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INTRODUCTION TO MONTESSORI
(MODULE 1)

“The goal of early childhood education should be to activate the child's

own natural desire to learn.”
Maria Montessori

SUBMITTED BY: HADIA ABDUL HADI

ROLL NO. 18327

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Question#1

Write a biographical note on Dr. Maria Montessori in

your own words.
Maria Montessori was an Italian physician, widely known as the originator of
Montessori educational System. She was the first Italian woman to receive a
medical degree. Her educational reforms have become the fundamental part
of early childhood education.

Early life
Dr. Montessori was born on 31st August 1870 to an educated bourgeois family.
She was the only child of her parents. Her father Alessandro Montessori was a
conservative military man. He was an orthodox in nature. Montessori had a
loving relationship with her father but he never supported her decision of
getting higher education. Her mother Renidle Stopanni was a liberal lady who
always encouraged her daughter to pursue her educational career.

Education
In these days, the attitude of entire Europe towards women progress was
conventional. But Maria Montessori was an excellent student who was self-
assured, ambitious, and unafraid to defy gender stereotypes. Montessori had a
great aptitude for mathematics but her father did not approve her decision. He
wanted Montessori to continue her studies with limited range of traditional
subjects.

However, with the great support of her mother she broke the gender barriers
and attended male technical school she desired. Initially she wanted to obtain
a degree in engineering but later in 1890 she continued to study mathematics,
physics and science for two years.
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In 1892, she got admission in University of Rome for further studies in the
field of medicine. Montessori, as a young woman was firm in her beliefs so she
continued her studies beside all odds. She faced prejudice from her male
colleagues and had to work alone.

In 1896, she became the first lady doctor in the history of Italy despite the
objections and reluctance from the male dominant society.

Public Speaking
Extremely pretty and well spoken Maria along with her iconic title of being the
first lady doctor of Italy made her prominent all over the country with her
powerful speeches about women, education and working environment in
Italy.

Being the first lady doctor of a country she received many congratulatory
greetings and recognition. Because of this achievement, her relationship with
her father strengthened again.

She was invited for conferences to represent Italy at the International

Congress for women’s right in Berlin. Where she delivered a speech and
advocated a most important cause EQUAL PAY FOR EQUAL WORK. She
also strongly condemned child labor in her speeches. Her excellent work gave
strength to her ideas. She was frequently invited as a guest speaker in all
Europe on the behalf of children`s rights.

Medical Practice
Montessori got an employment at the San Giovanni hospital.

Later she joined the post of surgical assistant at the Santo Spirito
Hospital in Rome. She was loyal to her profession so she always made sure
while treating her patients that they were warm, comfortable and properly
fed.
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She specialized in pediatrics and psychiatry. In 1897, as a part of her
voluntarily practice, she often visited to asylums in Rome. She found many
special children there who were deficient and insane along with mentally
challenged adults. She was terrified to see the special needs children kept in
prison like rooms under miserable conditions with no hopes of recovery.

Thus she developed a deep interest in those children with learning disabilities
at her psychiatric clinic. She was told by a caretaker that how the children love
to throw themselves on the floor to grab the bread crumbs.

Montessori quickly got the idea that they lacked any kind of physical and
sensory activity that’s why the kids were behaving in such a manner. She
realized that special education and purposeful activities could improve their
mental condition. Her achievements with the special kids enlightened her
dedication towards them and she got an immediate recognition among her
associates. This was her turning point from a medical practitioner to an
educator.

Transition from a Doctor into an

Educator
Dr. Montessori and her fellow workers continued to work with the asylum
with utmost dedication. She found that her young patients need meaningful
and sensory activities to add purpose in their lives. She decided to implement
the scientific methods of learning with different materials and techniques to
get the desired results. Meanwhile she started studying about the previous
researchers who had already contributed in special needs kids.

Montessori`s Inspiration
For almost a year, she browsed the medical libraries of Western Europe. She
was particularly inspired by Spanish and French doctors named Pereira, Itard
and Seguin. Dr. Montessori along with her team adopted many scientific
methods and philosophical approaches for the developmental needs of the
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special children which were introduced by these doctors. Meanwhile, she also
kept using her innovative ideas and explorations to help the kids in need.

The Orthophrenic School

In 1900, she was selected as the assistant director of The Orthophrenic
School (a medico- pedagogical institute). It was both an education institute
for special needs children and a training center for teachers. Her methods
began to work and children who were considered uneducable, passed
standard examination along with the normal children. After two years of
working at The Orthoprenic School, she left the school to continue her own
education but this time focus of her studies was not medicine. She selected
philosophy, anthropology, and psychology. In 1904, she joined pedagogic
school as a professor and wrote her book `pedagogical Anthropology` for
teachers.

Casa Dei Bambini

Montessori started her first school with normal children named casa the
bambini (house of children) which was inaugurated in 1907. At the beginning
there were only fifty students who were fully ignored by their parents and one
untrained teacher. Maria provided them hand on materials and introduced
physical activities of daily lives. Children showed great progress and became
more independent and efficient. Her school became famous as the model of
Montessori worldwide. This is where the Montessori Method came into being
the most effective method of modern learning.

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Question#2

Write a note on the first Casa Dei Bambini. Also

explain how Montessori Method developed there.

Casa Dei Bambini (House of Children) was established in January 1907

by Dr. Montessori. It was the first Montessori School established by Dr.
Montessori.
Over the years, Montessori developed her reputation as an educator who
could accomplish miracles with special children by created a method
for teaching intellectually disabled children. Montessori wanted to apply it to
those without learning disabilities. The opportunity came to her itself. She
was offered the position of a medical officer to run a preschool. This was
designed for too young children to attend public schools.
She was not asked to educate those children but just to look after
and keep them healthy.

Development of Montessori Method:

Modest Beginning
Casa dei Bambini was located in the worst slum district of Rome and the
conditions were horrendous and extremely unpleasant there. There were fifty
to sixty children from extremely unprivileged families with one untrained
teacher.
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Challenging Environment

Dr. Montessori had not any previous experience of teaching typical children
also she had no particular set of plans and apparatus to deal with the
challenge. But her spirits were high.
Although they were normal kids but they were rowdy and difficult to handle.
Their parents were from a working class. So the reason was ignorance and
less attention of their parents that's why they were hostile to the
environment. All of them started crying while coming to Children's House.

Montessori`s Unique Theories

Maria Montessori started experimenting with her own child-centered
educational theories in the classroom as opposed to apply traditional teaching
techniques. Because it emphasized on educating each kid according to his or
her stage of development, the Casa dei Bambini was distinctive.

Physical and Mental Exercises

Montessori began by helping the older children with daily chores. The hands-
on tools for perceptual discrimination, puzzles, and eye-hand coordination
activities that she had used with exceptional kids were also introduced. The
school was open from morning to evening. They gave them food, clean clothes,
and medical attention as she did in the Orthophrenic School. Keeping this in
mind, she created her classroom and instructional materials to encourage the
kids' curiosity and allow them the opportunities to follow their interests
within supportive bounds that may help them develop self-confidence and
focus.
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Children`s Response
The pupils in Maria Montessori's new school started thriving right away. They
eagerly explored their new classroom and improved in their capacity for self-
control and concentration. Initially boisterous, they soon calmed down into a
pattern and got engaged in the activities taking place in the classroom. They
were anxious to work on puzzles, take part in practical learning experiences,
learn how to make food, and take care of their classroom all of which continue
to be key parts of the real Montessori environment today.

Montessori`s Observation
She was amazed to observe that youngsters between the ages of three and
four enjoyed learning everyday practical skills the most. Daily exercise
increased their independence and improved their self-respect. Children made
quick progress as the discipline problem substantially disappeared.
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Response to Critics
Montessori responded to criticism that her teaching techniques excessively
rigid and academically rigorous for young children. She often says,

"I followed these children, studying them,

Studied them closely, and they taught me, How to teach them."

Teacher`s Role
When discussing the role of the teacher, she argued that it is the responsibility
of the educator to determine what each student needs an order to achieve the
most development. According to her, a doctor shouldn't blame a patient who
doesn't recover quickly enough, just as a parent shouldn't blame a child who
performs poorly in school.

Learning Materials
Even though, the kids were too young to attend public school but they were
anxious to learn more. The children were also fascinated by numbers and
mathematics related activities.

Therefore, they created a number of thorough arithmetic learning materials

that the children surprised them all by picking up on so quickly. Later,
additional resources were designed to keep up with the children's progress in
geometry, geography, history, and the sciences.
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Scientific Approach
Having a scientific bent in her mind and her medical profession aided her in
establishing the framework for her educational system on basic scientific
research and she described it as a "Scientific pedagogy." Her works depicts the
perfection of a scientist and the empathy of a cozy heart.

“My method is scientific, both in it substance and in its aim.”

~Maria Montessori~
Her work with the kids in the first Casa dei bambini served as the inspiration
for the creation of the Montessori Method.

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Question#3
Elaborate the discoveries made by Dr. Maria
Montessori by observing the child?

Dr. Montessori's Method was not perfect from the start, but she followed the
child and improved it through obsessive observation, educated guesses, and
experimentation. She discovers the true nature of the child and creates an
educational system to match.

Here are some incredible findings she made while conducting remarkable
research with the child.

Academic Materials over Toys

Montessori found that academic manipulative and materials gathered
children's interest more than toys did. She learned this soon after her first
school started when a collection of lovely and pricey gifts were distributed to
the kids by a group of well-meaning women. For a few days, the children
showed a keen interest in those brand-new gifts, but they soon switched their
attention back to their study materials. Additionally, she discovered that kids,
at least throughout the school day, preferred work to play.

Freedom and Constructive Work

She discovered that although the kids were supposed to use the instructional
materials for a set amount of time before returning them, they continued to be
eager to utilize them. Dr. Montessori was forced to assume that children like
carrying out constructive activity as a result of this continually occurring. She
watched as kids engaged in various activities with intense attention, which
caused them to become focused.
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Ability to Select Activities

One day, she intentionally removed the cabinet and replaced it with lower
shelves where the children could always access the material. Children could
choose their own activities. Dr. Montessori's evaluation was confirmed once
more by the children, who began to work even more enthusiastically and
responsibly.

Natural Motivation
Children are naturally motivated to work with a purpose if it fits with their
inner developmental demands. Adults, on the other hand, labor for incentives,
whereas children work due to their inner drives, natural motivation, and
tendency.

Children Need Order

She learned that kids require regularity and order everywhere they go. They
must have everything in its appropriate location for them to remain calm.
Similar to this, contradictory rules about behavior drop their findings, such as
how some activities are forbidden sometimes but permitted other times. A
child requires order around him since anything disorganized throws off the
young mind's natural focus, which is fresh and active.

Learning with Concentration

"A three-year-old educated according to Montessori pedagogy,
becomes a master of his hand and undertakes with a joy a
variety of human activities. These activities allow him to develop
the power of concentration."
~Maria Montessori~
According to her observation, Children could work with concentration only
when they found the right conditions.
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Purposeful Activities
Dr. Montessori says that during early childhood it is possible to rectify
any developmental errors to bring the child back to normality. The
process can be made possible only by allowing the child to work
persistently with appropriate activities for a reasonable time period.

Development in Multiple Areas

Her another discovery about the children`s behavior was that they had a
wide range of interest. That’s why she developed an amazing range of
activities and materials in multiple areas from sensory stimulation,
language and literacy, art and culture, arithmetic, science and
mathematical exercises to practical life. She never imposed children for
the selection of materials and activities rather she allowed them to
choose what they like to perform. Her stuff was compatible with their
inner needs and they felt completely satisfied with the method.

Well –Mannered
She found that the children were once stubborn and disobedient in their
early days since Casa Dei Bambini was came into being but later with
the developmental environment provided to them brought a prominent
change in their behavior. They became well- mannered and
sophisticated. She specifically called it `Deviation`.

Growth and Independency

By the time children started do things on their own. She particularly
emphasized that adult`s help should be limited. She wanted children to grow
independently.
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In Montessori classroom, teacher follow, `Help Me Do It Myself` rule and
allow to offer only necessary help.

Environmental Engineering
Montessori created the fascinated engineering environment to entire
school building. There was no traditional school stuff. She organized the
class room in child-sized world. She further studied the furnishing
patterns of the room, activity areas and all the working tools
proportionate to the child-sized. Her little efforts for comforting the
children according to their age and desires were exceptional.

Respectful Treatment
Dr. Montessori always accepted this fact that the children showed her
how to teach them. She said likewise the adults; children also have their
self esteem that should not be compromised at all. During her
educational career Maria Montessori always encouraged her teaching
staff and helpers to be respectful towards children.

Obedience and Discipline

Real obedience comes from love, respect and faith.
When the children get inner satisfaction they automatically become
obedient. She said, any form of discipline imposed by an adult in an
unsuitable environment vanishes as soon as the adult goes missing. She
believed that true discipline is when the children can move around
freely and engage their selves in productive activities.

Underestimated Children
Initially she was not interested in teaching reading and writing to those
young children. But parents of those children insisted her to start
reading and writing session for them. So she introduced the alphabet,
she witnessed the progression pace of the kids towards this activity. She
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organized some motor skills like to hold a pencil, tracing and phonic
sounds and the progress literally amazed the world. Finally Children of
Casa Dei Bambini proved that they had been underestimated for a long
time.
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Question#4
Explain Sensitive Periods and write short notes of
the following.
a) Sensitive Period for Language
b) Sensitive Period for Mathematics
c) Sensitive Period for Movement

Introduction to Sensitive Periods

This term was first used by a Dutch geneticist Hugo De Vries during his
experiment about the development of animals. Later this term is adopted by
Maria Montessori and she used it to explain important periods of
development in children which was universally observed in all human beings.
Sensitive periods are stages in a child's psychological growth. This period is a
time of limited duration. The child's capacities are extremely strong
throughout these times. The youngster is able to learn key skills like language
and movement, among other amazing things. However, these abilities vanish
after time. During this certain period, children develop both physical and
intellectual rapidly. They learn quickly from the environment and take special
interest in certain activities and repeatedly take part in them.

The most important sensitive periods occur between the ages of birth to six
years of age. Some sensitive periods start later in life. She also referred to
them as `Windows of Opportunity`. Sensitive periods are highly productive
time in a child`s life. Once these periods have elapsed, the brain never goes
back to that ripe state again.

All the learning and development in this particular phase takes place without
making conscious efforts to meet the inner desires. After that a child also feel
satisfied and feel immense joy while responding to the calls of nature. If the
urge of children doesn’t fulfill they might get frustrated and start showing
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tantrums. Hence, lack of opportunities to practice the desired things disturbs
them because they don’t require any reward from the adults.

Impositions of restrictions and inappropriate activities by adults through

rewards or punishment or by any other means do more harm than good.
Therefore, in Montessori environment the child is totally free to perform in
self- selected activities without any attraction of reward or fear of
punishment.

1. Sensitive Period for Language

(Womb to six years)

It is the most sensitive phase from 7 months of pregnancy to 6 years of age. It

involves moving from babble to single words to phrases to two- or three-word
sentences while continuously extending one's vocabulary and level of
comprehension. This period is further divided into sub-periods spoken
language, reading and writing.

Listening and Spoken Language

(Birth to 3 years)

Research shows that language learning begins even before birth. The child
begins to hear the sound during the 3rd trimester especially the language
mother is speaking. A second and third language is also learnt very easily at
this time if it is present in the environment. Active interactions are important
for children to learn a language. These early experiences are highly
appreciated for developing the brain for life time communication.

Recommended Practices

 Clear communication to children and refrain from using baby talk

because they pick up linguistic sounds from what we say.
 Communicate as much as possible. For example, giving
information about some picture or telling the benefits of eating
healthy fruits etc.
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 Reading and singing should be regularly done to improve listening
and speaking.
 Patiently allow the children to express themselves. Don’t
interrupt them.
 Try to listen attentively and respect his thoughts that will help to
grow his confidence throughout his life.
 Complex vocabulary is an important practice. Use complete and
proper words for Materials and activities that children are
performing in the class. This early exposure to the richness of
languages will enhance their presentation skills.
 Questioning is one of the healthy activities for starting a great
conversation. Let them hunt for words and organize to refine their
thoughts. Children are more intelligent than adults so they learn
rapidly if we provide them an ideal environment.

Letter, Shapes and Sound

(2.5 to 5 years)

Montessori classrooms introduce a variety of materials and activities to meet

the needs of this delicate stage. Kids are drawn to activities like matching the
sound of the letter with its shape and tracing sandpaper letters with their
fingers. Meanwhile sensorial materials, practical exercises and other materials
like `metal insets` prepare the child`s hand for writing, improve hand and eye
coordination and enhance visual acuity to distinguish between shapes.
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Sensitive period for writing
(3.5 to 4.5 years)

Kids enjoy tracing, writing, and drawing at this time. The children invest
in writing that they don’t even spare the walls of their houses.
Montessori classes are fully equipped to satisfy the natural urges of the
children during this period. These exercises set up the foundation for
reading later.

Sensitive Period for Reading

(4.5 to 5.5 years)

In this particular period, the systematic sets of reading exercises are offered
as Pink, Blue and Green reading levels. Every next level is more advanced and
complex than the previous one. Children are guided to read lessons and soon
we begin to spot independent readers in the class room.

Sensitive Period for Movement

(Birth to 4 years)

All babies between birth and two are in a “sensitive period” for movement,
or motor skills, both gross (sitting, crawling, walking) and fine (utilizing
their hands). This period is where children learn to control and connect
their movements, and is very rewarding and exciting for both babies and
their parents. Children are born with sensitivities that drive them to be
constantly on the move. They have incredible stamina to move and take
uncountable steps and jumps. They are always in a hurry to pick up the
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objects of their interest all day long. The development and coordination of
their motor skills depend upon how much they move and use their faculties.
They start to enjoy more freedom from adults and become more independent.
On the contrary, a child who has less control over his movements faces more
restrictions from adults which restrict his learning and development. This
period is further divided into two classifications.

Acquisition of gross and fine motor skills

Refinement of gross and fine motor skills
1. The Sensitive Period
to `Acquire` Gross & Fine Motor Skills.
(Birth to 2.5 years)
During this time, the child works on controlling and coordinating his
movements. Their constant zealous movements strengthen muscles; improve
hand and eye coordination, increase spatial awareness, and help in the
development of balance. The more control they gain over their movements,
the more self-sufficient they become. Remember that during a sensitive
period, a suitable environment and the freedom to work with purposeful
activities also contribute to the child's normalization. During this time,
children are growing so much physically and mentally. The sensitive period
for movement spans the development of all movement up to the refinement of
fine motor skills.
 Gross Motor Skills involve bigger muscles, such as rolling, sitting,
crawling, pulling up, pushing away, walking etc.

 Fine Motor Skills involve the smaller muscles of the hands, fingers, and
wrists, they are related to be proficient such as grasping objects,
twisting, turning with hands, holding a pencil or scissors, writing,
cutting, threading beads, etc.
During this period, the child is naturally motivated to acquire gross and fine
motor skills. Provided environment should be safe, attractive and
encouraging for the child to pull up, crawl and walk away. Picking up a ball
throwing and then chasing it can be a healthy activity. Arranging regular
outdoor visits to parks or walking along with a stroller for as long as before
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sitting in it. Add materials to enhance Fine Motor Skills which encourage
them to grasp, shake, insert, rotate and build with hands and eye
coordination. Toys and other Materials should not be noisy. Children should
have the freedom to explore. The primary focus should be on making the
environment child friendly.

2. The Sensitive Period

to `Refine` Gross and Fine Motor Skills
(2.5 to 4.5 years)
By the time, he has already acquired gross and fine motor skills but this
period takes his acquired skills to the next level of refinement. Such as he
can already walk and run but now he is interested in skipping or walking on
a line.
The child is now loves to:
 Use both hands in coordination.
 Firmly hold things.
 Walk around a mat without the edges.
 Build towers.
 Pour water from a jug without touching the rim of the glass etc .
Montessori class rooms are equipped with hundreds of Materials and
Activities for children to practice refinement of movement during this
age group. Generally they become more organize in this particular
time period.
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(c) Sensitive Period for Mathematics

(4 to 5.5 years)

Mathematics is all around us in our daily lives. From knowing our age to the
number of scoops of milk powder in a cup to more complex operations such as
a financial audit of a corporation to the calculation of a precise landing on the
moon, technology has advanced dramatically. We have the magic of
mathematics everywhere around us. The sensitive period for mathematics,
according to Dr. Maria Montessori, is between the ages of 6 and 6. During this
time, Montessori teachers formally introduce the math curriculum in early
childhood classes. Numbers, quantities, and mathematical operations
captivate children. It appears as if the child's mathematical nature is suddenly
activated. He progresses from the simple pursuit of sensory stimulations to a
more focused new interest in counting, numerals, and measurements.

Maria Montessori observed the children were enthusiastic about the ideas of
numbers and mathematical exercises while observing them in Casa Dei
Bambini. They devote themselves fully and intensely to working with the
mathematical resources she had created over an extended period of time. She
created a vast and systematic range of mathematical resources, including
counting, numerals, the decimal system, multiplication, subtraction, and
division, as well as memorization tables and other mathematical concepts like
algebra and geometry.etc

According to her a child in born with mathematical mind which she defines as
`refers to the unique abilities of the human mind` including order, exactness,
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estimation, quantification, calculation, etc. Math accomplishments among
children begin at a young age. They can distinguish between similar
environments, perceptions of nearness, farness, size, numbering one or many,
etc.

This creates a solid basis for advanced mathematics in the future. The decimal
system is the foundation of the majority of the Montessori products. There are
10 of them in order to help in the growth of the young children's minds. The
concept of measuring, order, time, counting, and exactness are similarly
introduced to the children.

According to Dr. Montessori, if mathematics is appropriately introduced to

children during this vulnerable time, they will have a lasting, pleasant
relationship with numbers. Children have a hand-centered mentality, and the
hands are the brain's primary tool. Children aren't prepared for explanations
and abstractions at this age. These days, we see that it's not unusual to see
kids despise math tasks simply because their sensitive time was wasted when
arithmetic was introduced to them incorrectly.

`Children display a universal love of mathematics, which is per excellence the

science of precision, order, and intelligent`

Maria Montessori

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Question#5

Write short notes on the following core concepts of

Montessori Education;

a) Mixed Age Group

b) Spiritual Embryo
c) Absorbent Mind
d) Prepared Environment
e) Focus on Individual Progress

(a)Mixed Age Group

Age does not determine a child's social or academic development level, and it
is actually better for kids to interact with kids of all ages throughout their
social, intellectual, and emotional growth—even as early as preschool and
kindergarten.

The mixed-age classroom is another unique aspect of the Montessori Method.

For more than a century, the Montessori Method has been renowned by
keeping kids of all ages in the same space. Children are not divided into
classes like playgroup, nursery, prep, grade 1, grade 2, etc. as in the majority
of conventional schools. There are seven levels of mixed-age Montessori
classrooms.
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 Infants (birth - 1.5 years )
 Toddlers (1.5 - 3 years)
 Early childhood (3 – 6 years)
 Lower elementary (6 – 9 years)
 Upper elementary (9 – 12years)
 Middle school (12 – 15 years)
 Secondary (15 – 18 years )

Some kids learn faster, or slower, keeping children of the same age learning
the same concepts will end up leaving some behind, and pulling others
back. Learning has little to do with age, and much more to do with how
well they absorb and interpret information, as well as their learning style.
There are numerous worth mentioning benefits of housing children in
mixed age groups according to their developmental stages. Some of them
are as follows;

Observation
Everyone must agree that children learn a lot by observing and imitating older
children. For a three year old child the presence of a 4 and 5 years old children
in the environment adds to his learning opportunities tremendously, as he can
quickly progress to the next levels of learning by imitating the older peers
and absorbing what they do in the environment. In traditional schools,
children are divided into grades; this is why they are deprived of the excellent
opportunities to learn from more experienced peers.
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Graceful Assistance
Similarly, young children learn to accept assistance gracefully and without
hesitation or awkwardness. In exchange, they tend to assist older children.
Later, following in the footsteps of their elders, they assist younger children.

Better socialization
In Montessori multi-age classrooms, better socialization occurs just as it does
in real life. In almost every aspect of our daily lives, we live in mixed age
groups. At home, work, the mall, and almost anywhere else. Children's
personalities are being harmed by segregation based on their yearly age.

Discipline
In this way, discipline improves because older children follow the code of
conduct and the younger children don’t have to be constantly reminded about
to maintain the class discipline.

Sense of Responsibility
Older children start to take responsibility of younger children. They help them
in their learning and become strong individuals.

Team Work
The dependency of other humans is reflected in human life. Every human
civilization is a complex system that involves a lot of give-and-take. Because
no one needs the same thing, in the same amount, at the same time, this is a
natural process that occurs.

Strong Bonding
Children develop deep connections with their teachers, their peers and the
environment.

To summarize, Montessori's concept of multi-age classrooms (or mixed age

groups) is extremely beneficial for children because it accelerates learning,
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improves discipline, and results in better socialization. It is also more in line
with the natural way that humans operate, learn, and develop all over the
world.

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(b)Spiritual Embryo

Dr. Maria Montessori introduced the concept of the 'Spiritual Embryo,' which
she used to describe the child after birth. According to her, a human being
goes through two embryonic stages in his lifetime:

 Inside the womb (physical embryo)

 After birth, till age three (Spiritual embryo)

Physical Embryo
An embryo inside mother`s womb requires a the potential to develop into
the healthiest baby, but this can be influenced by external factors. Physical
embryonic stage is the most critical period in human physical growth. We
cannot challenge the natural process of human physical development at
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this point. Any form of forceful attempt to modify the embryo in its natural
course of developing will only lead to serious harm to the embryo.

Spiritual Embryo
Dr. Montessori believes that the spiritual embryo begins before birth. She
gives the example of a premature baby born at 7 months and that is already
able to function and to have a psychic life. He must build himself up until he
becomes a full human being. While it starts building up, the first thing that
occurs is intelligence. She referred to the second embryonic stage, 'the
spiritual embryo,' as the most significant phase in the child's intellectual,
psychological, and spiritual life. At this stage a suitable environment for his
personal growth is the most basic thing we can provide him. Each individual is
different from other and has a complete distinct soul. Children are born with a
special spirit and by the time they develop a unique personality.

"And thus the new-born child isnt only a body ready to function as a body, but a
spiritual embryo with latent psychic capacities. It would be absurd to think that
man alone, charactersized and distinct from all other creatures by the grandeur
of his mental life, should be the only one with no pattern of psychic
development."

~Maria Montessori~
In the physical embryo, an external environment of love, respect and
cooperation is required for the development of the spiritual embryo. Try to
understand the child's spiritual needs and create a suitable environment for
him. The adult's primary responsibility is to foster the natural spirit of the
child.

The environment and the individual have a relationship. The child gradually
discovers his surroundings, adapts to it, develops it, and uses it to form his
personality.
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In conclusion, a baby's soul contains information about the kind of person he
will become when he is born. The adult is expected to set up the ideal
environment for exploring this personality, to observe the child's growth and
to offer support.

……………………………………………………………………………….
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(c) The Absorbent Mind

One of the most important concepts in early childhood education is the

absorbent mind. From birth to the age of six, the young child goes through a
period of intense mental activity that allows the child to "absorb" learning
from his or her surroundings without conscious effort, naturally. Every child
learns to speak in his or her native language. Nobody teaches him the
vocabulary. It's an incredible feat! If you've ever attempted to learn a foreign
language later in life, you know it's not easy. Yet every little child does it with
ease. How? Through, the perceptive mind. If the child is exposed to the
language, he will learn to speak it.

As the child absorbs words and their meanings, as well as the context and
emotions underlying the words, he begins to build the ability to communicate.
Children absorb not only their mother tongue, but also the characteristics of
their families and communities. Some of it is taught consciously, but much of it
is simply absorbed by this powerful child mind. Children absorb through a
process Montessori refers to as "mental chemistry," and what they absorb
helps them build their identities. It teaches us that we can create a rich
environment for the young child, and that he learns from it simply by living in
it. In the Montessori early childhood programme for children ages 2 to 6, we
introduce them to a variety of exciting activities such as language,
mathematics, science, music, art, and geometry.
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The child starts learning effortlessly through self-selected, engaging activity,
establishing a strong foundation of thoughtful concentration and structured
learning.

The analogies are used for the concept of absorbent mind include;

 A sponge (that soaks any kind of liquid around it)

The sponge-like capacity to absorb from the environment what is required to
create an individual from his or her specific culture is referred to as the
absorbent mind.

 A camera (that stores exact images of everything around)

The absorbent mind is more like the camera. What the child takes in during the
absorbent mind period is taken in effortlessly and remains as the foundation of his
or her personality.
The term of absorbent mind is further divided into kinds;

 Unconscious Absorbent Mind

 Conscious Absorbent Mind

Unconscious Absorbent Mind (0 to 3 years)

In this phase, the child absorbs information unconsciously. He learns to sit,

stand, walk, and speak without thinking about it. An infant will stare at
everything intently. Children tend to mimic what they see. The unconscious
powers have no goals or objectives;

For example, an infant lying on his back is strengthening his muscles and
spine but is unaware of this. He simply acts in accordance with natural laws.
He is taught to think in that language. He absorbs the customs of those around
him, which become a part of him.
Conscious Absorbent Mind (from 3-6 years)
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At this stage, a child is developing new abilities. He starts to refine his senses
and motor skills, learn order, sequencing, music, numbers, and letter sounds,
which will lead to math, reading, and writing abilities in the future.
The child shows a strong desire to be independent, without any adult help. He
wants to become the master of his own mind, body, and environment. The
adult who gives unnecessary help, or creates dependency becomes an
obstacle to the child. Another fascinating feature of this phase is that `the hand
becomes the instrument of the brain`. Children love to explore through hands
and passionate about concrete experiences. Almost 85%of the brain structure
develops during this time.
According to Dr. Montessori, the child enters the phase of reasoning mind
after the period of absorbent mind finishes. During this phase the child simply
absorbs from the environment precisely. It stays unchanged and constructs
the foundations of his personality of sub conscious. If this period is not
utilized properly the child may develop serious developmental issues.

(d) Focus on Individual Performance

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Individuality is a premier Montessori educational principle often

expressed as “follow the child.” A child should be respected as a person with
unique abilities and potentials. This is how a child develops confidence, self-
esteem, and naturally contributes to others.

Likewise every child has unique in facial features; similarly he has special
cognitive, emotional and intellectual abilities. No two individuals are alike.
This kind of uniqueness and specialties are celebrated and welcomed in the
Montessori houses around the globe. Child’s interests and needs guide her or
his teachers in preparing the classroom environment and learning activities.
Respect them while balancing their individual needs. Dr. Maria Montessori
referred to each child’s individuality as the “secret of childhood.” She wrote,
“This secret that children have is nothing so very mysterious. It is the
principle of their own growth which they cannot possibly explain to anyone.”
The independent choices they make reveal their internal needs, curiosities,
interests. Their explorations with materials indicate their learning approaches
which lead them to deep understanding and lasting concept formation.

1. Self-Paced Individual Activities

Every child is respected as a unique personality. He is not pressured, as in
conventional studies; to follow some narrowly defined so-called academic
objectives. Instead, he is given the freedom to develop into his individual self
in a proper environment. He spontaneously advances to the harder learning
levels in each subject when he's ready. No deadlines or schedules for different
disciplines exist to derail inner curiosity and motivations.

The child's physical, social, and emotional growth is nourished by freedom in

a scientifically prepared environment and with qualified adult supervision. He
also grows more organized, stable, and responsible by establishing order and
structure in his surroundings and by accepting responsibility. His main
resources for building himself up from the inside out and moving forward in
life are an absorbent mind, natural sensitivity, appropriate activities, and
working with focus.
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To maximize effortless learning during sensitive periods, avoid suppressing
children's natural drives and respect individual differences.

“So in order to achieve the marvel of humanity, you must look at the mysterious
construction of the child.”

~Maria Montessori~

2. No Competition
Encouragement is necessary for children to learn to collaborate rather than
compete with one another. They discover their own abilities and develop a
strong sense of independence, self-confidence, and self-discipline. The
environment allows each child to learn at his/her own pace and strive for
improvement, understanding that making mistakes is part of the learning
process and does not subject them to humiliation from others.

Dr. Montessori supported competition in theory but did not advocate for
artificial competition as a motivator for children to achieve. Consistent with
the principles, students learn because they are curious and interested, and as
a result, the learning has a profound and long-lasting impact on the child.

Montessori is about enjoying the process of learning rather than the outcome
of winning. Children are encouraged to do their best and as a result, they will
positively and independently contribute to society. They are not judged;
instead, they are nurtured and gain internal satisfaction from their
accomplishments, rather than working for external praise or rewards.
Children are motivated by the desire to improve their personality. It’s not
necessary that someone else must fail in order for them to succeed, because
for every 'winner,' there is also a 'loser.'

3. No Assessments
In a Montessori classroom, everything the children do is evaluated. Individual
observational sheets and portfolios are kept by Montessori teachers and are
typically made up of selected children's work and important progression
records in the form of observational notes, pictures, or videos, among other
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things. This is not to compare the children, but to keep an organized record of
their progress in order to better guide them or communicate with their
parents.

A result card or an academic transcript can never reflect one`s real abilities
and true potential. Regular test and assessments create unnecessary pressure,
unhealthy competition and enforced preparation which is not a proper
environment of learning.

4. No Reward or Punishment
The concept of reward or punishment is completely forbidden in Montessori
theory. Praise, assistance, or even a glance may be enough to disrupt the child
or disrupt the tempo of the activity.

Although psychological research has shown that the concepts of reward and
punishment can play an important role in promoting desired behaviors but
they are not appropriate for young children who are going through a sensitive
period. Enforcement of activities may harm their needs and they will be
frustrated which make them indiscipline. The sensitive periods of every child
are extremely important and by engaging those in unsuitable and
inappropriate activities will waste their precious time of learning.

To achieve a satisfactory result, the only way to engage them in activities in a

suitable environment is to reward them.

……………………………………………………………………………….
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(e) Prepared Environment

“Children acquire knowledge through experience in the environment.”

~Maria Montessori~

The prepared environment is the term used to describe the Montessori

classroom. It is a scientifically structured learning environment in which
everything serves a purpose and has a place. Furniture is light and child-sized,
learning materials are designed to fit in the hands of children, and everything
is open and accessible. Through curiosity, stability, and the freedom to choose,
the prepared environment fosters a love of learning.

Children interact with the prepared environment; clearly shows the wonder
of Montessori learning. There will be no teacher directing a lesson from the
front of the classroom, nor will all students be seated at individual desks.
Instead, you'll see them moving freely around the classroom, choosing their
own activities, and working alone or in small groups. They may prefer to work
at a table or on the floor, with a small mat separating their workspace.

Through practice, children can deeply engage in their own learning process at
their own pace, and discover learning outcomes. Learning in a Montessori
environment is primarily active, self-paced, and completely organized to the
needs and interests of an individual child.
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Montessori prepared environment is divided into two areas:

 The Indoor Prepared Environment

 The Outdoor Prepared Environment

The Indoor Prepared Environment

“To assist a child we must provide him with an environment which will enable
him to develop freely.”
~ Maria Montessori~

The indoor environment is more like a home and carefully prepared to be a

nourishing place for children. A child’s mind is constantly absorbing all the
happenings in the environment which lays the foundations for later learning
experiences. Hence the quality of a child’s early environment is of vital
importance. They learn to develop their own mental order in a regulated and
organized setting in a Montessori classroom by having the opportunity to
engage their selves in spontaneous activities.
The child develops a great deal of control over his/her own learning through
active exploration of the Montessori educational materials, combined with the
self-correcting nature of these special materials by growing in confidence and
independence. The characteristics of a carefully prepared environment create
a calm and peaceful environment, allowing children to develop naturally and
joyfully.
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The basic subjects of a Montessori indoor prepared environment are:-

 Language
 Mathematics
 Practical Life
 Sensorial Development
 Culture and Science

The Outdoor Prepared Environment

“When children come into contact with nature, they reveal their strength.”

~Maria Montessori~

The outdoor prepared environment in Montessori is an extension of the

indoor prepared environment. This particular environment provides them
opportunities to experience the outdoor structure and purpose. They learn
how to use their hands in everyday endeavors focused on the earth while
outdoor guides strive to extend classroom lessons and student interests
outside the class room. Respect for the environment and for each other is
enhanced by group activities that require care for tools and materials,
cooperation with peers and completion of tasks.
It should be designed with the same intention. It should inspire, and motivate
while also accommodating the needs of each individual. There are endless
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possibilities for learning in outdoor space. By performing, outdoor activities
and use natural elements to teach concepts to improve them.
For example, teacher should engage them by telling the scientific concepts
such as the water cycle, plant species, and solar power. Take children outside
for story time, especially if the story involves wind, sunlight, or other natural
elements. Provide books that will assist children in identifying wildlife in the
outdoors. If a teacher plants a garden, ask them to label the various flowers,
herbs, or vegetables, etc.
Physical activities like running, playing ball, jumping, skipping, hanging,
climbing and such other games that encourage them for teamwork should be
included Arrange discussions related to environmental issues, conservation,
saving the planet. A direct connection with nature is important.

Essentials of the Prepared Environment

 Freedom and Access

Dr. Montessori recognized that a child's freedom to function according to his
developmental needs is clogged by an environment with disproportionate and
inaccessible objects. That’s why, she created a specialized apparatus to allow
the child to explore, move, and interact socially. One of the primary goals of a
prepared environment is freedom and access to Montessori equipment in the
classroom. Allow them enough space and autonomy to choose their daily
activities. Meanwhile, mentors will keep a close eye on them and correct them
as needed. It enhances cognitive ability (the process of knowing, thinking,
learning, and judging).

 Structure and Order

The idea behind this principle is to reflect the structure and order of the
universe so that the child can internalize the order of his surroundings and
thus begin to make sense of his surroundings. The constant maintenance of
order in a Montessori prepared environment is all we talk about. Make them
understand to follow the rule `A place of everything and everything has a
place`. Teachers should maintain consistency in routines and procedures to
further establish the sense of order among the children.
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 Aesthetically Attractive

It is also important to create an inviting learning environment. As a result, the

atmosphere should be beautifully and simply prepared in order to evoke
peace, tranquilly, and harmony. The learning environment should also be
clean and well-kept.

 Encourages Movement

Movement is extremely important for a child to behave normally. The child is

able to work with the materials on his own without frustration and without
having to depend on adult for help. They have an investigative nature which
urges them to move and explore.

 Social Learning

The prepared environment includes not only the materials but also the
community of peers and the teacher. It promotes social interaction among
children. It is very common to see children interacting with each other in
Montessori prepared environments, working together, sharing and receiving
help with grace and courtesy.

“Obstacles must be reduced to a minimum and surrounding should provide the

necessary means for the exercise of those activities which develop a child’s
energies”

– Maria Montessori-

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