Break Time Observation (30 minutes)
Child 1:
At the beginning of break time, Child 1 immediately walks to the snack table, carefully taking out fruit from tiffin
bag. They appear calm, focused, and deliberate in their choices. Child 1 takes their time to peel the fruit,
engaging fully in the task. Once finished, they sit at the table and begin to eat, slowly and mindfully. Their body
language suggests a sense of independence.
At one point, Child 1 notices Child 3 sitting by themselves near the corner of the room and approaches them.
They smile and sit down next to them. It seems as though Child 1 wants to engage in a quiet conversation,
though no words are exchanged, just a shared moment of connection.
Child 2:
Child 2, on the other hand, enters the break area with an energetic bounce, immediately heading toward the
playground. They show enthusiasm and seem to thrive in a social environment. They approach a group of
children and begin playing a game of tag, running around with visible excitement. Child 2’s movements are
quick and lively, demonstrating a strong sense of physical coordination.
After several minutes, Child 2 slows down and observes others playing with a different game. They walk over to
join them, and their approach is more measured now, showing a growing interest in collaboration. Child 2’s
behavior is indicative of their adaptability and ability to shift focus from one activity to another.
Child 3:
Child 3 spends the first part of break time by quietly observing the activities of the other children from a
distance. They seem content to watch rather than immediately engage. After some time, Child 3 approaches the
group playing tag but does not join in the game. Instead, they seem interested in a playing with ball nearby.
Their body language is calm, and they seem to enjoy the solitude of this creative process.
When another child approaches them and begins to play with the ball, Child 3 watches intently, occasionally
offering a suggestion or helping to kick the ball. There is a quiet confidence in how they engage with others, yet
they do so in a way that feels unobtrusive and gentle.
Reflection:
Child 1 shows strong signs of independence and mindfulness, engaging in tasks slowly and with care,
which is characteristic of the Montessori approach to fostering concentration.
Child 2 appears to be developing social and physical skills, with an ability to shift focus between
different activities and environments, displaying energy and adaptability.
Child 3 demonstrates a preference for independent exploration, though their engagement with others is
thoughtful and considerate. They seem to enjoy solo work and are observant of their peers, offering
support when necessary.
Each child’s behavior offers insight into their unique learning styles, and it’s clear they each are engaging with
their environment in their own way, which is in line with the Montessori philosophy of individualized learning
and respect for the child's pace.
