self disciplined.
The Discipline and Freedom in a Montessori Environment This was how Dr. Montessori described her classroom: "Despite their easy freedom of manner, the children on the whole gave the impression of being extraordinary disciplined". This depicts what a Montessori classroom should be like. For the doctor-essa, the children were so disciplined and responsive to the teacher's instructions that the teacher almost felt responsible for every word she said. Unusual enough, this kind of discipline or responsiveness does not keep the children from behaving and acting on their own impulses. It is also not obtained by any external means. So what are these means? The prepared environment is one of the answers. It is important to note that the Montessori approach has been “defined as one which is based on Freedom in a Prepared Environment”. There are some limitations in a prepared environment: only the good activities are encouraged because they lead to: “order, harmony, self development and therefore to discipline”. A prepared environment is one that contains motives for activities and gives children independence. The teachers are only “passive observers” and providers of the right materials,” there should be no direct influence exerted to the child”. The Montessori prepared environment provides activities and materials, which motivate the child’s interest and inner concentration which results in natural self-discipline. The fact that the child makes their own choice in their activities allows for independent learning and satisfaction. And only those materials that bring about concentrated self-activities and natural development can find their way in the Montessori classroom. However, the materials will be taken away if the children do not The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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choose them even though they are well prepared. This shows how the children have their part in choosing the materials. I observed a boy (3 years old, I think) choose the pink tower. He randomly placed down the blocks and as oblivious to the other children working at their own activity near him. He patiently put the tower back together and went on to another activity. I saw “freedom’’ and “discipline working together in this child. Another thing to be considered in a prepared environment is the collective interest because “the liberty of the child should have as its limit the collective interest; as its form what we usually consider good breeding.” Little Jimmy has all the freedom in the classroom to choose whatever activities he likes but when his behaviors might offend or hurt others, he will surely be intervened and stopped. Dr. Montessori makes it so clear that “every act of true choice is preceded by an act of judgment”. The children “can work only in the materials we give them” And they are allowed to choose the materials that are already known how to use; so that the children can follow their natural needs and grow both mentally and psychically.
Essential Limitations The little Maurice knew how to cut on the line, but one day, he decided to cut his buddy’s hair with a pair of scissors. Glancing that, the directress immediately disciplined (controlled) by stopping him. Dr. Montessori would probably do the same: “Never place the apparatus free at the children’s disposal until they are ready to use them”. Should you be ever ready to cut your friend’s hair? However oppression it may sound, what the directress did, was actually appropriate. As it is stated: “Each piece of material is designed to achieve a particular end (and) liberty is the faculty of choosing means to the end desired”. Maurice’s misuse of the scissors (in the classroom) would not lead to development at all and should be stopped. Limitations like this kind do not “represent a form of slavery but rather a help.” The Montessori teacher shows the child how to use the material before the child can choose the activity of choice. The child will become focus on the use of the material and will use it properly with respect. Thus the teacher has allowed the child to be free and as a result the child will become self-discipline. When the child has completed his task using his own abilities, he shows the teacher and asks if it is done right. It is important at this moment for the teacher to encourage the child to work independently with harmony of freedom and discipline. “The child does not want to be told what to do or how to do it-he defends himself from such help.” Choice and execution are the prerogatives and conquest of a liberated soul. For development to occur, the appropriate use of the material must be applied. Two-year ½ old, Yonie always chooses the pouring activity and he repeats this over and over without becoming tired. He might not be able to tell you why he picks this activity but in fact, his needs are expressed by his choices. Yonie needs to better coordinate his hands at this present moment of life and be prepared for other works which he will come across later on. This is what he E.M. Standing calls the “inner sensibility”. According to him, the more we give opportunity to Yonie, the more sensitive he will become to his inner needs. This is when Yonie is following his needs rather than wasting his efforts on meaningless activities that development becomes promising in him. And real freedom is followed as a "consequence of development".
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Again, this can only occur within a prepared environment with the necessary limitations. The Montessori teacher knows how to deal with children who stray from acceptable behavior. He / She will offer the child another activity rather than scold him. This allows the child to continue working in a harmonious way. She will encourage the child to make his own choices and by doing this has given the child the freedom. The child will use this freedom to guide the inner discipline with in him to finish any task he has chosen. He will be satisfied and confident with himself. I use Dr. Montessori's own words to conclude: "Let us leave the life free to develop within the limits of the good, and let us observe this inner fife developing.” E.M. Standing describes discipline as the "fruit of freedom" and Dr. Montessori says that freedom and discipline "are two things that always go together, in fact they were aspects of the same thing"... and if "discipline is lacking in the class-there must be some defect in the freedom." However you might describe these two words, freedom and discipline denote the same concept and behavior behind. Freedom and Discipline may be seen as two sides of the same coin, but in the Montessori environment with the teacher, and child working together these two opposites function in harmony. “Discipline in freedom seemed to solve a problem which had hitherto seemed insoluble.” The answer lay in obtaining discipline by giving freedom. These children who sought their work in freedom, each absorbed in a different kind of task, yet all belonging to the same group, gave an impression of perfect discipline”. {Source: International Montessori Community} http://e-montessori.com/montessori-education/80-freedom-and-discipline.html
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Chapter – 14 Montessori’s Idea of Helpful Learning Q # 100:
Is Montessori Method helpful?
1. Multi-aged Grouping Children are grouped in three or six-year spans and have the same teacher for this period. The first group is called the "Nido" and consists of children in necessary daycare for working parents. This is age 0-1, or "until walking". The second group is known as the "Infant Community" and is from around one year to age 2-3. The third group is the "casa dei bambini" and is from 2.5-6 or 3-6, depending on the training of the teacher. The forth group is from 6-12, a larger age span because the children for this 6 years exhibit the same tendencies and learning habits. The emotional and physical growth is steady and the intellectual work strong. The 6 year old learns from and is inspired by children much older, and the teaching is done by older to younger as well as younger to older. This large age span helps to avoid the tendency of some teachers to overschedule and over-direct students who need ever more freedom of time-planning and research. Sometimes this age group is divided into 6-9 ad 9-12, but this is a new development and still questioned by many. The next group is the 12-15 which is, at least in the West, a more emotional time with less ability to focus on intellectual work. Dr. Montessori called this time the Erdkinder Children, and proposed a farm school with real work close to the earth. The high school years are, as in traditional schools, a time of much more intellectual work, but with a different kind of child who has been through years of critical thinking, caring for the earth and other people, and independent research.
2. The 3-Hour Work Period Aft every age, a minimum of one 3-hour work period per day, uninterrupted by required attendance at group activities of any kind is required for the Montessori method of education to produce the results for which it is famous.
3. The Human Tendencies The practical application of the Montessori Method is based on human tendencies – to explore, move, share with a group, to be independent and make decisions, create order, develop selfcontrol, abstract ideas from experience, use the creative imagination, work hard, repeat, concentrate, and perfect one's efforts
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4. The Process of Learning There are three stages of learning:
Stage–1: introduction to a concept by means of a lecture, lesson, something read in
a book, etc. Stage–2): processing the information, developing an understanding of the concept
through work, experimentation, creation. Stage–3): "Knowing", to possessing an understanding of, demonstrated by the
ability to pass a test with confidence, to teach another, or to express with ease. 5. Indirect Preparation The steps of learning any concept are analyzed by the adult and are systematically offered to the child. A child is always learning something that is indirectly preparing him to learn something else, making education a joyful discovery instead of drudgery.
6. The Prepared Environment Since the child learns to glean information from many sources, instead of being handed it by the teacher, it is the role of the teacher to prepare and continue to adapt the environment, to link the child to it through well-thought-out lessons, and to facilitate the child's exploration and creativity. The Prepared Environment is essential to the success of Montessori. There must be just the right amount of educational materials to allow for the work of the child. However, one thing that has become very obvious in our materialistic society in the west is that TOO MUCH is worse than TOO LITTLE. The basic collection of didactic materials (such as that approved by the materials committee of AMI, The Association Montessori International) has been thoroughly tested over many years and has been shown to engage the children as much today as it has, as much in the USA as in other countries. Therefore it is very important to only supplement these materials with essential books and materials that are chosen only by an experienced teacher.
7. Observation Scientific observations of the child's development are constantly carried out and recorded by the teacher. These observations are made on the level of concentration of each child, the introduction to and mastery of each piece of material, the social development, physical health, etc. on.
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8. Work Centers The environment is arranged according to subject area, and children are always free to move around the room, and to continue to work on a piece of material with no time limit.
9. Teaching Method There are no text books, and seldom will two or more children be studying the same thing at the same time. Children learn directly from the environment, and from other children—rather than from the teacher. The teacher is trained to teach one child at a time, with a few small groups and almost no lessons given to the whole class. She is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on interests and excitement about a subject. Large groups occur only in the beginning of a new class, or in the beginning of the school year, and are phased out as the children gain independence. The child is scientifically observed, observations recorded and studied by the teacher. Children learn from what they are studying individually, but also from the amazing variety of work that is going on around them during the day.
10. Class Size The most successful 3-6 or 6-12 classes are of 30-35 children to one teacher, with one non teaching assistant, this number reached gradually over 1-3 years. This provides the most variety of personalities, learning styles, and work being done at one time. This class size is possible because the children learn from each other and stay with the same teacher for three to six years. This size help to create much independent work, and peer teaching, and eliminates the possibility of too much teacher-centered, teacher-directed work.
11. Basic Lessons A well-trained Montessori teacher spends a lot of time during training practicing the many basic lessons with materials in all areas. She/he must pass difficult written and oral exams on these lessons in order to be certified. She is trained to recognize a child's readiness—according to age, ability, and interest—for a specific lesson, and is prepared to guide individual progress. Although the teacher plans lessons for each child for each day, she will bow to the interests of a child following a passion.
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12. Areas of Study Linked All subjects are interwoven; history, art, music, math, astronomy, biology, geology, physics, and chemistry are not isolated from each other and a child studies them in any order he chooses, moving through all in a unique way for each child. At any one time in a day all subjects—math, language, science, history, geography, art, music, etc.—are being studied, at all levels.
13. The Schedule There is at least one 3-hour period of uninterrupted, work time each day, not broken up by required group lessons or lessons by specialists. Adults and children respect concentration and do not interrupt someone who is busy at a task. Groups form spontaneously but not on a predictable schedule. Specialists are available at times but no child is asked to interrupt a selfinitiated project to attend these lessons.
14. Assessment There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher's observation and record keeping. The real test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning, concentration, and work. Requirements for Age 3-6: There are no academic requirements for this age, but children are exposed to amazing amounts of knowledge and often learn to read, write and calculate beyond what is often thought usual for a child of this age.
15. Requirements for Ages 6-18 Requirements for ages 6-18: There are no curriculum requirements except those set by the state, or college entrance requirements, for specific grades and these take a minimum amount of time. Students of K-12+ age design 1-2 week contracts with the teacher to balance their work, and learn time management skills. The work of the 6-12 class includes subjects usually not introduced until high school.
16. Learning Styles All intelligences and styles of learning—musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, natural, and the traditional linguistic and logical-mathematical—are nurtured and respected.
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17. Character Education Opportunities for the valorization of the personality is considered at least as important as academic education. Children are given the opportunity to take care of themselves, each other, and the environment—gardening, cooking, building, moving gracefully, speaking politely, doing social work in the community, etc.
18. The Results of learning in this way In looking at the results one must be sure they are judging a class run by a fully trained teacher. Using Montessori without this training will not have the same results. When the environment meets all of the needs of children they become, without any manipulation by the adult, physically healthy, mentally and psychologically fulfilled, extremely well-educated, and brimming over with joy and kindness toward each other.
Why people choose Montessori for their Child? In today’s crowded world of power struggles and ego trips, the Montessori Method serves as a guide to raising unselfish, self-regulated, caring human beings who are problem solvers and have the self confidence to lead successful lives by their own efforts, rather than at the expense of their fellow citizens. The world needs as many people with these qualities as possible to shift the balance away from the good-of-the-few mentality that plagues many cultures today. The world needs Montessori. Every parent has the duty and the choice of determining which qualities they wish to instill in their child. Our habits and our methods of meeting life’s daily challenges inform our children of the ‘correct’ way to live, and they carry these teachings with them into adulthood. Maria Montessori, founder of the Montessori school of thought, firmly believed that young children have incredibly absorbent minds, assimilating all that they see, hear and experience. The child self, and subsequently the adult self, is created from this absorption of total surroundings. By thoughtfully planning the environment in which children live and learn, the Montessori method provides the positive experiences most parents want their children to have in order to grow up with healthy minds, healthy attitudes and healthy life strategies. If you think it’s important for a child to…
be vibrantly inquisitive about new things enjoy the process of learning acquire fine motor skills
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develop an analytical mind work independently work without disrupting others work well with others be able to focus his/her mind on the task at hand respect others respect his/her own mind and abilities feel purposeful and valuable derive satisfaction from achievements become an independent, confident adult
Than you might wish to choose Montessori for your child.
How does the Montessori Method work? There are two main principles governing the Montessori method. The first is that teachers (be they parents or Montessori directors) must respect children. The second is that children are born with an inherent, natural love of learning. With these two beliefs setting the tone, the Montessori Method can be applied both in the home school and classroom environment. Over the past century, Montessori educators have developed an excellent set of tools and learning materials that enable children first to develop the basic skills they need to learn effectively, and then to use those skills to acquire knowledge in the areas of language, science, history, mathematics and all of the subjects considered essential to a modern education. Youngest children develop focus, motor skills, methodical habits and a sense of achievement by mastering physical tasks such as sweeping, scrubbing, polishing, and scooping. Sequencing, sorting, and problem solving are made enjoyable with blocks, models and puzzles of all kinds. Math basics begin with beads and cards and counters, and language skills improve with movable alphabets and language cards. Music and art play an important role in daily activities, and children investigate the habits of plants and animals. Older children then progress to more complex math, history, science and language arts with age-appropriate tools and materials. Throughout all levels, the child is guided to be orderly and tidy, and to help keep the classroom a good place for all of his/her classmates to work.
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The Montessori different than a typical public school program Unlike a typical public school program:
The child is the focus of the Montessori classroom, not the teacher. The child sets his/her own learning pace. Progress is not dictated by the average progress of the
class or by school board timelines. Montessori learning materials are built around controls that signal to the child when he/she has mastered a subject or when more work is needed. This self-governing learning process removes any sense of failure or public shame a child might feel in a classroom where the teacher judges and ranks students against one another. There is no need to compete, only to achieve skills for
one’s own sense of accomplishment. Direction from the teacher is only provided as needed. Beyond this the child is guided to work
independently, thus developing the ability to learn effectively on his/her own. Montessori classrooms are not laid out with desks for student and teacher. The learning environment is carefully constructed of shelves with beautiful materials that the children can
choose from throughout the day. The end goal of a Montessori education is to develop a well-rounded, excellently socialized human being with a rational, inquisitive, well-organized mind.
It is this worthy end goal that truly sets the Montessori Method apart. Unlike typical public education goals of having a child obtain proficiency in basic subjects considered to be essential by the public school system in order to receive a graduation certificate, the Montessori method focuses on the whole person and his or her need to develop habits and life skills that will serve them well as adults far beyond the classroom setting. If you attended a public school, chances are, you’ve forgotten the majority of the dates, facts and figures that you committed to memory in order to pass your finals. These particles of trivia are unlikely to be playing a major part in your present day life. But the attitudes you developed toward learning, the habits of organization you learned, the very way in which your mind was forming during your formative years is absolutely affecting the way you handle life’s challenges and opportunities today. The Montessori Method strives to produce adults who adapt to new situations, learn new skills, and interact with others in a positive, productive way throughout life.
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The Montessori Method superior to the average public school method In 2006, Dr. Angeline Lillard (UVA) and her colleagues conducted a study of Montessori and nonMontessori students in two age groups: five-year-olds and twelve-year-olds. The results of this study indicated that the kindergarten-aged Montessori children tested higher in both math and reading than the public school children, using the Woodcock-Johnson Test Battery. The Montessori students also displayed more advanced social cognition and executive control, and demonstrated a greater concern over concepts of fairness and justice. The older group of Montessori children evinced a stronger feeling of community in their school than their public school counterparts and tested higher in math and writing skills. An earlier study, conducted in 1991 by Alcillia Clifford and Carol Takacs, reached much the same conclusion. In general, Montessori students were more proficient at language arts, mathematics and expressed more positive attitudes towards their schools. This study concluded that Montessori students were more likely than public school students to complete their education rather than dropping out. The success of a Montessori school is largely dependent upon the qualities and gifts of the director and teachers. Some schools will be superior to others. Parents should actively interview and investigate any Montessori classroom to which they might be considering sending their child. Statistics like the above indicate that Montessori-educated children test higher and have better social skills than their public school peers, but it remains vital that the parent choose wisely for the individual child.
Our world needs Montessori Maria Montessori first began developing her methods in the early 20th century while she was training to become Italy’s first female physician. She was assigned to observe a ward of children who had been classified as mentally retarded by the government. These children were being raised without the benefit of outside stimuli or toys of any kind. Montessori saw that the little children were so desperate for activity that they picked up crumbs from the ground and rolled them about in their fingers, just to have something to do. Montessori spent the next few months of her life providing these children with her basic educational materials and at the end of that time, the children were able to pass national tests, and even to test higher than so-called ‘normal’ peers. Montessori learned that adults are prone to underestimate the intelligence of children in general. In today’s world, toys, games and educational materials are dumped down for the child ‘consumer’ to a never-before-seen low level. We don’t simply give a child a set of wooden blocks or a book. We give him or her flashing cartoons and flickering video games with a deafening explosion per minute. As a result, we have youngsters who are unable to concentrate, focus, play on their own, understand the rights of The Montessori Method (The 100 – Questions & Answers)bySairaAslam
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peers, or pay attention to anything that isn’t being spoon-fed to them via the dubious medium of constant, unceasing entertainment. Oftentimes, parents are shocked to discover that their children become ‘functional’ the moment they are given something interesting, useful and engrossing to do. Meaningless, adrenaline-filled boredom is replaced with purposeful activity and the child is suddenly focused and able to concentrate. Montessori materials provide that ‘something-to-do’ that children so yearn for in their quest to become helpful, recognized, active members of the human family. Concerned adults are shaking their heads over the disorganization, inequality, violence and general chaos of our modern civilization. Psychology has long recognized that our experiences in our formative years dictate a great deal of our adult behavior. The antidote to the rude, selfish adult is the loved, respected child. A system of education that devotes itself to creating a safe, positive atmosphere in which children can learn, grow, achieve, succeed, and come to respect themselves and others gets my vote. The Montessori Method is currently celebrating its centennial anniversary. Its contributions to the world – including many thoughtful, responsible, useful citizens – are ones which we can all appreciate.
The Benefits of Montessori Education Montessori education offers our children opportunities to develop their potential as they step out into the world as engaged, competent, responsible, and respectful citizens with an understanding and appreciation that learning is for life. 1. Each child is valued as a unique individual Montessori education recognizes that children learn in different ways, and accommodates all learning styles. Students are also free to learn at their own pace, each advancing through the curriculum as he is ready, guided by the teacher and an individualized learning plan. 2. Child Development Beginning at an early age, Montessori students develop order, coordination, concentration, and independence. Classroom design, materials, and daily routines support the individual’s emerging “self-regulation” (ability to educate one’s self, and to think about what one is learning), toddlers through adolescents.
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3. Caring Community Students are part of a close, caring community. The multi-age classroom—typically spanning 3 years—re-creates a family structure. Older students enjoy stature as mentors and role models; younger children feel supported and gain confidence about the challenges ahead. Teachers model respect, loving kindness, and a belief in peaceful conflict resolution. 4. Freedom with Limits Montessori students enjoy freedom within limits. Working within parameters set by their teachers, students are active participants in deciding what their focus of learning will be. Montessorians understand that internal satisfaction drives the child’s curiosity and interest and results in joyous learning that is sustainable over a lifetime. 5. Active Seekers of Knowledge Students are supported in becoming active seekers of knowledge. Teachers provide environments where students have the freedom and the tools to pursue answers to their own questions. 6. Self-Correction and Self-Assessment Self-correction and self-assessment are an integral part of the Montessori classroom approach. As they mature, students learn to look critically at their work, and become adept at recognizing, correcting, and learning from their errors. 7. Confident Given the freedom and support to question, to probe deeply, and to make connections, Montessori students become confident, enthusiastic, self-directed learners. They are able to think critically, work collaboratively, and act boldly—a skill set for the 21st century. {Source: American Montessori Society}
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Some Montessori’s Societies Links
Association of Montessori Internationale (AMI) Amsterdam, The Netherlands https://ami-global.org/
International Montessori Society (IMS) 9525 Georgia Ave # 200 United States of America http://imsmontessori.org/ American Montessori Society (AMS) 116 East, 16th Street, New York 10003 United States of America https://amshq.org/ Montessori Accreditation Council for Teacher Education (MACTE) 420 Park Street, Charlottesville, Virginia 22902 United States of America http://www.macte.org The Center for Guided Montessori Studies (CGMS) USA & Canada http://www.cgms.edu
Montessori Family Alliance International Montessori Council The Montessori Foundation USA
https://www.montessori.org Age of Montessori Montana, USA http://ageofmontessori.org/ Maria Montessori Institute London, England https://www.mariamontessori.org
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Montessori Albums The following 82 Alphabetically Presentations are available: http://www.montessorialbum.com/montessori/index.php?title=Category:Make_your_own A
E
Addition Finger Chart 1 Addition Finger Chart 2 Addition Finger Chart 3 Animal Life Cycles Association of Beads and Cards Audio Books
Baric Tablets Bead Stair Beginning Sound Sort Blank Addition Chart Blank Division Chart Blank Multiplication Chart Blank Subtraction Chart Bridge to Reading
Card Layout Cards and Counters Color Box 1 Color Box 2 Color Box 3 Color Wheel Command Cards Constructive Triangles Blue Rectangular Box Constructive Triangles - Large Hexagonal Box Constructive Triangles - Rectangular Box Constructive Triangles - Small Hexagonal Box Continents Globe Cutting Paper
Detective Adjective Game Digraph Word Lists Division Board Division Finger Chart
D
Fabrics Flag Making Fraction Skittles Free Writing with Alphabet
Geometric Solids Golden Beads Grammar Symbols Grand Layout
Hundred Board
I Spy Introduction to the Movable Alphabet
Land and Water Form Trays Layers of the Earth Living / Non-living Sorting Long Rods
Metal Polishing Movable Alphabet Moveable Alphabet with Objects Multiplication Board Multiplication Finger Chart 1 Multiplication Finger Chart 2 Multiplication With Bead Bars
the
Moveable
G
H
C
Example Lesson
F
B
I
L
M
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N
Number Cards Number Rods
O
Teens Board With Beads Tens Board The Dot Game Three Part Cards
Using a Ruler
Weight scale Word Lists Writing Fractions
U
Object to Object Matching
P
W
Phonetic Words with the Moveable Alphabet Picture Matching Printable Materials
Reading with Pictures Rhyming Words Matching
Sand Tray Sandpaper Globe Sandpaper Letters Secret Messages Sentence Pictures Smelling Jars Sound Cylinders Spindle Boxes Story Dictation Story Sequencing Subtraction Finger Chart
R -------------------------------------------------
S
Practical Life Visit website: T
Teens Board
http://www.montessorialbum.com/montessori/ index.php?title=Practical_Life
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Grace and Courtesy Gross Motor Skills Fine Motor Skills Care of the Environment Food Preparation Grooming Dressing Sewing
Arithmetical Operations Memory Work Passage to Abstraction Fractions Measurement Money
Science
Sensorial
Visit website:
Visit website:
http://www.montessorialbum.com/montessori/ index.php?title=Science
http://www.montessorialbum.com/montessori/ index.php?title=Sensorial
1.
Visual Discrimination of Size Visual Discrimination of Color Visual Discrimination of Form Auditory Sense Sense of Smell Sense of Taste Tactile Sense Sense of Temperature Sense of Weight Stereognostic Sense
2. 3.
4.
Biology Botany Zoology Human Anatomy Physical Science Astronomy Earth Science Geology Meteorology Continents Applied Science Architecture
Language
Art
Visit website:
Visit website:
http://www.montessorialbum.com/montessori/ index.php?title=Language
http://www.montessorialbum.com/montessori/ index.php?title=Art
Language Foundation Writing Reading Grammar Word Study Foreign Language Resources
Creating Art Color Art Appreciation ……………
Mathematics Visit website: http://www.montessorialbum.com/montessori/ index.php?title=Math
Numbers 0-10 Introduction to the Decimal System Linear Counting
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