PMC MODULE 1 Introduction to Montessori – Montessori Early Childhood (3-9)

Assignment Module 1:
Introduction to Maria Montessori

Submitted to:

Submitted by: Maryam Bint Asif

Roll #: 19159

QNo1. Write a biographical note on Dr. Maria Montessori in your own words?
Ans:

Montessori was born on 31 August 1870, in Chiaravalle, Italy. Her father,

Alessandro Montessori, age 33, was an official of the Ministry of Finance working
in the local state-run tobacco factory. Her mother, Renilde Stoppani, 25 years old,
was well-educated for the times and was the great-niece of Italian geologist and
paleontologist Antonio Stoppani. While she did not have any particular mentor, she
was very close to her mother who readily encouraged her. She also had a loving
relationship with her father, although he disagreed with her choice to continue her
education.

Montessori was born on August 31, 1870, in the provincial town of Chiaravalle,
Italy, to middle-class, well-educated parents. At the time that Montessori was
growing up, Italy held conservative values about women's roles. From a young age,
she consistently broke out of those proscribed gender limitations. After the family
moved to Rome, when she was 14, Montessori attended classes at a boys' technical
institute, where she further developed her aptitude for math and her interest in the
sciences, particularly biology.

In 1883 or 1884, at the age of 13, Montessori entered a secondary, technical

school, Regia Scuola Tecnica Michelangelo Buonarroti, where she studied Italian,
arithmetic, algebra, geometry, accounting, history, geography, and sciences. She
graduated in 1886 with good grades and examination results. That year, at the age
of 16, she continued at the technical institute Regio Istituto Tecnico Leonardo da
Vinci, studying Italian, mathematics, history, geography, geometric and ornate
drawing, physics, chemistry, botany, zoology, and two foreign languages. She did
well in the sciences and especially in mathematics.
She initially intended to pursue the study of engineering upon graduation, then an
unusual aspiration for a woman. By the time she graduated in 1890 at the age of
20, with a certificate in physics–mathematics, she had decided to study medicine, a
more unlikely pursuit given cultural norms at the time.

Montessori moved forward with her intention to study medicine. She appealed to
Guido Baccelli, the professor of clinical medicine at the University of Rome, but
was strongly discouraged. In 1890, she enrolled in the University of Rome in a
degree course in natural sciences, passing examinations in botany, zoology,
experimental physics, histology, anatomy, and general and organic chemistry, and
earning her diploma di licenza in 1892. This degree, along with additional studies
in Italian and Latin, qualified her for entrance into the medical program at the
university in 1893.
She was met with hostility and harassment from some medical students and
professors because of her gender. Because her attendance of classes with men in
the presence of a naked body was deemed inappropriate, she was required to
perform her dissections of cadavers alone, after hours. She resorted to
smoking tobacco to mask the offensive odor of formaldehyde. Montessori won an
academic prize in her first year, and in 1895 secured a position as a hospital
assistant, gaining early clinical experience. In her last two years, she
studied pediatrics and psychiatry, and worked in the pediatric consulting room and
emergency service, becoming an expert in pediatric medicine. Montessori
graduated from the University of Rome in 1896 as a doctor of medicine. Her thesis
was published in 1897 in the journal Policlinico. She found employment as an
assistant at the university hospital and started a private practice.

As a doctor, Montessori chose pediatrics and psychiatry as her specialties. While

teaching at her medical-school alma mater, Montessori treated many poor and
working-class children who attended the free clinics there. During that time, she
observed that intrinsic intelligence was present in children of all socio-economic
backgrounds.

Montessori became the director of the Orthophrenic School for developmentally

disabled children in 1900. There she began to extensively research early childhood
development and education. Her reading included the studies of 18th and 19th-
century French physicians Jean-Marc-Gaspard Itard and Édouard Séguin, who had
experimented with the capabilities of disabled children. Montessori began to
conceptualize her own method of applying their educational theories, which she
tested through hands-on scientific observation of students at the Orthophrenic
School. Montessori found the resulting improvement in students' development
remarkable. She spread her research findings in speeches throughout Europe, also
using her platform to advocate for women's and children's rights.

Montessori's success with developmentally disabled children spurred her desire to

test her teaching methods on "normal" children. In 1907 the Italian government
afforded her that opportunity. Montessori was placed in charge of 60 students from
the slums, ranging in age from 1 to 6. The school, called Casa dei Bambini (or
Children's House), enabled Montessori to create the "prepared learning"
environment she believed was conducive to sense learning and creative
exploration. Teachers were encouraged to stand back and "follow the child"—that
is, to let children's natural interests take the lead. Over time, Montessori tweaked
her methods through trial and error. Her writings further served to spread her
ideology throughout Europe and the United States.

By 1925 more than 1,000 of her schools had opened in America. Gradually
Montessori schools fell out of favor; by 1940 the movement had faded and only a
few schools remained. Once World War II began, Montessori was forced to flee to
India, where she developed a program called Education for Peace. Her work with
the program earned her two Nobel Peace Prize nominations.

Maria Montessori ended her life sitting in the garden of a house owned by friends
in Noordwijk an Zee, a village on the Dutch coast, discussing with her faithful son
and chief assistant Mario whether or not to go to Africa. She had been told that at
eighty-one she was too frail to travel so far and that someone else could go and
deliver her lectures for her. ‘Am I no longer of any use then?’ she asked him. An
hour later she was dead of a cerebral haemorrhage. She was interred in the Roman
Catholic cemetery at Noordwijk, having always wanted to be buried wherever she
happened to die.

Montessori died on May 6, 1952, in Noordwijk aan Zee, Netherlands. The 1960s
witnessed a resurgence in Montessori schools, led by Dr. Nancy McCormick

Rambus. Today, Montessori's teaching methods continue to "follow the child" all
over the globe.

QNo2. Write a note on first Casa dei Bambini. Also explain how did Montessori
method develop there?
Ans: Introduction:
"Casa dei Bambini" is an Italian term that translates to "Children's House" in
English. It refers to the first Montessori school established by Dr. Maria
Montessori in 1907. The Casa dei Bambini marked the beginning of the
Montessori method of education, which has since become a renowned and
influential approach to teaching and learning worldwide.
The first Casa dei Bambini was opened in Rome, Italy, in the district of San
Lorenzo. It was founded with the purpose of providing education and care for
children from low-income families in the community. Dr. Maria Montessori, an
Italian physician and educator, designed this school as a carefully prepared
environment to foster the optimal development of young children.
Maria Montessori was born in 1870 in Chiaravalle, Italy. Her pursuit of education
was unconventional for women at that time, as she became one of the first female
students to attend medical school. Montessori's work with children in psychiatric
hospitals and her keen interest in child development led her to believe that
education could be a potent force in shaping young minds positively.
Key features of the Casa dei Bambini:
Prepared Environment: The Casa dei Bambini classroom was meticulously
arranged with developmentally appropriate materials and activities that were
accessible to the children. The environment was designed to stimulate their
curiosity and promote independent learning.
Child Centered Approach:
In the Montessori method, the focus is on the child as an active learner. Children
were encouraged to explore their interests and learn at their own pace, with the
teacher serving as a guide rather than an authoritative figure.
Freedom within limits: Children at Casa dei Bambini had the freedom to
choose their activities from a range of educational materials available in the
classroom. However, this freedom was balanced with clear guidelines and limits to
maintain a harmonious and respectful learning environment.
Mixed Aged Grouping:
Casa dei Bambini classrooms comprised children of different ages. This mixed-age
grouping encouraged cooperation, collaboration, and peer learning, as older
children naturally helped and mentored younger ones.
Practical life Activities:
The Montessori method emphasized practical life activities such as pouring,
dressing, and cleaning. These activities were not just for developing practical skills
but also to instill a sense of responsibility and independence in the children.
Sensorial material:
Casa dei Bambini offered a wide variety of sensorial materials that helped children
refine their senses and gain a deeper understanding of abstract concepts through
concrete experiences.
The success and positive outcomes observed at Casa dei Bambini led to the
widespread recognition and adoption of the Montessori method in various
educational settings globally. Today, Montessori schools can be found worldwide,
and the principles of the Casa dei Bambini remain at the core of the Montessori
philosophy, emphasizing the holistic development of the child and nurturing their
natural love for learning.
Before opening the first Casa dei Bambini, Montessori worked with children who
had developmental disabilities and special needs. Her experiences with these
children significantly influenced the development of her educational philosophy.
She noticed that providing these children with specially designed materials and an
environment conducive to learning yielded remarkable results. This insight laid the
foundation for her later work with typically developing children.

Maria Montessori was a firm believer in scientific observation and

experimentation. Her medical background and training as a scientist prompted her
to carefully observe children's behavior and learning patterns. Through her
observations, she recognized that children exhibited an intrinsic desire to learn and
explore their surroundings. She believed that education should harness this natural
curiosity and empower children to become independent learners.
Role of the Teacher:
At Casa dei Bambini, Montessori introduced a new role for teachers – that of an
observer and a guide. Unlike traditional education, where the teacher is the focal
point of knowledge delivery, Montessori believed in allowing children to explore
and learn at their own pace. The teacher's role was to carefully observe each child,
identify their interests and abilities, and provide appropriate guidance and support.

The Spread of the Montessori Method:

As word of the remarkable outcomes at Casa dei Bambini spread, interest in
Montessori's method grew. Teachers from various countries visited Casa dei
Bambini to witness the approach in action. Montessori began conducting training
courses for educators, ensuring the proper implementation of her philosophy and
method.

Further Development of the Montessori Method: Over the years, Montessori

continued to refine and expand her educational philosophy. She wrote several
books on education and child development, including "The Montessori Method,"
further popularizing her approach worldwide. Montessori's method began to be
adopted in diverse cultural and educational settings, evolving to accommodate
various age groups and learning environments.

In short Casa dei Bambini was a pivotal moment in the history of education. Dr.
Maria Montessori's innovative approach to teaching and learning transformed and
explore their surroundings. She believed that education should harness this natural
curiosity and empower children to become independent learners.
Role of the Teacher:
At Casa dei Bambini, Montessori introduced a new role for teachers – that of an
observer and a guide. Unlike traditional education, where the teacher is the focal
point of knowledge delivery, Montessori believed in allowing children to explore
and learn at their own pace. The teacher's role was to carefully observe each child,
identify their interests and abilities, and provide appropriate guidance and support.

The Spread of the Montessori Method:

As word of the remarkable outcomes at Casa dei Bambini spread, interest in
Montessori's method grew. Teachers from various countries visited Casa dei
Bambini to witness the approach in action. Montessori began conducting training
courses for educators, ensuring the proper implementation of her philosophy and
method.

Further Development of the Montessori Method: Over the years, Montessori

continued to refine and expand her educational philosophy. She wrote several
books on education and child development, including "The Montessori Method,"
further popularizing her approach worldwide. Montessori's method began to be
adopted in diverse cultural and educational settings, evolving to accommodate
various age groups and learning environments.

In short Casa dei Bambini was a pivotal moment in the history of education. Dr.
Maria Montessori's innovative approach to teaching and learning transformed the
traditional education landscape, emphasizing the significance of child-led learning,
independence, and holistic development. The success of Casa dei Bambini laid the
foundation for the widespread adoption and influence of the Montessori method
worldwide, leaving an indelible impact on the way we understand and approach
education. It introduced a revolutionary child-centered approach that emphasized
independence, self-discipline, and a love for learning. The prepared environment
with developmentally appropriate materials fostered children's natural curiosity
and allowed them to learn at their own pace. Mixed-age classrooms promoted
social and emotional growth through peer learning, while practical life activities
developed essential life skills. Casa dei Bambini proved that a child-led, hands-on
approach did not compromise academic excellence. Its success influenced
commitment to nurturing well-rounded individuals. Education globally, leaving a
lasting legacy of the Montessori method as a widely recognized and influential
educational philosophy. Casa dei Bambini and the Montessori method have stood
the test of time, garnering praise and recognition for their positive impact on
children's development. The approach continues to be embraced by educators and
parents who value its child-centered philosophy and

Q:3 Elaborate the discoveries made by Dr. Maria Montessori by

observing the child.
Maria Montessori made several important discoveries and observations about
children through her work as an educator and researcher. Some of her notable
discoveries include:

1. Individuality and Uniqueness: Montessori recognized that each

child is a unique individual with their own strengths, interests, and
learning style. She emphasized the importance of understanding and
respecting each child’s individuality to support their development
effectively.

2. Absorbent Mind: Montessori observed that children have an

absorbent mind during the early years of life, particularly from birth to
age six. They effortlessly soak up knowledge and experiences from
their environment, forming the foundation of their future learning.
During the first three years of life, the child’s mind unconsciously
absorbs sensory impressions from the environment. They effortlessly
take in information through their senses, such as sight, touch, hearing,
taste, and smell. This period lays the foundation for their future
development and learning.

3. True learning Happens with concentration: When

something that answer the inner needs meets the child’s eyes,
 spontaneous interest is kindled. When this interest finds suitable
conditions to work spontaneous repetition is the result. When the
spontaneous repetition of an activity is done with interest, the natural
result is concentration. But concentration is not the end product of
education, it is only the beginning. Dr. Maria found that the children
revealed that they could work with concentration when they found the
right conditions.

4. Self-Construction and Independence: Montessori believed

that children are self-constructing individuals who actively build their
personalities and intelligence through interactions with their
environment. She emphasized the importance of fostering
independence and autonomy to support their natural development.

5. Order and Routine: Montessori observed that children have a

natural inclination towards order and routine. Establishing a structured
and predictable environment helps children feel secure and aids in
their overall development.

6. Importance of Movement: Montessori recognized the

significance of movement in a child’s development. She designed
materials and activities that encourage physical exploration and
coordination, as movement is closely linked to cognitive and
emotional development.

7. Role of Play: Montessori appreciated the role of play in a child’s

learning and development. Play is viewed as a child’s work,
allowing them to engage in meaningful activities that contribute to
their growth and understanding of the world.

8. Children are Naturally Well- Behaving: Dr. Maria discovered

that the children are often perceived to behave in a certain manner-
destructive, disorderly, stubborn, disobedient etc. but in her
scientifically prepared environment they show orderly, responsible
and caring behavior. Child is naturally well behaved it’s the
environment that make their behavior.

9. Environmental Engineering: Montessori discovered that the

environment itself is all important in the child learning process. She
 engineered her classroom according to the needs of the children. She
further studied the traffic patterns of the room arranging the
furnishings and the activities areas to minimize congestion and
tripping. She further discovered that the children love to sit on the
floor so she bought little rug. Did you find their work area and the
children quickly learn to walk around the work that ordered children
had laid out on the rug.

10. Children need respectful treatments: Dr. Montessori always

acknowledge that the children showed her how to teach them contrary
to the minds she treated them with respect. This respect stemmed
from her observations which led her to believe in their amazing
potential, persistent energy, untiring efforts, and the essential
goodness helpers and the parents to treat the children with respect.

11. True discipline comes through freedom: Maria Montessori’s

philosophy emphasizes that true discipline comes through freedom. In
the Montessori method, discipline is not achieved through strict rules
or punishments, but rather by providing children with a prepared
environment that allows for freedom within appropriate limits. This
means giving children the freedom to make choices and explore their
interests, while also providing structure and guidance to ensure a safe
and respectful learning environment.
Montessori believed that when children are given the freedom
to explore and learn at
their own pace, they develop a love for learning and a sense of
intrinsic discipline that
stays with them throughout their lives.

12. Children are Underestimated: Absolutely, children are often

underestimated in their abilities, potential, and understanding. They
have remarkable capabilities and a natural curiosity that drives their
desire to explore and learn about the world around them.
Unfortunately, societal attitudes or preconceived notions may
sometimes limit our expectations of what children can achieve.
As educators, parents, and caregivers, it is essential to foster an
environment that values and respects children’s voices and ideas. By
empowering them to express themselves, make choices, and engage in
meaningful experiences, we can help unlock their full potential and
 nurture their natural love for learning and exploration. Let us celebrate
the capabilities of children and provide them with the tools and
opportunities they need to thrive.

Maria Montessori’s discoveries and insights have had a profound impact on early
childhood education, shaping a child-centered approach that values individuality,
independence, and hands-on learning. Her philosophy continues to be influential
and widely practiced in Montessori schools worldwide.

Qno:4 Explain Sensitive Periods and writ short notes of the

following;
a. Sensitive periods for language
b. Sensitive periods for Mathematics
c. Sensitive Period for Movement
 Sensitive period:
Maria Montessori used a term coined by a Dutch biologist, Hugo de Vries (Mutation
theory - 1902) to refer to important periods of childhood development.

Essentially, a sensitive period is a time of transition where a child shows

uncharacteristic motivation to engage with activities that align with their focus
during that time of transition. According to work conducted by Dr. Maria
Montessori, there are six sensitive periods: order, language, walking, the social
aspects of life, small objects, and learning through the senses. Each of these
periods takes place during the early childhood years, typically during the first six
years of life. 

In the Secret of Childhood, she said: 

“A sensitive period refers to a special sensitivity which a creature acquires in its

infantile state, while it is still in a process of evolution. It is a transient disposition
and limited to the acquisition of a particular trait. Once this trait, or characteristic,
has been acquired, this special sensitivity disappears.
Every specific characteristic of a living creature is thus attained with the help of a
passing impulse or potency. Growth is therefore not to be attributed to a vague
inherited predetermination but to efforts that are carefully guided by periodic, or
transient, instincts. This give direction by furnishing an impulse toward a
determined kind of activity that can differ notably from the adult of that species.”
During a sensitive period, the child is deeply interested into a specific subject. It is
therefore extremely easy for the child to acquire certain abilities related to this
interest.

The child has an intense interest for repeating certain actions. A new skill will
emerge out of this repetition.

Sensitive periods do not appear in a linear way. They can overlap. When the
sensitive period is over, the intense desire is gone and the opportunity to learn
deeply and easily is gone.

It does not mean that all is lost! For example, it is easier for a child to learn a
second language in his early years. If the child did not have that opportunity, then
learning another language will require a conscious effort.

Sensitive periods or window of opportunities is a term used in neuropsychology

and our current knowledge of the brain shows that there is a specific period for
language acquisition, development of movements and cognitive perception.
Both ways to use the term sensitive period are based on the same idea that children
have a specific way to learn in their early years and that there is a specific time
frame when learning should occur.

Sensitive period for language:

The sensitive period for spoken language is from 7 months to 3 years of age. It
begins when the child first creates sounds by mimicking mouth movements, and
progresses over time, as they learn to form words and simple sentences. The
sensitive period for learning to write is from 3.5 to 4.5 years of age.
corroborate the existence of a sensitive period to language. Neuroscience has
shown that the window of opportunity for language acquisition begins to shut at
around 5 years old Maria Montessori used to say that Montessori said that “the
only language men will ever speak perfectly is the one they learn in babyhood,
when no one can teach them anything.

During the sensitive period to language, it is also very easy for a young child to
learn another language. This sensitive period lasts from birth (even in utero) to 6.
Today’s sciences

A child by the age of 6, will have acquired an extensive vocabulary, basic

sentences patterns and the inflections and accent of his mother’s tongue. That is
with almost no direct teaching!

Language refers not only to the oral language but also to reading and writing.
Maria Montessori observed that children started to write then to read. 

It is particularly important to talk to your child in adult to child manner, using the
proper vocabulary and not a baby language.

Books, reading, storytelling and puppets are great activities that help the child to
develop his language.

Sensitive period for Movement:

This sensitive period lasts from birth to 5 years old. The sensitive period for
movement can be divided into different phases.

First phase – from birth to 2.5 years of age

The first phase, the acquisition of gross and fine motor skills, walking and the use
of the hands, lasts from birth to 2.5 years of age.
The environment that we prepare gives the opportunities for the child to crawl, pull
up and to move freely.

We must allow freedom of movement and avoid the trap of baby devices like
playpens and jumparoos, that are supposed to keep our baby safe. Those devices
are only convenient for us. Although, the way we parent today may force us to use
them as we are often parenting on our own for long hours. If you need a playpen or
jumparoos to keep your child safe while you take a shower, try to limit the use to
very short period of time.

We encourage walking with or without assistance. Toddlers do not need baby

walkers.

We have to give them toys or materials that improve the movement of the hand and
improve eye/hand coordination.

We need to give our children constant opportunities, so they can refine their skills.

Sensitive period for Mathematics:

Doctor Maria Montessori believed that children come to absorb mathematical

concepts naturally. She recognised that there were specific sensitive periods in a
child’s development whereby the acquisition of mathematical concepts was eagerly
explored through repetition of activities with concrete, scientifically developed,
didactic materials. Doctor Maria Montessori designed concrete mathematical
materials to represent all levels of quantities and mathematical concepts after she
observed that children who are interested in counting, like to move items as they
enumerate them. In the Montessori learning environment, the children not only see
and learns the symbol for a number, they hold the quantity in their hand. For most
children, the sensitive development period for learning mathematical concepts is
between the age of four and six years.

Through the Montessori Curriculum areas of Practical Life, Sensorial and

Mathematics, children experience the concepts of order, measurement,
calculations, numeric symbol recognition, counting, and exactness. There are six
key skill areas within the Montessori Mathematics Curriculum, including:
numeration (numbers 1 – 10), the decimal system, the tradition names, the
arithmetic tablets, and the passage to abstraction and fraction. In order to help each
child, achieve their full mathematical potential, it is the role of the Montessori
teacher to set up and organize the materials in a way that is progressive and
sequential. Young Montessori students learn about precision and exactness by
measuring how many water drop it takes to fill a vessel (i.e. ice cube tray). These
Practical Life activities not only help children to gain independence, but also
provide indirect foundations for higher level math skills.

As children develop in the Montessori learning environment, they become ready to

encounter more concrete mathematics materials that explore abstract thought,
beginning with quantity. Quantity is first presented to the child in the form of
variables to avoid confusion. The Montessori teacher will use a material, such as
the Number Rods, in order to introduce quantities from one to ten. The red and
blue partitions of the Number Rods make the quantity countable. The number rods
are then given a name and a number. As the child works with the rods, they begin
to realise that the first rod is the unit of measurement, with which the other rods
can be measured. In this way, Montessori students learn about the mathematics
through their hands.

As Doctor Maria Montessori said: “This system in which a child is constantly

moving objects with his hands and actively exercising his senses, also takes into
account a child’s special aptitude for mathematics. When they leave the material,
the children very easily reach the point where they wish to write out the operation.
They thus carry out an abstract mental operation and acquire a kind of natural
and spontaneous inclination for mental calculation.”

Q 5: Write short notes on following core concepts of Montessori

education?
a) Mixed Age Group
b) Spiritual Embryo
c) Absorbent Mind
 d) Prepared Environment
e) Focus on Individual Progress

Mixed Age Group:

In a mixed-age classroom, children can work at their own pace in a natural way.
Whether a child is more advanced or needs additional time, the Montessori
classroom is designed to meet them wherever they are. Learning and teaching by
example.

Fascinating feature of Montessori method is “Mixed-Age Classroom” keeping

children of varying ages together in one classroom has been a unique
characteristics of the Montessori system for more than hundred years. There is no
segregation of children into grades (such as playgroup, nursery, prep, grade 1,
grade 2 etc.) As in most conventional schools Montessori groupings are based on
the developmental stages of childhood rather than on the rotation of the earth
around the sun.
There are seven Montessori mixed-age classrooms level.
 Level 1: Infants (birth-1 ½ years)
 Level 2: Toddlers (1 ½-3 years)
 Level 3: Early Childhood (3-6 years)
 Level 4: Low Elementary (6-9 years)
 Level 5: Upper Elementary (9-12 years)
 Level 6: Middle School (12-15 years)
 Level 7: Secondary (15-18 years)

There are numerous worth mentioning benefits of housing children in mixed age
groups according to their developmental stages, the following are some of them.
Children learn a lot by observing and imitating older children.
1. Younger children learn to receive help gracefully without hesitation or
feelings of awkwardness. In return they tend to lend help to older children.
Later following footsteps of older peers, they provide help to younger
children.
2. In Montessori multi-age classrooms, better socialization takes place, as in
real life in mixed-age groups in almost every aspect of daily life.
3. Children experience consistency throughout the three-year period in term of
the environment, teachers and peers.
4. Discipline improves as older children lived by the code of conduct, the
younger children don’t have to be constantly reminded.

5. The children develop deep connections with their teachers their peers and
environment.
6. The teachers get to know each student really well-the way each child learns
best and when to introduce the next step in learning.

Spiritual Embryo:
Montessori developed the concept of the spiritual embryo at the turn of the
century. She suggested that man develops through two successive embryonic
stages – the first (physical embryo) in the prenatal period from conception to
birth and the second during the period from birth to around three years.
Dr. Maria Montessori presented the concept of ‘Spiritual Embryo’ which
she used to refer to the child after birth. According to her human being passes
through two successive embryonic stages in his lifetime –the first in the womb
(physical embryo) And the second after birth until three years (Spiritual
Embryo). Spiritual embryo as the most significant phase in the intellectual,
psychological and spiritual life of the child.
 This postnatal work is constructive activity which is carried
on in what may be called the” formative period” and makes
the baby into a kind of spiritual embryo.
-Dr. Maria Montessori
Just like the womb protects the physical embryo, the child needs to protection
love, respect and care of the family and the home environment .Similarly just
like the physical embryo adsorbs nourishment from the placenta through the
umbilical cord in complete totality ,the spiritual embryo is nourished through
senses in complete totality in both qualitative and quantitative terms .The
quantitative aspect of the nourishment refers to the amount of sensory
stimulation through interaction with the environment ,while the qualitative
aspects refers to the positive or negative influences in the environment .

Absorbent Mind:

According to the American Montessori Society, the absorbent mind is

from birth through approximately age of six, the young child experiences a period
of intense mental activity that allows the child to” absorb” learning from his or her
environment without conscious effort, naturally and spontaneously.
Child absorbs not only the language, but the traits of his family and his
community. He learns how to behave in certain situations, he learns how and what
to eat. Though some of it is consciously taught, a great deal of it is simply
absorbed through the power of a child’s mind.
The child’s absorbent mind can be compared to a camera snapping images of
everything it sees through the lens or to a sponge soaking in everything within the
environment. What the child takes in during the absorbent mind period is taken
effortlessly and remains as the foundation of his or her personality.
According to Dr. Montessori, the absorbent mind can be divided into two stages:
The Unconscious Stage and the Conscious Stage.

 The Unconscious Stage (from 0-3 years of age)

During this stage, the child absorbs information unconsciously or unknowingly. He
(or she) learns to sit, stand, walk, speak without conscious effort. An infant will
look at everything intently without discrimination or choice. A child during this
period tends to mimic what they see. The unconscious powers do not have aims or
purposes, for example, the infant who is lying on the back is strengthening his
muscles and spine but he is not aware of this purpose. He acts simply in keeping
with the laws of nature. During this period, the child also acquires from the
environment a language. He learns to think in that language. He absorbs the
customs around him which then become a part of himself.

 The Conscious Stage (from 3-6 years of age)

Around the age of three, we begin to see the emergence of consciousness,
indicating the beginning of memory and conscious awareness. The child still has a
sponge-like mind that absorbs information easily, but now she will consciously
seek certain experiences. A child in this phase is expanding her newly developed
faculties and abilities. She is predisposed toward learning things like order,
sequencing, music, numbers, and letter sounds, which will eventually lead to math,
reading, and writing skills. The child begins to show a strong desire to be
independent, without any adult help. She wants to become the master of her own
mind, body, and environment. The adult who gives unnecessary help, or creates
dependency becomes an obstacle to the child.
Montessori’s understanding of the power of the absorbent mind in the first six
years of life is a wonderful gift. As educators and parents, it is our duty to
recognize that the child’s mind is very different from our own, and find ways to
help the child to use this amazing absorbent mind to his or her advantage.

Prepared Environment:

The prepared environment is a carefully curated and structured space designed to

support a child's natural curiosity, exploration, and cognitive growth. In this note,
we will delve into the principles and elements of Maria Montessori's prepared
environment and its impact on early childhood education.
Principles of the Prepared Environment:
Order: Montessori believed that a well-organized environment instills a sense of
security and enables children to focus on learning. Everything in the classroom has
a specific place, and materials are neatly arranged, promoting a sense of structure
and discipline.
Beauty and Aesthetics: The prepared environment is aesthetically pleasing, with
attention to detail in the selection of materials, colors, and design. Montessori
believed that beauty in the environment fosters harmony, peace, and a sense of
respect for the surroundings.
Independence: The environment is set up to foster independence and self-reliance.
Montessori materials are designed to be self-correcting, allowing children to
identify and learn from their mistakes without constant teacher intervention.
Freedom within Limits: Although the environment encourages freedom, it is not
without boundaries. Montessori teachers carefully select and present
materials based on the child's developmental stage and interests, providing
structure without stifling creativity.
Nature and Reality: Montessori advocated for the integration of nature and reality
into the prepared environment. This includes bringing elements of the natural
world indoors and allowing children to engage with real-life activities, such as
gardening and cooking.

Focus on individual process:

Montessori education believes that every child is different and learns at their own
pace. Instead of enforcing a one-size-fits-all curriculum, the Montessori method
tailors learning experiences to suit the needs, interests, and abilities of each child.
This individualized approach ensures that children are not limited by rigid
academic standards but are encouraged to explore and develop according to their
readiness and potential.
In Montessori house, this uniqueness is celebrated and treated with the sense of
respect and appreciation.

Self-paced individual Activities:

Self-paced individual activities are a fundamental aspect of Maria Montessori's

educational concept. In her approach, children are encouraged to engage in
activities that align with their interests, abilities, and developmental stage. These
activities are carefully designed to promote independent learning and exploration.
In self-paced individual activities, children work independently without constant
direction from the teacher. They are encouraged to explore the materials at their
own pace, make decisions, and solve problems on their own. This autonomy helps
in developing self-confidence and a sense of accomplishment. Self-paced activities
acknowledge that children progress at different rates and have unique learning
styles. Montessori teachers observe each child's development and provide
appropriate materials and challenges to match their individual progress.

No Competition:

Maria Montessori's educational philosophy emphasizes creating a learning

environment free from competition. In her approach, the focus is on nurturing the
individual child's growth and development rather than comparing them to others.
Without the pressure of competition, Montessori classrooms promote a cooperative
and collaborative atmosphere. Children are encouraged to work together, share
knowledge, and support each other's learning. Collaboration enhances social skills
and nurtures a sense of community within the classroom. Without the presence of
competition, children of varying abilities and backgrounds feel included and
valued in the learning process. All children can engage in activities suited to their
developmental level without the pressure to compete with others.

No Tests or Examination:

According to Maria Montessori's educational philosophy, the use of traditional

tests and examinations is discouraged in Montessori classrooms. Her approach
emphasizes a more holistic and individualized form of assessment that aligns with
the principles of child-centered learning and the prepared environment. Montessori
education places a strong emphasis on recognizing and nurturing each child's
unique developmental journey. Traditional tests and exams often focus on
comparing children's performance, which may not accurately represent their true
growth and achievements abilities or progress. Instead, Montessori teachers
observe and assess individual through continuous and ongoing observation.
Montessori educators believe in using authentic assessment methods that capture a
child's learning in a more comprehensive manner. This includes careful
observation of the child's interactions with the Montessori materials, their
engagement in self-directed activities, and their social and emotional development
within the classroom community. Eliminating tests and exams contributes to a non-
competitive atmosphere in the Montessori classroom. Instead of competing against
each other, children are encouraged to collaborate, support, and learn from one
another. This cooperative environment promotes a sense of community and fosters
positive relationships among peers.

No Reward or Punishment:

In Maria Montessori's educational philosophy, the use of rewards or punishments

as a means of motivating or disciplining children is discouraged. Her approach is
founded on principles that prioritize intrinsic motivation, respect for the child, and
fostering a sense of responsibility and self-discipline Montessori educators believe
that true motivation comes from within the child, driven by their natural curiosity
and love for learning. The use of external rewards, such as stickers or treats, can
shift the focus from the joy of learning to seeking external validation, potentially
diminishing intrinsic motivation. By avoiding the use of rewards for academic
achievements, Montessori education emphasizes the intrinsic value of learning for
its own sake. This approach instills a lifelong love for learning and encourages
children to pursue knowledge for personal growth and understanding. Eliminating
rewards and punishments contributes to a positive and nurturing learning
environment. Children feel safe and supported to explore, make mistakes, and
learn from them without fear of negative consequences.