ASSIGNMENT

MODULE 1

INTRODUCTION
TO
MONTESSORI

BY MARIUM SHAFIQ
DK3139

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INTRODUCION TO MONTESSORI

1.Write a biographical note on Dr. Maria Montessori.

Biographical Note on Dr. Maria Montessori

Dr. Maria Montessori was an Italian doctor, educator, and
innovator who created a new method of teaching children. She
was born on August 31, 1870, in Chiaravalle, Italy. She
became one of the first women in Italy to receive a medical
degree in 1896.

Early Life and Education

Maria Montessori was born on August 31, 1870, in Chiaravalle, a small town in
Italy. Her father, Alessandro Montessori, worked for the government. Her
mother, Renilde Stoppani, was well-educated and loved reading. Maria was a
bright and hardworking child who wanted to study and learn more, even when it
was not common for girls to go to school.

She first studied engineering, but later decided to become a doctor. Many people
told her that girls should not study medicine, but Maria did not give up. She
worked very hard and in 1896, she became one of the first women doctors in Italy.
This was a big achievement and showed how strong and determined she was.

Work with Special Needs Children

As a doctor, Maria worked with children who had disabilities. She noticed that
these children were not being taught properly. People thought they could not learn,
but Maria saw that they could learn if they were taught in a different way. She
began to study how children learn and grow. She also studied subjects like
psychology and education to better understand their minds.

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Maria created new ways of teaching using special tools and games that helped
children learn through touching, seeing, and doing. She saw amazing results.
Children who were once seen as slow or unable to learn started to read and write.
This gave her a big idea: if her method worked for children with special needs, it
could work for all children.

First Montessori School

In 1907, Maria opened her first school in a poor part of Rome. It was called Casa
dei Bambini, which means Children’s House. She used her new ideas to teach
children between the ages of 3 and 6. Instead of forcing them to memorize things,
she let them choose what they wanted to do. The classroom was clean, quiet, and
full of simple, helpful materials. Children worked with their hands and learned at
their own pace.

Maria was surprised to see how much the children enjoyed learning this way. They
became calm, focused, and independent. They cleaned the classroom, helped each

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other, and were proud of their work. This showed her that children are naturally
eager to learn when given the right environment and freedom.

What is the Montessori Method?

Maria Montessori’s way of teaching is now called the Montessori Method. It is

different from regular schools in many ways:

1. Freedom to Choose – Children can choose what they want to learn and
work on it as long as they like.
2. Learning by Doing – Instead of just listening to a teacher, children use
special tools and materials to learn through experience.
3. Respect for Children – Children are treated with kindness and respect.
Their ideas and feelings matter.
4. Mixed Age Groups – Children of different ages learn together, so older
children help younger ones, and younger ones learn from older children.
5. Teachers as Guides – Teachers do not lecture. They observe and help when
needed. They guide children instead of controlling them.

Maria believed that children are the future, and if we teach them well, they can
make the world a better place.

Spreading Her Ideas

Maria’s school became very successful, and people from other countries wanted to
learn her method. She gave lectures, wrote books, and trained teachers. In 1913,
she started her first international training course in Rome. Her ideas spread to
many parts of Europe, America, and Asia.

She visited the United States, where famous people like Thomas Edison and
Alexander Graham Bell supported her. Though her method was not accepted

everywhere at first, it became more popular over time. Many schools were started
using her system, and many teachers were trained by her or her students.

Time in India and Peace Education

During World War II, Maria and her son Mario Montessori were in India. They
were not allowed to leave the country because of the war. But Maria used this time

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to continue her work. She opened schools, trained teachers, and developed new
ideas about peace and human development.

She believed that if we teach children to be kind, respectful, and thoughtful, they
can grow up to create a peaceful world. This idea became a big part of the
Montessori Method, and is still used today.

Books and Writings

Maria Montessori wrote many books about education and child development.
Some of her famous books are:

 The Montessori Method

 The Absorbent Mind
 The Secret of Childhood
 Education and Peace

In these books, she explained how children learn and how adults can help them
grow into happy, successful people.

Later Life and Death

Maria Montessori continued working and teaching until the end of her life. She
died on May 6, 1952, in the Netherlands, at the age of 81. Even after her death,
her method continued to grow. Today, there are over 22,000 Montessori schools
in more than 100 countries around the world.

Many successful people went to Montessori schools, including the founders of

Google (Larry Page and Sergey Brin), Amazon (Jeff Bezos), and even Nobel
Prize winner Gabriel García Márquez. They said that the freedom and creativity
they learned in Montessori schools helped them succeed.

Maria Montessori was nominated for the Nobel Peace Prize three times because of
her work in education and peace. Her name is still respected and loved all over the
world.

Conclusion
Dr. Maria Montessori was a great thinker and teacher who changed the way
children are taught. She believed that every child is special and capable of learning.
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Her method gave children the freedom to learn at their own speed, with joy and
confidence. She showed the world that education should not be about memorizing
facts, but about helping children become kind, smart, and independent people.

Her ideas are still helping millions of children today. Dr. Montessori’s life is a
beautiful example of how one person can make a big difference in the world.

2.Write a note on the first Casa dei Bambini. Also explain how did Montessori
method develop there.

Casa dei Bambini –First Montessori House of Children

Introduction
The Montessori method is one of the most popular teaching approaches used all
over the world today. But many people don’t know how it all began. It started in a
poor part of Rome, Italy, in a small place called the Casa dei Bambini, which
means “Children’s House” in Italian. It was in this first classroom that Dr. Maria
Montessori discovered how young children learn best. Her ideas from this
classroom changed the way many people think about education.

Why the Casa dei Bambini Was Created

In the early 1900s, there was a neighborhood in Rome called San Lorenzo. It was
a very poor area, with families living in run-down buildings. Many children lived
there, but they had no one to take care of them while their parents worked. These

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children would often play in the streets without supervision, and sometimes they
would damage or dirty the new homes that people were building for the poor.

A group of people who were trying to improve the neighborhood decided to do

something about the problem. They wanted to help these young children by
creating a place where they could stay during the day—a place that would keep
them safe and cared for. They asked Dr. Maria Montessori to help.

Who Was Maria Montessori?

Maria Montessori was Italy’s first female doctor. She had studied medicine and
later became interested in how children learn. Before opening the Casa dei
Bambini, she had worked with children who had learning difficulties. She noticed
that even children with disabilities could learn a lot if they were given the right
kind of help. This made her wonder what would happen if regular children were
also given special care and learning tools.

So when she was asked to create a place for the poor children of San Lorenzo, she
agreed. She believed this was a good chance to try her ideas with typical children,
not just those with special needs.

Opening the First Casa dei Bambini

The first Casa dei Bambini opened on January 6, 1907. It welcomed around 50 to
60 children between the ages of 2 and 6 years old. Many of these children had
never gone to school before. They didn’t know how to behave in a classroom and
were not used to being clean or polite.

At first, Montessori gave them simple things to do. She provided materials that the
children could touch, move, and explore. These included everyday tasks like
washing their hands, setting a table, tying their shoes, or sweeping the floor. She
also gave them wooden puzzles and blocks to build with. She carefully watched
what the children did and how they reacted.

What Happened Next Surprised Everyone

Very soon, Montessori noticed something amazing. The children, who had seemed
wild and disorganized at first, began to calm down. They started to take care of
their classroom, clean up after themselves, and help each other. They showed great

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concentration when working with the materials. Even though they were so young,
they were eager to learn.

One day, Montessori discovered that the children were teaching themselves how to
read and write just by playing with the letters and words she had given them. No
one forced them—they were just curious and wanted to learn.

She also noticed that the children preferred working to playing with toys. When
given the choice between a toy and a real-life task, like pouring water from one jug
to another or cutting paper, they chose the real task. They felt proud when they
could do things on their own.

How the Montessori Method Was Born

From what she saw in the Casa dei Bambini, Dr. Montessori created a new way of
teaching, now known as the Montessori method. Here are some of the most
important ideas she discovered:

1. Children learn best when they are free to choose what they want to do.
2. Children love to work and feel happy when they can do things on their
own.
3. The teacher should guide, not control. Instead of telling children what to
do, the teacher should prepare the environment and then step back, letting
the children explore.
4. Children learn by using their hands. Real objects and hands-on materials
help them understand better.
5. Every child learns at their own pace. Not all children are ready for the
same thing at the same time, and that’s okay.

Montessori didn’t force the children to learn. She gave them interesting activities
and allowed them to discover and grow on their own. She believed in respecting
children, and this made the children more respectful, independent, and joyful.

The Classroom Environment

One of the special things about the Casa dei Bambini was the way it was set up. It
didn’t look like a normal classroom with rows of desks. Instead, it had small tables
and chairs, shelves low enough for children to reach, and tools that were the right
size for little hands. The room was clean, quiet, and peaceful.

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There were no loud voices or punishments. Children could choose what they
wanted to do, and they took their time doing it. Older children helped younger
ones. The teacher only stepped in when a child needed help.

Montessori believed that a well-prepared environment could teach the child just as
much as the teacher. This idea is still very important in Montessori classrooms
today.

Growth and Success

News about the Casa dei Bambini spread quickly. Visitors from all over Europe
came to see how it worked. They were amazed at how young children could be so
focused, polite, and smart. Many of them wanted to start similar schools in their
own countries.

In 1909, Montessori wrote her first book about what she had learned. It was
translated into many languages and helped people around the world understand her
method. Soon, Montessori schools started appearing across Europe, India, and
even the United States.

Conclusion
The first Casa dei Bambini was more than just a daycare center. It was a place
where Maria Montessori learned how children grow, think, and learn. Her ideas,
based on simple observations, became a new approach to education that respected
each child as a unique individual.

Thanks to that small classroom in San Lorenzo, millions of children around the
world today benefit from a method of education that helps them become confident,
kind, and independent human beings. The Montessori method reminds us that
when we believe in children and give them the right environment, they can achieve
wonderful things.

2. Elaborate the discoveries made by Dr. Maria Montessori by observing the child?

Discoveries Made by Dr. Maria Montessori by Observing the Child

Dr. Maria Montessori, an Italian physician and educator, revolutionized education
by carefully observing how children learn. She did not rely on fixed ideas or
theories. Instead, she watched children closely, listened to their needs, and
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designed an educational method based on what she saw. Her discoveries are still
followed today in Montessori schools across the world.

Let’s explore the key discoveries she made through observation, explained in
simple language.

1. Children Learn Naturally

Dr. Montessori discovered that children are naturally eager to learn. When
given the right environment and materials, children do not need to be forced to
study. They want to explore, touch, and understand the world around them. She
noticed that children do not need rewards or punishments to learn. They learn
because they are curious.

She believed that adults should not push children to learn things in a set way.
Instead, they should create a space where children can choose what they want to do
and work at their own pace.

2. The Absorbent Mind (0–6 years)

One of her most important discoveries was that young children have an
"absorbent mind". This means they can take in information from their
environment without even trying. Just like a sponge absorbs water, children absorb
language, behavior, culture, and knowledge.

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This ability is strongest from birth to six years. During this time, children are like
little scientists, observing everything and forming who they will become.
Montessori called this the most important stage for learning.

3. Sensitive Periods
Dr. Montessori observed that children go through “sensitive periods”—special
windows of time when they are deeply interested in learning certain things. For
example:

 Language: Babies and toddlers are eager to learn to talk.

 Order: Around age 2-4, children love order and routines.
 Movement: They enjoy practicing walking, climbing, or using their hands.
 Small objects: Children may become very focused on tiny details.
 Social skills: As they grow, they want to interact more with others.

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If children are supported during these sensitive periods, they learn faster and with
more joy.

4. The Importance of Movement in Learning

Montessori saw that movement and learning go hand-in-hand. Children don’t
like to sit still for long. They learn best when they can use their hands and move
their bodies.

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She designed activities that combine thinking and physical movement, such as
pouring water, building with blocks, or tracing letters with their fingers. This helps
develop both the mind and body.

5. Freedom Within Limits

Children in Montessori classrooms have freedom to choose their activities, but
within clear boundaries. Dr. Montessori found that when children are given
freedom with responsibility, they become more focused, respectful, and
independent.

For example, a child can choose to work with a puzzle or a math game, but they
are expected to take care of the materials and return them neatly. This balance
between freedom and order helps children develop self-discipline.

6. Children Love Work When It’s Meaningful

Another surprising discovery was that children love to “work”—especially when
the activity feels real and purposeful. Montessori noticed that children often
preferred washing dishes, polishing shoes, or watering plants over playing with
toys.

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She called these activities “Practical Life” exercises. They make children feel
capable and connected to the adult world. These tasks help develop concentration,
coordination, and confidence.

7. Concentration Is Natural
Montessori observed that even very young children can concentrate deeply,
especially when working with hands-on materials they enjoy. One famous story
tells of a toddler who kept working with wooden cylinders for over half an hour,
even when people walked around or made noise.

This showed Montessori that children don’t have short attention spans by nature.
They can focus for a long time if they are interested and not interrupted.

8. The Role of the Prepared Environment

From her observations, Dr. Montessori realized that the environment plays a
huge role in how children learn. She created a "prepared environment"—a calm,

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beautiful, organized space with child-sized furniture and carefully chosen

materials.

Everything in the room had a purpose and was within reach of the child. This
environment encouraged independence, choice, and concentration. It was not the
teacher who controlled the learning, but the environment that supported it.

9. The Teacher as a Guide

Montessori changed the role of the teacher. In her view, the teacher is a guide or
observer, not a boss or lecturer. She believed the adult should quietly watch the
child, offer help when needed, and respect the child’s choices.

The Montessori teacher doesn't interrupt the child unless necessary. Instead, they
gently support the child’s learning journey, stepping in only when invited or when
guidance is truly needed.

10. Mixed-Age Groups Encourage Learning

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Dr. Montessori also noticed that children in mixed-age classrooms (usually ages
3–6, 6–9, and 9–12 together) learned better. Older children could help younger
ones, and younger children looked up to older role models. This created a
community feeling and reduced competition.

Children learned to cooperate, take responsibility, and respect differences in ability

and age.

11. Inner Discipline Develops Through Practice

Montessori found that discipline is not taught by punishment. Instead, it comes
from within the child. When children are given freedom, responsibility, and time to
practice making good choices, they develop inner discipline.

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She believed that true discipline means having control over yourself—not just
following orders. Montessori education helps children build this kind of self-
control over time.

12. Education as a Help to Life

Finally, Dr. Montessori believed that education should not be about memorizing
facts, but about helping each child develop fully as a human being. Her goal was to
support the whole child—their mind, body, emotions, and spirit.

She saw education as a way to bring peace and understanding to the world. A child
who learns with love and respect will grow into an adult who treats others the same
way.

Conclusion
Dr. Maria Montessori made all these discoveries by watching children closely and
with deep respect. She believed that every child has great potential and that adults
must learn to support—not control—them.

Her discoveries taught us that children:

 Learn naturally when given freedom and responsibility

 Go through special periods of intense interest
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 Need movement, hands-on materials, and real-life experiences

 Thrive in peaceful, well-prepared environments
 Grow into independent, respectful, and joyful learners

Her method, based on love, respect, and observation, continues to inspire teachers,
parents, and schools around the world.

4.Explain Sensitive Periods and write short notes of the following;

What Are Sensitive Periods?

Sensitive Periods are specific windows of time in a child’s early development
when they are especially receptive to learning particular skills or concepts. These
periods were discovered by Dr. Maria Montessori through careful observation of
children.

During a sensitive period, the child absorbs knowledge naturally and effortlessly,
almost like a “sponge.” If a child misses out on learning during a sensitive period,
it may be harder for them to develop that skill later on.

These periods occur from birth to around age 6 and guide the child’s natural
development.

a) SENSITIVE PERIOD FOR LANGUAGE

(7 months in utero- 6 years)

🧠 What is the Sensitive Period for Language

This is the time when a child is most interested in listening, speaking, and
understanding language. Their brain is like a sponge — soaking in everything they
hear. It is a natural ability, and children don’t need to be forced to learn. Instead,
they learn by listening, observing, and interacting with others around them.

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This sensitive period happens in stages, and each stage is important. If a child
receives the right support during this time, they will develop strong language skills
for life.

➤ Divided into 3 Parts: Spoken Language – Writing – Reading

i)The Sensitive Period for Listening And Spoken Language

🌟 What Is Spoken Language?

Spoken language is the first step in a child’s language development. It includes

listening, understanding, and then speaking. From the moment a child is born,
they start listening to the voices around them. This builds the foundation for their
speaking skills.

Age Range: Birth to around 3 years

Dr. Maria Montessori said that a child goes through a “sensitive period” for
spoken language starting from birth and lasting till about 3 years old. During this
time, the child can absorb language naturally just by hearing it — without being
taught.

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🧠 How Children Learn to Speak:

1. Listening: Babies hear voices, music, and sounds from day one. Their ears
pick up everything around them.
2. Babbling: At around 6 months, they begin to make sounds like “ba-ba” or
“da-da”.
3. First Words: Around 1 year, they start saying short words like “mama,”
“milk,” or “bye.”
4. Sentences: By age 2–3, children start joining words into simple sentences
like “I want water” or “Where is my toy?”

👩👩👧 How Adults Can Help:

 Talk to the child often using clear and simple words.

 Avoid baby talk — speak in correct language.
 Listen patiently when they try to speak.
 Repeat their words back to them to improve pronunciation.
 Sing rhymes, read stories, and describe things around.
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🎯 Goal:

To help the child build vocabulary, understand meaning, and express thoughts
clearly.

ii)The Sensitive Period for Letter Shapes and Sounds

🌟 What Is Writing?
Writing is the second step in the language journey. It comes before reading in
Montessori education. Writing is not just about using a pencil — it’s about
expressing thoughts into words and learning how language works.

Age Range: 2.5 to 5years

At this stage, children are in the sensitive period for hand control, fine motor
skills, and language understanding. This makes it the perfect time to introduce
writing.

How Children Learn to Write in Montessori:

1. Preparation: Children build hand strength by using tools like:
o Sandpaper letters (to feel the shape of letters)
o Metal insets (to practice pencil movements)
o Practical life activities like pouring, buttoning, and cutting
2. Sound Awareness: Before writing, they learn phonics (the sounds of
letters). For example, they know “b” sounds like "buh".
3. Moveable Alphabet: Children use cut-out letters to build words before
they even pick up a pencil. For example:
o Use plastic or wooden letters to spell “cat,” “sun,” etc.
4. Pencil Writing: After practicing sounds and building words, children start
writing letters with a pencil.

Why Writing Comes Before Reading:

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Montessori believed that children often express thoughts through writing before
they can fully understand how to read printed words. Writing helps them
understand how letters and sounds create words.

👩🏫 How Adults Can Help:

 Provide tools like crayons, pencils, and moveable letters.
 Allow free drawing and scribbling to build hand strength.
 Play sound games (e.g., “What sound does ‘ball’ start with?”).
 Encourage, don’t correct harshly — let the child enjoy the process.

🎯 Goal:

To help the child express their thoughts and ideas freely and begin their journey
into reading.

iii)The Sensitive Period for Reading

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🌟 What Is Reading?

Reading is the third part of language development. It means understanding

written words and connecting them to meaning. Reading allows the child to
explore books, stories, and information on their own.

Age Range: 4.5 to 5.5 years

After the child learns to speak and write, their brain becomes ready to decode and
understand written words. Montessori said reading comes after writing, as it
requires higher-level thinking.

📖 How Reading Develops in Montessori:

1. Phonetic Awareness: The child already knows the sounds of letters through
earlier writing activities.
o Example: They know “c-a-t” sounds like “cat”.
2. Reading Small Words: They begin to sound out words and blend them.
This is called phonetic reading.
o Example: “m-a-n” becomes “man”.
3. Word Building to Sentence Reading: Once they can read small words,
they move on to phrases and short sentences.
4. Reading for Meaning: This is when they truly understand what they are
reading — not just sounding out letters.
5. Function of Words: They start to learn grammar — nouns, verbs, adjectives
— using Montessori grammar symbols.
6. Reading Books: Finally, they enjoy reading books with simple stories, ask
questions, and even re-tell stories in their own words.

🌟 Sensitive Period for Reading – Montessori Table

Aspect Details

🧠 Age Range 4 to 6 years

Children naturally become interested in symbols, letters,

📖 What Happens?
and written words

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Aspect Details

🧠 Attraction To Books, signs, labels, letter sounds

🧠 Skills Developed Letter recognition, phonetic sounds, decoding, sight words

🧠 Child's Behavior Asks “What does this say?”, tries to read signs or books

🎯 Teaching Focus Phonics, sandpaper letters, movable alphabet, storytelling

🌱 Best Support
Phonetic games, picture-word cards, early readers
Tools

📅 Sensitive Period Around age 6 – later learning still possible but less
Ends effortless

🧠 Why This Is a Joyful Stage:

Reading opens a new world for children. They feel proud and independent because
now they can read signs, books, and messages on their own.

👩🏫 How Adults Can Help:

 Provide phonetic books with simple words.

 Read aloud to the child every day — even after they can read on their own.
 Play sound and word games.
 Allow them to pick their own books and read at their own pace.

🎯 Goal:

To help the child become a joyful and independent reader who loves stories and
learning.

🌍 Learning More Than One Language

During this sensitive period, children can easily learn multiple languages. If they
are exposed to two or more languages naturally at home or school, they learn all of
them fluently.
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This does not confuse them. In fact, it improves their brain development and helps
in better learning skills later in life.

🕒 What If We Miss This Period?

If a child is not exposed to rich language during this time, they may still learn to
speak later, but it will be harder and slower. They may struggle with
pronunciation, vocabulary, and grammar.

That’s why early years are called the “golden period” for language. Delays may
happen due to:

 Lack of communication at home.

 Too much screen time and too little human interaction.
 Health issues like hearing problems.
 Not enough encouragement or talking.

It’s important for parents and teachers to observe and respond to the child’s needs
early.

💡 Tips for Parents and Teachers

Here are some easy tips to support a child during the sensitive period for language:

1. Talk Often – Describe your actions, talk about daily events, and ask
questions.
2. Listen Patiently – Let the child finish their sentence. Don’t interrupt.
3. Use Real Words – Avoid baby talk. Speak clearly and correctly.
4. Read Daily – Choose colorful storybooks and make reading a daily habit.
5. Limit Screens – Talk and play more; let children interact with people
instead of devices.
6. Sing Together – Rhymes, lullabies, and songs build vocabulary and
memory.
7. Introduce New Words – Use descriptive words like “soft blanket,” “tall
tree,” or “cold juice.”

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8. Be Positive – Encourage the child even if they make mistakes. Correct

gently without shaming.

🌟 Conclusion

The sensitive period for language is a natural gift that every child has.
It begins from birth and continues up to age 6. During this time, children
absorb language with great ease and interest.

Maria Montessori believed that when we respect and support this period,
we give the child the tools for life — to communicate, think, and grow
with confidence.

b) SENSITIVE PERIOD FOR MATHEMATICS

(4 to 5.5 years)

🔢 What Is the Sensitive Period for Numbers?

The Sensitive Period for Numbers is the time in a child’s early years when they
show a deep interest in counting, numbers, and patterns. This period usually
starts around the age of 4 years and continues up to about 6 years, although
some children may show interest earlier.

During this stage, children are:

 Curious about how many things there are.

 Interested in counting everything around them.
 Trying to understand quantities and values.
 Asking questions like “How many?”, “Which is bigger?”, “What comes
next?”

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📊 Key Phases from the Chart

Age Range Focus Area

Birth–3 Early mathematical perception: sensing quantities and patterns

3–6 Concrete math: counting, comparison, classification

4–6 Higher math abstraction: understanding number operations, spatial relationships

Dr. Montessori believed that children at this age are naturally mathematical
thinkers. They enjoy using logic and love discovering how the world works in
numbers and patterns.

🧒 How Children Show Interest in Numbers

Here are some examples of how children behave during this sensitive period:

 They count stairs while climbing.

 They want to know how old someone is.
 They group toys by color, size, or type.
 They compare — “I have more candies than you!”
 They enjoy games with dice, numbers, or patterns.
 They memorize phone numbers, birthdays, or house numbers.

These are natural signs that the child is entering the sensitive period for numbers.

🔢 Why Numbers Matter in Early Childhood

Understanding numbers is not just about math in school. It’s about building:

 Logical thinking
 Problem-solving ability
 Understanding of order and patterns
 Everyday life skills (like time, money, measuring)
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Math surrounds us in daily life — in shopping, cooking, telling time, playing

games, and much more. When children get a strong foundation in numbers early
on, it makes future learning much easier.

🧒 How Montessori Supports This Period

Montessori classrooms are designed to meet the child’s needs during this sensitive
period. Dr. Montessori created hands-on materials that let children touch, see,
and feel numbers — making learning fun and real.

Here are some of the key materials and how they help:

1. Number Rods

 These are red and blue wooden rods, ranging from 1 to 10 units long.
 Children physically carry and count the sections.
 They see and feel the difference between numbers like 2 and 9.

✅ Helps understand quantity and order of numbers.

2. Sandpaper Numbers

 Numbers 0 to 9 are cut out in sandpaper and pasted on wooden boards.

 Children trace the number with their fingers while saying its name.

✅ Connects the visual number to touch and speech (multi-sensory learning).

3. Spindle Box

 Children place wooden sticks (spindles) into boxes labeled with numbers.

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 They count the correct number of sticks for each box (e.g., 3 sticks into box
“3”).

✅ Teaches the concept of zero and how quantities match symbols.

4. Cards and Counters

 Number cards are laid out from 1 to 10.

 Children match round counters to the number (e.g., 6 counters with number
6).

✅ Teaches even and odd numbers and number quantity.

5. Golden Beads (Decimal System

 A beautiful set of beads that shows units, tens, hundreds, and thousands.
 For example, one single bead is 1 unit; a bar of 10 beads is 10; a square is
100, and a cube is 1000.

✅ Helps children understand place value, addition, subtraction, multiplication,

and division in a hands-on way.

💡 Key Concepts Children Learn

During the sensitive period for numbers, children begin to understand many
important math ideas, such as:

1. Number symbols (1, 2, 3…)

2. Counting in order (1 to 10 and beyond)
3. Quantities (how much a number means)
4. Zero (the concept of “nothing”)
5. Odd and even numbers
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6. Simple addition and subtraction

7. Place value (units, tens, hundreds, thousands)
8. Patterns and sequences
9. Number writing and reading
10.Mental math and memory of facts

🧒 How Adults Can Support the Child

Whether at home or school, adults play a big role in supporting this sensitive
period. Here’s how you can help:

✅ 1. Count Together

 Count steps, apples, toys, or anything around.

 Use number words often in daily life.

✅ 2. Use Real-Life Math

 Let your child help measure ingredients in the kitchen.

 Ask them to count coins or set the table for 4 people.

✅ 3. Provide Montessori-Inspired Materials

 Use beads, number cards, sticks, or even homemade versions of number

rods.

✅ 4. Play Number Games

 Play games like hopscotch, dominoes, or matching cards with numbers.

✅ 5. Be Patient and Encouraging

 Let them make mistakes and discover answers.

 Don’t rush — follow their interest and pace.

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🛑 What Happens If This Period Is Missed?

If the child is not exposed to numbers in this sensitive time, they may:

 Struggle to understand basic math later.

 Feel scared or bored by math in school.
 Miss the joy of discovery and problem-solving.

That’s why it’s important to notice your child’s interest and nurture it at the right
time.

🌟 Benefits of Early Number Learning

When children learn numbers during the sensitive period, they:

 Feel confident in using math.

 Develop a love for numbers and patterns.
 Build strong problem-solving skills.
 Think logically and creatively.

This learning doesn’t just help in school — it helps them understand and enjoy the
world around them.

🎯 Final Thoughts

The Sensitive Period for Numbers is a special time when the child is ready to
explore the magical world of math. Dr. Montessori showed us that math is not
just numbers on paper — it is a joyful, living part of a child’s world.

By giving children the right tools, time, and freedom, we help them become not
only good at math but also curious, logical, and confident learners for life.

So, whenever a child asks, “How many?” — smile and dive into the wonderful
world of numbers with them.

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c)🌱 Sensitive Period for Movement (Birth to 4 Years)

The Sensitive Period for Movement

From the moment a baby is born, they begin to move. First, the movements are
random and uncontrolled. Slowly, over the next four years, they learn to control
and coordinate their movements — from turning their head to walking, running,
holding, and using their hands for fine work.

Montessori said that movement is closely connected to intelligence. Through

movement, children explore the world, build their thinking skills, and become
independent.

🗓️ Age-Wise Breakdown of Movement Development

🔹 0 to 6 Months: Discovering the Body

What happens:

 Baby starts moving arms and legs randomly.

 Turns head toward sound or light.
 Learns to lift head during tummy time.
 Begins to roll over.

Why it matters:

 These early movements help the baby build strength in the neck, back, and
arms.
 They begin to understand cause and effect. (Example: “When I kick, my toy
shakes.”)

How to support:

 Give tummy time daily.

 Use soft mats instead of keeping the baby in swings or walkers.
 Talk to the baby while they move to connect language with movement.
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🔹 6 to 12 Months: Learning to Crawl and Stand

What happens:

 Baby learns to sit on their own.

 Starts crawling or scooting.
 Begins to pull up to stand.
 May take first steps with support.

Why it matters:

 Crawling strengthens the body and sharpens brain development.

 Movement helps hand-eye coordination and builds curiosity.

How to support:

 Create a safe floor space to explore freely.

 Use furniture that helps baby pull up and balance.
 Avoid walkers that limit natural movement.

🔹 12 to 18 Months: Learning to Walk

What happens:

 Baby takes first steps.

 Begins to walk independently.
 Starts climbing on furniture, stairs, or low steps.

Why it matters:

 Walking gives the child freedom to move around and explore.

 It builds balance, confidence, and independence.

How to support:

 Allow the child to walk instead of being carried too often.

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 Let them explore safe spaces at home or outside.

 Offer encouragement instead of rushing to help.

🔹 18 Months to 2 Years: Gaining Control

What happens:

 Child walks with more balance.

 Begins to run, kick, throw, and carry objects.
 Uses hands to stack blocks, feed themselves, open/close boxes.

Why it matters:

 Children now begin using movement with purpose.

 They start connecting action with learning: “If I push this, it falls.”

How to support:

 Give toys that can be pushed, pulled, or carried.

 Allow messy play like pouring water or scooping sand.
 Offer child-sized tools like a small broom or spoon.

🔹 2 to 3 Years: Moving with Confidence

What happens:

 Child runs, jumps, climbs, and explores with energy.

 Begins to dress themselves (with help).
 Uses hands for drawing, building, turning pages.

Why it matters:

 Children want to do things on their own.

 Movement is no longer just physical — it becomes mental too. They think,
plan, and act.

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How to support:

 Let the child climb small steps or playgrounds safely.

 Give them freedom to try dressing, feeding, and cleaning.
 Provide open-ended toys like blocks, puzzles, or crayons.

🔹 3 to 4 Years: Movement Becomes Skillful

What happens:

 Child moves with purpose and confidence.

 Learns to ride a tricycle, jump in place, balance on one foot.
 Begins cutting with scissors, drawing shapes, tracing letters.

Why it matters:

 This stage develops fine motor skills — small muscle movements in fingers
and hands.
 These skills are needed for writing, tying shoes, or buttoning clothes.

How to support:

 Provide activities like bead threading, painting, and play dough.

 Let the child help with real tasks like folding clothes or watering plants.
 Celebrate effort more than perfection.

🏃♀️ Sensitive Period for Movement – Montessori Table

Aspect Details

🧠 Age Range Birth to 4 years

🧠 Child’s Focus Coordination, balance, body control

🧠 Attraction To Crawling, walking, climbing, grasping, carrying

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Aspect Details

Gross motor (large muscles) and fine motor (hands &

🧠 Types of Movement
fingers)

🎯 Learning Through Freedom to move, purposeful activities, real-life tasks

🌱 Best Support Tools Push toys, stairs, puzzles, dressing frames, blocks

💡 Why It Matters Builds independence, concentration, self-confidence

📅 Sensitive Period
Around 4 years – foundation laid for all future learning
Ends

🧠 Why Is Movement So Important?

Montessori believed that movement builds the brain. When a child moves, their
brain forms new connections that help with:

 Thinking
 Problem-solving
 Language
 Memory
 Focus

Movement also helps a child:

 Build independence 💪
 Understand space and body balance 🧠♂️
 Develop social skills through group play 🧠
 Feel confident and happy 😄

🏫 How Montessori Encourages Movement

Montessori classrooms are built to allow free and purposeful movement. Here’s
how:
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✅ 1. Freedom of Choice

Children are free to choose where they want to work — on a table or floor,
standing or sitting.

✅ 2. Practical Life Activities

Tasks like pouring, spooning, buttoning, and sweeping help children master hand
control and focus.

✅ 3. Sensorial Materials

These include stacking, sorting, and touching materials that involve movement and
thinking together.

✅ 4. No “Sit Still” Rules

Children are not forced to sit for long periods. They move naturally while learning.

🚫 What If This Period Is Ignored?

If a child is not allowed to move freely:

 They may feel frustrated and restless.

 Their physical and brain development can slow down.
 They may struggle with writing or focus later in school.

That’s why giving freedom to move is not a luxury — it’s a basic need.

💡 Tips for Parents and Teachers (0–4 Years)

 Don’t overuse strollers, baby walkers, or screens.

 Let your child play on the floor.
 Let toddlers walk beside you, even if they’re slow.
 Involve them in daily life — cooking, cleaning, setting the table.
 Give child-sized tools that they can use safely.
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 Encourage outdoor play every day.

🌟 Final Thoughts

The Sensitive Period for Movement (Birth to 4 Years) is a beautiful stage where
the child builds their body, mind, and independence. Movement is not just about
burning energy — it’s the way children learn about the world.

As adults, we must:

 Respect the child’s need to move.

 Create a safe space to explore.
 Offer the right tools and support.

By doing so, we help the child become a confident, skilled, and joyful human
being.

5.Write a short notes on the following core concepts of Montessori education;

a) Mixed Age Group

What is a Mixed Age Group?

In a Montessori classroom, children of different ages learn together. This is called
a mixed age group. For example, children aged 3 to 6 years are in the same class.
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Montessori’s Belief
Dr. Maria Montessori believed that children learn best from one another, not
just from the teacher. A mixed age group creates a natural social environment—
just like in a family or community—where children of different ages help and learn
from each other.

🌟 Key Benefits According to Montessori:

1. Peer Learning

 Younger children observe and imitate older ones.

 Older children teach and guide, which strengthens their own knowledge.

2. No Competition

 Each child works at their own pace.

 There is no pressure to “keep up,” which builds confidence and joy in
learning.

3. Leadership and Responsibility

 Older children learn to be leaders and role models.

 They become patient, kind, and responsible.

4. Social and Emotional Growth

 Children learn respect, cooperation, and empathy naturally.

 They learn how to live peacefully with others.

👩🏫 Teacher’s Role

The Montessori teacher is a guide, not the center of the class. The teacher:

 Observes each child’s needs

 Encourages peer learning
 Builds a respectful, peaceful classroom community

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Examples by Age Group

Group Type Age Range Activities

Infant/Toddler 0–3 years Learning to walk, talk, trust, explore

Preschool (Casa) 3–6 years Language, writing, math, social behavior

Lower Elementary 6–9 years Reading, group work, basic science

Upper Elementary 9–12 years Projects, leadership, deeper learning

Secondary/Adolescent 12–18 years Real-world tasks, community work, research

✅ Benefits of Mixed Age Groups

 Builds confidence
 Encourages independent learning
 Teaches kindness and patience
 Supports real-life skills

📌 Conclusion

Mixed age groups help children learn in a natural, happy, and respectful way.
They grow not just in knowledge but also in character, leadership, and love for
learning.

b) Spiritual Embryo
📖 What is the Spiritual Embryo?

Dr. Maria Montessori used the term “Spiritual Embryo” to describe the inner,
mental, and emotional development of a child after birth.

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Just like a baby grows physically in the mother’s womb, the mind and soul of the
child begin to grow after birth. This invisible development of the child's
personality, emotions, and intelligence is called the spiritual embryo.

Key Ideas:

1. Starts at Birth
The spiritual embryo begins when the baby is born. The child is ready to
absorb everything from the world around them.
2. Mind is Like a Sponge
In the early years (especially from 0 to 6 years), the child’s mind is
absorbent. They learn language, habits, movement, and feelings without
being directly taught.
3. Not Just Physical Growth
A child does not only grow physically — they are also building their inner
self, such as:

 Feelings
 Intelligence
 Willpower
 Memory
 Moral sense

4. Environment is Very Important

Just like a seed needs good soil, the spiritual embryo needs a loving,
peaceful, and rich environment to grow.

How the Spiritual Embryo Develops

1. First Stage (0–3 years)

o The child takes in everything like a sponge.
o Learns trust, language, and movement.
2. Second Stage (3–6 years)
o The child becomes more aware.
o Begins to build character, willpower, and social skills.

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🌟 Importance of the Spiritual Embryo

 Helps shape the child’s personality and behavior

 Forms the foundation of emotional and mental health
 Develops the human spirit — love, respect, creativity, curiosity

Role of Adults and Teachers

 Provide a calm, safe, and rich environment

 Show respect and love
 Allow freedom with guidance
 Understand that early years are very sensitive for inner development

📌 Conclusion

The spiritual embryo is the hidden growth of the child’s inner self after birth.
According to Dr. Montessori, if we care for the spiritual embryo well in the early
years, the child will grow into a happy, confident, and peaceful adult.

c) Absorbent Mind

📖 What is the Absorbent Mind?

Dr. Maria Montessori said that children from birth to 6 years have a special kind
of mind. She called it the “Absorbent Mind.”

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This means that the child’s mind can absorb everything from the world around
them, just like a sponge soaks up water.

👶 When Does It Happen?

 The absorbent mind works from birth to 6 years.

 It is the most important time for learning and development.

Two Stages of the Absorbent Mind

1. Unconscious Stage (0–3 years)

o The child learns without knowing they are learning.
o They absorb language, movement, and emotions naturally.
2. Conscious Stage (3–6 years)
o The child starts to choose what they want to learn.
o They repeat activities and become more focused.

What Does the Child Absorb?

 Language: The child learns to speak by hearing others.

 Movement: Walking, using hands, and coordination.
 Culture: Traditions, behavior, manners.
 Social Behavior: How to greet, share, and interact with others.
 Emotions: Love, care, anger, fear – they feel and understand them.
 Values: What is good or bad, right or wrong.
 Everything around the child becomes a part of who they are

🌱 Why Is It Important?

 The absorbent mind helps form the child’s personality, character, and
intelligence.
 This period lays the foundation for future learning.
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If the child is given a rich and loving environment, they grow into confident, kind,
and smart individuals.

Activities That Help the Absorbent Mind

Montessori provides special activities that help the absorbent mind grow:

 Practical Life: pouring, buttoning, sweeping, dressing

 Sensorial Activities: touching, matching colors, sorting sizes
 Language Work: letter sounds, storytelling, naming objects
 Math Materials: counting beads, number rods
 Culture Work: maps, nature, science

These hands-on activities match the child’s natural interest and support their
brain development.

👩🏫 Role of Adults

 Adults must provide a peaceful, clean, and caring environment.

 Children must be given freedom, love, and respect to explore and learn.

✅ Conclusion

The absorbent mind is a gift of nature. It helps the child learn everything naturally
and quickly. According to Montessori, the first six years of life are the golden
time for learning, and we must make the best use of it.

d) Prepared Environment

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📖 What is a Prepared Environment?

In Montessori education, a Prepared Environment means a place that is specially

arranged for the child. Everything in the classroom is designed to help children
learn, explore, and grow independently.

Dr. Maria Montessori believed that the environment should match the needs of the
child — physically, mentally, and emotionally.

Key Points:

 Child-Centered:
Everything is made and placed according to the child’s size, age, and needs.
Furniture is small, materials are easy to reach.
 Freedom with Limits:
Children can choose what they want to do, but they follow simple rules (like
being kind and putting things back).
 Learning Materials:
Special Montessori materials are placed on open shelves. Each item teaches
one skill at a time and helps the child learn through hands-on work.
 Order and Beauty:
The classroom is calm, neat, and attractive. Children feel relaxed and happy
when things are in their place.
 Mixed Age Groups:
Children of different ages learn together. Older children help the younger
ones, and younger children learn by watching.
 Guided by the Teacher:
The teacher prepares the environment and observes the child, helping only
when needed.

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Example:
In a Montessori classroom, a 3-year-old can pick a puzzle from the shelf, complete
it, and return it without any help. Everything is made easy and natural for the child
to explore and learn.

👧 What Does It Look Like?

A good prepared environment has:

 Child-sized furniture
 Beautiful and clean materials
 Everything kept in order
 Peaceful and calm atmosphere
 Freedom to choose work
 Rules and respect for others

🎯 Purpose of the Prepared Environment

 To help the child become independent

 To support the child’s natural desire to learn
 To develop concentration, order, and confidence
 To build good behavior and responsibility

✅ Conclusion

The Prepared Environment is a key part of Montessori education. It helps the

child feel safe, free, and ready to learn. With the right environment, children
become happy, focused, and independent learners.

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e) Focus on Individual Progress

In Montessori education, every child is seen as unique and special. That’s why
teachers focus on individual progress instead of comparing one child with
another.

What Does It Mean?

Individual progress means that each child learns at their own speed, in their
own way. Some children may learn quickly, while others may take more time—
and that’s okay.

✅ What is Individual Progress?

 It means the child learns and grows at their own pace.

 There is no pressure to finish work fast or to be better than others.
 The focus is on how much the child improves, not how they compare to
classmates.

Key Points:

 No Competition:
Children are not compared or ranked. They are only encouraged to do better
than they did yesterday.
 Freedom to Choose:
Children can choose what they want to work on, based on their interest and
ability. This builds confidence.
 One-on-One Help:
The teacher observes each child and gives help or lessons when the child is
ready.
 Encourages Confidence:
When children are not forced or compared, they feel happy and confident in
learning.

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 Better Understanding:
Children move to the next level only when they fully understand the current
one. This builds a strong foundation.

✅ Why is It Important?

1. Every Child is Different:

Children come from different homes, have different skills, and learn in
different ways. What is easy for one child may be hard for another.
2. Builds Confidence:
When children are not compared, they feel more relaxed. They are proud of
their own work and feel happy to learn.
3. Reduces Stress:
In a classroom that focuses on individual progress, children don’t feel scared
or shy. They feel safe and supported.
4. Encourages Deep Learning:
Children can spend more time on something until they understand it fully.
This helps them remember it better and apply it in real life.
5. Supports Natural Development:
Children go through different sensitive periods at different times. Allowing
them to grow in their own way helps their true potential shine.

Example:

One child may be working on reading, while another is doing math. Both are
learning, but in their own way and time.

Conclusion:

Focusing on individual progress means giving children the freedom, time, and
support to grow in their own way. It respects each child's personality and helps
them become confident, curious, and capable human beings. In the Montessori
method, this idea is a key part of creating happy, independent learners.

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MODULE 1
ASSIGNMENT COMPLETED

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