Fiza Junaid

Fiza Junaid
Roll # D15072

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

Dr. Maria Montessori was One of the greatest educators of all times and is known
as founder of Montessori method and was the first one to work on the development
of early childhood education.

About Dr.Maria Montessori:

Dr.Maria Montessori was born on 31st August 1870 in Ancona, Italy. She was from
a well-educated family. Her father Alessandro Montessori was a military man, and
like whole Europe and Italy had a conservative believe towards women education
where as her mother Renidle Montessori, was a lady with liberal thoughts and Dr.
Maria was always assisted by her mother throughout her educational journey. Her
schooling was from all big cities due to her father’s military postings throughout
Italy.

Education: Despite of all opposition from her father, other fellows and society she
managed to get education in medical and science and graduated from Medical
School of the University of Rome. She was the first women physician in Italy in
1896 and holds the title of first lady doctor in the history of Italy. Dr.Maria did
specialization in Paediatrics and Psychiatry.

She was not willing to join orthodox roles such as working with children, home
making or convent offered to women of that time. Her perspective towards
education was different from the educational innovators of her time and before.
She had more scientific approach rather than traditional philosophical approach.
But afterwards she ends up as one of the world’s leading teacher of her time
because of major contribution in education.

Working With The Special Children

Dr.Maria Montessori started taught at the medical school of University of Rome.

There she got chance to work with children of working class and poor families.
Her experience there helped her shape her believe that intelligence is not rare;
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although it seemed to present itself in many different forms other than those
recognized with educational institutes.

Dr.Maria was appointed director of the new Orthophrenic School attached to the
University of Rome in 1990. Orthophernic School was previously a municipal
asylum for the “deficient and insane” children of the city.

Upon her inquiry about the awful condition of children, she was told that they are
dirty because they fight for food throw themselves on floor to catch bread crumbs.
That’s why they are given insufficient food with little hope of recovery in rooms
like prison. The first step she took there was to change the environment, patients
need purposeful activities to stimulate their senses, mind and add to their self-
esteem. She and her fellow-mates started to change the institution by dismissing
nurses and caretakers and teaching less disturbed children to help them in looking
after themselves and others.

Inspiration From Itard And Seguin

During her search from 1900 to 1901, regarding disabled children’s behaviour at
she got inspired with two French doctors of the 18th and 19th centuries: Jean-
Marc-Gaspard Itard (1775-1838) and Edouard Seguin (1812-1880). Itard was
acknowledged for his work; “Wild Boy of Aveyron”, a young boy found naked in
forest by some hunters. Boy spent many years away from his kind and thus cannot
talk and lack almost all skills. Itard research has little success, but he concluded his
work with following:

 If proper stimulation and experiences are not provided during sensitive

periods of child development, it may not take place at all.
 Improvements of handicapped children are possible.

Itard’s student Seguin further clarifies his work and was successful in developing a
methodological approach to breaking skills down into small steps. He developed
hands on educational materials such as Teens and Tens boards still used today in
Montessori education.
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The Orthophrenic School

Dr.Maria followed the idea of scientific approach to education based on

observations and experimentations. She tried Seguin’s educational method on her
patients and observes them becoming independent and verbal. She surprised the
world after two years when her patients passed the standardized exams given by
the Italian public schools. Children also learned to do daily tasks like preparation
of meals and maintaining the environment of school. This achievement showed her
new path; and new question came to her mind “what kept normal children back” in
exams.

People started referring her as reformer. She suggested that if she can achieve these
results with disable children why schools should be able to achieve them with
normal children. She was destined to prove that children were born with an
intellectual potential, which were not fully developed because of traditional
schools. She wanted to prove this but unfortunately Italian ministry of education
didn’t allow her.

Later in 1907, she was offered position of medical director at a day care centre
organized for working class families’ children too young to go to school.

CASA DEI BAMBINI (The House Of Children)

Casa dei bambino (the house of children) was a day care centre established in
1907. There was only one teacher not trained enough to handle 50 children aging 2
till 5 years. Most of them were aggressive, impatient and cranky. Dr.Maria used the
same strategy that she used at Orthophernic School, and taught older children first
so that they can help in daily activities and provided them the hands-on materials
of perceptual discrimination and puzzles and eye-hand manipulative exercises used
earlier for mentally disable children.

She got surprised when normal children responded much more positively. She
observed that there is no need to struggle with normal children to engage them in
certain activity; they themselves are naturally attracted towards her work. She
introduced daily exercises to children in which children of 3 to 4 age were taking
great interest. This builds up their confidence and self-respect and they become
independent in their chores.
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She believed that Children like to learn on their own. They are capable of learning
other things such as numbers, and have the ability to choose their activities and
work. Dr Maria insisted that it is the educator’s job to assist in natural process of
learning.

Worldwide Response

After Casa dei bambini’s popularity, Dr.Maria became the interest of leaders
and scientists around the world and was highly praised for her work. The amazing
thing was that her first model; Casa dei bambini was duplicated everywhere which
was a golden hallmark. Her methods can be applied very well in the most
systematic ways in educational settings. Around the world, she was being
supported and Montessori schools were opened throughout.

The Decline And Rise In Montessori Education

In 1925 there was a huge increase in Montessori schools around the globe. But
soon Montessori movement disappeared overall by 1940 due to following reasons:

1. Sharing of knowledge declined due to lack of transportation among America

and Europe because of World War I and II.
2. Professor William Kilpatrick published a book titled Montessori Re-
examined. Americans were bothered by the facts that Montessori was a
doctor and not trained educator and also she is not American.

In America, only few schools label themselves as Montessori schools and it

became hard to find Montessori’s name in education related American textbooks at
that time. Then again in 1960s, there was a surprising revival of Montessori
movement in America and the credit of this revival goes to Dr. Nancy McCormick
who brought Montessori back in North America. Now there are thousands of
schools and Montessori organizations working in America.

Awards And Recognitions:

 She was known among world leading educators.

 Maria Montessori was pictured on the Italian 200 Lire Coin and 1000 Lire
bill.
 She was nominated for Nobel peace prize thrice.
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Lady Ahead Of Her Time

Dr.Maria Montessori is a reformer of Montessori education system and is one of

the leading educators. She believed that children teach themselves and teacher
should facilitate them instead of teaching them through traditional means, so that
they can develop their capabilities up to maximum. She was criticized for her
views regarding education at that time, but she was the one to understand the need
of Montessori schools at that time when traditional teaching was the only
preference. Her firm believes and effort convinced educationist all around the
world that Montessori education is definitely the right system of education for all
times and for all cultures as children are born on same nature. She died in 1952 in
Netherlands but is still alive as an immortal through her method that helped
children to be better human beings.

Q.2: which are the main requirements to be considered to start house of

children? How do you implement them?

Firstly we need to understand what does house of children means and why children
need to be there. In our world everything we have is according to our requirement
and comfort and if anything is not up to our requirement or size our productivity
decreases. Children feel the same way, their productivity and development is
decreased because they are in adult world where everything is according to adults
and their needs. Following are some basic problems which every child faced in
their homes. So children need a proper place where they can learn, play and get
experienced.

 In homes which are designed according to adults children feel like they
don’t belong there, they feel like an alien.
 We mostly say “no” to our children out of fear that they get hurt or can cause
damage. But here is the fact “Prohibition is prohibition, either sweet or
bitter.”
 Adults don’t have much time because of their busy routines or household
chores for supervision and providing facilitation to child. Due to which they
don’t find proper activities for their maximum development.
 Sometimes, adults offer to much help which if not required by children
because they want to do it themselves.
 They cannot access anything freely and comfortably because of the size of
everything.
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For starting a house of children some basic requirements that need to be met are:

1) House of children must contain everything according to children. Structure

of the house must give children plenty of space to children so that they can
move freely. Everything must be of child size so that they can reach easily
e.g. low shelves to place activity material, light weight, small chairs and
tables so that children are comfortable in doing activities and can move them
if they wish.
2) For outdoor activities they must have access to garden or playground.
3) Windows must start from floor so that children can look outside easily.
4) Classroom capacity must not exceed 30 students for proper observation and
full attention to each and every child.
5) Size of the classroom should be at least 25 square feet per student.
6) Cleanliness should be maintained throughout and students should be
motivated to maintain hygiene.
7) There must be complete freedom and students must be encouraged by
teachers to do activities on their own. House of school must provide
children with environment suitable for their development where they can do
anything they like.
8) House of children must have trained directress who fully understand the
needs of children.
Implementation:
Implementation of the following rules is necessary for starting a house of children.
Respect and equality: Each student must be given respect, equal treatment,
and equal opportunity for development. Children learn from us so we must
set practical examples for them to learn and respect each other.
Prepared Environment: Environment is the key factor effecting their
development. We can maximize their development by providing suitable
environment. Prepared environment means that all the material for activities
must be prepared and made accessible to children so that they can choose
activity while making full use of their freedom given by teacher.
Individual attention: Individual attention must be given to each child by
teacher. Every child is different and possesses different strengths and
weakness, different interests and perspectives. Teacher must observe every
child and should facilitate them accordingly.
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Politeness must be observed: In traditional schooling some students fear

their teachers and cannot express anything this because of lack of polite and
kind behaviour. In house of children, teachers must be polite and facilitate
children with patience. As children learn from us a lot.
House of children in real sense: students must feel that this is the house
where they can do anything. Everything must be designed according to
comfort and accessibility of children.
Parent-teacher meeting: Teachers and parents must work together for the
child’s development. Parents should know progress of their child, activities
he is interested in and his behaviour with others and in class. Teacher must
discuss each and every detail with parents, and together they can facilitate
the child.

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

Dr Maria Montessori is pioneer to work with such perspective. She observe the
child keenly, studied them scientifically. On observing any unusual behaviour she
believe it only if child repeats it. Before concluding it she look for the conditions
and circumstances under which child performed certain action, after recreation of
the act in different parts and getting the same results. Then she concludes her
observation as child’s true nature. She concluded following observations:

1. Children love to do work: She observed that when children were given
some educational material to use, they were so in to them that they don’t
want give them back even when it’s time to be placed back on shelves. This
repeated behaviour compelled her to believe that children love to do
constructive work that suits their age and developmental stage.
2. Ability to select activities: she observed that children possess ability to
choose activities on their own when in absence of teacher children took
material whatever they please and started doing the activity.
3. Inner need for freedom: When children were given freedom to work, they
work with great interest and repeat activity till they achieve mastery in it.
4. Children don’t work for incentive: Children are quite different from
adults, they don’t work for incentives or rewards unlike adults. They love to
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do work until they reach their goal and reaching their will satisfy their inner
need of development.
5. Interest leads to repetition of activity: When children find something that
satisfies their inner need, their interest develops in that activity
automatically. This interest leads to repetition of activity and ultimately to
concentration. With concentration learning takes place.

Inner urge Interest Repeatition Concentration Learning

6. Children need practical examples: Children don’t understand complexity
of situations when in developmental phase. If they see something is wrong it
will be wrong in any situation. E.g. if they were taught “say the truth” and
afterwards they see adults not speaking truth they get confused. They need
practicality and consistency in everything while learning otherwise this can
create confusion in their minds which acts as obstacle in their development.
7. Activity is essential for development: Developmental activities in certain
areas help children build their personalities. Activities that involve sensorial
concepts, language, arithmetic, art, culture are necessary for child’s
education. Dr Maria believed that these activities mobilise intelligence, will
and voluntary movements of the personality of child up to maximum.
8. Children can learn complex things: Dr Maria believes that children must
be taught topics that are considered too high for child’s learning. Children
can assimilate the complex
9. Discipline comes through freedom: Dr Maria Montessori observed that
children show traits such as love for silence, control of error, not caring
about reward or punishment, while managing their life they show
orderliness, remarkable work attitude striving for perfection. She concluded
that discipline cannot be enforced, it comes through freedom. As freedom
and discipline are two sides of same coin.
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10.Love, Respect & faith leads to obedience: She believed that obedience
leads to inner satisfaction which further leads to real development.
11.Children behave normally when give right environment: Dr Maria
observed that children show deviation from normal behaviour to destructive
and disobedience when they don’t find right conditions for developmental
process. She explained further that if child don’t find suitable conditions
he/she becomes destructive, disorderly, disobedient and stubborn this is
called deviation from normal behaviour. While in presence of suitable
conditions child behave normally and it’s called normality.
12.Children prefer “Help me do it myself”: Children wants to do things on
their own to satisfy their inner urge. Sometime adults offer too much help
that their independence got compromised. We must help them only up to
extend that they can do the task on their own.
13.Environment: Child’s development will be maximize when they can access
anything they want so she introduced new concept of child’s world with
light weight little chairs and desk, small knives, child size bowls and
miniature pitchers. This way child learns to control their movement. This
environmental engineering should be applied inside as well as outside of
school e.g. Child size toilets, low sinks, low shelves, low windows, little
garden tools, little chairs and table etc.
14.Traffic pattern of rooms: She observed that some children like to sit on
floor and some like to roam around and explore things so she prefer room
furnishing in such a way that there will be no congestion and students don’t
trip over one another or into furniture. She placed rugs for students who like
to sit on floor and perform activities.

All these discoveries led her to introduce modern Montessori method. To conclude
we can say, Dr Montessori calls upon every human being to develop the humanity
to learn from the child in order to create a healthy human being.

Q.4: What does “PILES” stand for when we talk of human development?
Discuss the physical, lingual and intellectual development taking place during
3 to 6 years of age.

Several key areas for human development can be named as “PILES”. It stands for
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PILES stand for

P- Physical
I – Intellectual
L- Language
E- Emotional
S- Social

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

First Stage
0-6 years It has two sub-phases:
0-3 years: The Absorbent mind which is unconscious.
3-6 years: The Absorbent mind which is conscious.
Second Stage
6-12 years The child has consolidated and established his inner powers
and interests in academics.
Third Stage
12-18 years It has two sub-phases:
12-15 years: Puberty
15-18 years: Adolescence

FIRST STAGE OF DEVELOPMENT: In the first stage of 0-6 years, the

personality of child is formed. The first stage is divided into two phases:

(a) Birth to 3 years: In this period child constructs his movements, language,
intelligence, memory, emotions and creativity. He absorbs everything from
his environment unconsciously. This phase is a period of construction.
(b) 3 years-6 year’s: This period the child’s unconsciousness is converted to his
consciousness through movement and exploration. During this period he
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uses his hands to explore. This phase is a period of consolidation. By the end
of this stage (6 years) child’s personality is fully developed.

SECOND STAGE OF DEVELOPMENT: Second stage is from 6-12 years and

this is a phase which brings stability in child along with growth and other changes
like calmness, happiness and self-assurance. This period along with mental
development brings strengthening of creative and artistic skills. During this time
children prefer their friends company and enable social and moral development

THIRD STAGE OF DEVELOPMENT: Third stage is again divided into two sub
phases:

(a) From 12 years-15 years: Physical and mental transformation occurs during
this period, childhood ends and puberty starts. This period is very sensitive
because child is delicate about the facts and involvements relating to his
life.
(b) From 15 years-18 years: This stage is of exploring more concentrated areas
of interest in depth. Along with physical changes it is stage of development
where independence, specifically economic independence, comes in and the
single pass in a new community life with self-assurance and right
information.

DEVELOPMENTS DURING THE AGE OF 3-6 YEARS

Age 3 Years
PHYSICAL INTELLECTUAL LANGUAGE
Can balance on one foot May name all colours but More inquisitive
for a moment. sometimes mixes up blue and questioning.
green.
Very Dextrous on Able to thread big beads and Now will recite
outdoor equipment. built 9- block high towers and name, age and
small bridges with bricks gender.
Will walk on tiptoes. Likes to paint but unable to Can recite numbers
produce recognisable pictures. up to 10 but only able
Decides what it is after painting to count 3 objects.
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Steers and runs round Can use children’s scissor Sentences are
obstructions with ease. completely
understandable but
still sound childlike.
Uses the pedals on a Holds a pencil properly Able to have simple
trike, and steers well. conversations with
others.
Will throw balls above Will draw a head for a person. Will talk to self-
head. Catches clumsily Sometimes have other features. whilst playing,
with arms or hands. mainly throughout
pretend play.
Forcefully kicks ball. Can copy a circle, a V, T, H and Wants to be read
Walk in an adult fashion a cross. favourite stories,
upstairs, even holding a again and again.
big toy.
Still puts both feet on Recites more rhymes
each step when coming and can sing some
downstairs. Likes to songs.
jump off the last step
Moves large toys about Understand and can
easily. Sits on bottom use, you, me, I, him,
with ankles crossed. her, she, he and
plurals.
Spatial awareness good. Grammar not yet
totally correct.
Age 4 Years
PHYSICAL INTELLECTUAL LANGUAGE

Bends down to pick up Skilful at holding pencils Very inquisitive,

toys with legs straight always asking
questions.
Can use ladders and will Can draw a house Loves to have a joke.
climb trees.
Better with ball games. Now draws people with heads, Likes long stories and
bodies, legs, and mostly with now also tells stories.
arms and fingers too.
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Very good on a trike. May decide what Grammar is now

drawing/painting is before it’s correct.
done.
Runs upstairs with total Can build 10-brick high tower, Can count 4 or 5
efficiency. bridges and can copy 6-brick objects, and can
steps. recite up to 20.
Runs about on tiptoes. Copies X, T, H, V and O. Can sing several
rhymes. Knows own
name, age and
address.
Is adept at running round Knows primary colours. Still confuses letters
obstructions and corners in speech, such as K
with agility with T, R with W, or
TH with F.
Able to sit cross-legged. Will recall latest
Hops around and happenings in
balances on one foot for conversations with
longer. others.
Age 5 Years
PHYSICAL INTELLECTUAL LANGUAGE

Dances More detailed drawing and Still asks the meaning

painting including surroundings. of intangible words.
Can now play all sorts of Can usually copy a 10-brick Still loves to listen to
ball games competently. step model. stories, and will use
them in play later.
Balance improved Can now draw figures with all Will now recite own
considerably. features, including head, body, name, address, age
arm, legs and face. and sometimes knows
birthdays.
Can now balance on Can count fingers. Knows more songs
either foot easily. Hops and rhymes, and
for longer. loves to sing them.
Able to walk along on a Can draw a more detailed house Takes pleasure in
thin line. including the windows, humorous stories and
chimney, door and roof. witticisms,
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Touches toes with Skilled at colouring in. great at Is increasingly

straight legs. jigsaws. articulate.
Softly runs on tiptoes. Now knows more colours and Only confuses the
Skips. Has a strong grip can match well. Excellent letters S and TH, or F
with both hands. handling of pens and pencils. with TH now.
More energetic and Can now copy a square, a
lively in general. triangle, and L, H, Y, V, X, T, O,
U, C and A.
Expert at all outdoor Can relate to the time of day
activities such as corresponding to everyday
swinging, climbing and activities
sliding.

Q.5: Write a comprehensive note on the role of teacher in a Montessori

classroom.

In traditional teaching methods it was considered that teachers play the main role
in child’s development. Dr Maria Montessori explained referring to incident where
teacher was not in class and students took whatever they need and start performing
activities on their own, that development of children depends on themselves
instead of teachers as they are mere facilitators or guide. A Montessori teacher does
not consider herself as a primary cause of learning that occurs in her students. To
understand her role clearly, there are mainly two types of arts namely; productive
and cooperative.

i. Productive Arts: This can be defined simply as “arts in which the activity
of the artist is the principle and only cause of production e.g. carpenters.
ii. Cooperative Arts: this is the arts where activity of the artist is neither the
principle, nor it’s the only cause of production. E.g. three very common
cooperative arts are: Farming, Healing & Teaching.

Teaching is a cooperative art because in teaching primary cause of learning is the

activity of learner’s mind. Montessori teacher’s role is an ideal way every teacher
should play. The role focuses on teachers as a guide, mentor and a friend.
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A Montessori teacher’s classroom practices involve;

 Preparation of the environment: One of the basic duties of Montessori teacher

is to prepare an environment according to the students need so that they can
freely choose activities of their interest. Teachers should add or remove
material related to activities on basis of usage.
 Observing the Children: Montessori teachers observe every student keenly to
analyse their progress, needs and sensitive periods. They act as dynamic link
between children and prepared environment.
 Giving lessons: Montessori teachers don’t give long, large group lessons.
They give lessons regarding simplest information required by students to do
work.
 Observing the child while he is exploring the materials in low shelves.
 Going to the child and taking consent to work with that material.
 Taking a material to a workplace with the help of the child, specifying
its place on the shelf.
 Telling ground rules for use.
 Giving a brief and live demonstration of what can be done with it.
 Leaving the child to continue himself with concentration and without
obstruction.

Primary goal of the teacher

Montessori teachers are not just a teacher who delivers lectures, but they are
facilitators, mentors, coaches and guides to students. They should focus on each
child as a person. Montessori teachers are taught to nurture and inspire the human
potential, leading children to ask questions, think for themselves, explore,
investigate, and discover. Our ultimate objective is to help them to learn how to
learn independently, retaining the curiosity, creativity, and intelligence with which
they were born.

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

1. Montessori teachers are the dynamic link between children and the Prepared
Environment.
2. They systematically observe their students and interpret their needs.
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3. They are constantly experimenting, modifying the environment to meet their

perceptions of each child’s needs and interests, and objectively noting the
results.
4. They prepare an environment meant to facilitate children’s independence
and ability to freely select work that they find appealing, selecting activities
that will appeal to their interest and keeping the environment in perfect
condition, adding to it and removing materials as needed.
5. They carefully evaluate the effectiveness of their work and the design of the
environment every day.
6. They observe and evaluate each child’s individual progress.
7. They respect and protect their student’s independence. They must know
when to step in and set limits or lend a helping hand, and when it is in a
child’s best interest for them to step back and not interfere.
8. They are supportive, offering warmth, security, stability and non-judgmental
acceptance to each child.
9. They facilitate communication among the children and help the children to
learn how to communicate their thoughts to adults.
10.They interpret the children’s progress and their work in the classroom and
parents, the school staff, and the community.
11.They present clear, interesting and relevant lessons to the children. They
attempt to engage the child’s interest and focus on the lessons and activities
in the environment.
12.They model desirable behaviour for the children, following the ground-rules
for the class, exhibiting a sense of calm, consistency, grace and the courtesy
and demonstrating respect for every child.
13.They are peace educators, consisting working to teach courteous behaviours
and conflicts.
14.They are diagnosticians who can interpret patterns of growth, development,
and behaviour in order to better understand the children and make necessary
referrals and suggestions to parents.