TEPY Mapping
Take some time to complete the mapping you took up in the last
class.
25mins
Montessori
Method
What do you know about
Montessori Method?
Let’s discuss in small groups.
5mins
Timeline
Group Work
■ Timeline
20mins
1870 Birth
1896 Graduated as a medical doctor
1898 Worked in psychiatric Clinic- university of Rome
1906 Invited to set up school for migrants’ children in a slum district
in Rome
1912 Documentation of Montessori Method – further elaborated by
Kramer et al
5 minutes
■ Read Chapter 2- Montessori’s view of Child Development
■ Create a model/GO to represent the key stages (till 12 years) and
the characteristics of each.
■ Recall or create anecdotes to highlight any two characteristics of a
stage
The absorbent mind 0-6 Unconscious memory- A child gets obsessed with
years Mneme having a sandwich cut in a
Ch absorb information from Inner Drive specific way
environment effortlessly
Sensitivity to environment
sensitivity to order,
movement, small detail and
language, refinement of the
senses and sensitivity to
social aspects. T
■ Explore the different Montessori material
■ Use the note catcher below
What does it look/ feel like? How might children play with it?
What domain of development does it cater to? How
Video Watching
■ Sensorial
■ Math
■ Language
■ Practical Life Activities
1.Mixed Age Classes
There are no single grades; rather, multi-age grouping is 7. Independence
applied in all classrooms. Dr. Maria Montessori observed The development of independence is seen as a core
that children learn best in a mixed age classroom while value in Montessori education. Beginning with the
developing uniquely human social experiences. youngest children, a curriculum area called practical life
exists, which has, as a main purpose, growth I
2. Prepared Environment independence.
The prepared environment is Montessori’s term for a
carefully readied and organized setting for children. It is 8. Respect
especially organized with logical groupings of material The Montessori method is based on a profound respect
sequenced from left to right. Each of these groupings for humanity and human beings in al stages of
represents a specialized topical area such as language arts, development. The unique spiritual needs of children
mathematics, or other such curricular subjects. The room demand a nurturing loving adult who can demonstrate
or environment is furnished with shelves to contain and respect toward the child and childhood.
organize the materials, child size furniture, and a variety of
interesting workspaces for the children. 9. The Montessori View of the Child
Montessori saw the state of childhood is defining for
3. Montessori Materials are scientifically designed each individual. Children create the adult that they
hands-on learning devices. become. “We cannot with our efforts, create a man. That
4. Repetition, it is encouraged in a Montessori school. A is the task of the child himself, and it is the most
child may continue working with a piece of material as long important side of the whole educational question: what
as he or she desires to do so. the child himself accomplishes of his own power and not
5. Movement what adult man can do for him.” (Dr. Maria Montessori)
Children may move about the classroom, if that movement
has a purpose that serves learning and education. All of the 10. The Trained Adult :
work in the Montessori class should involve purposeful is the designer of the environment, an observer, a
movement. presenter, a role model, a resource, and a facilitator. He
or she creates the Montessori classroom’s prepared
6.Freedom of Choice environment, which includes the learning materials and
regarding their seating spaces, work choices, work the representation of each learning curriculum. The
partners, and timing. In Montessori schools, freedom brings preparation of this Montessori adult requires five
