MONTESSORI TEACHER TRAINING DIPLOMA NURSERY COURSE

Montessori Education Centre
41 - 43 North Great Georges Street, Dublin 1. Tel: 878 0071, Fax: 874 6472
MONTESSORI TEACHER TRAINING
DIPLOMA
NURSERY COURSE (0-6 years)
EDUCATION FOR LIFE
DIRECTORS: Mary Bowers, H.Dip.Mont.Ed., Kevin Bowers, F.C.I.I.
Resume for students to submit to Tutor with first Assignment
Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nationality
Address
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Course Ref. No. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Age
Marital Status
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No. of children
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Work experience of any kind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Educational background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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If you have worked with children what ages?
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If you are employed in a school or day care please give name and address
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How did you learn of the Montessori Educational Centre Distance Learning Course?
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How did you become interested in the Montessori theory of Education? . . . . . . . . . . . . . . . . . . . .
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Why do you want to pursue this career?
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Course 1: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Location: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student’s Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Materials to be made
Practical Life:
Folding Fabrics
Comments:
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Sensorial:
Matching Fabrics
Comments:
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Language in English:
INSETS: One sample of each of the four stages
PINK PHONETIC WORDS (2/3 letters)
1 Object + Name
1 Picture + Name
1 Large Card with 6 Pictures + Names
1 Word List
1 Sample Secret
BLUE PHONETIC WORDS (more than 3 letters)
1 Object + Name
1 Picture + Name
1 Large Card with 6 Pictures + Names
1 Word List
1 Sample Secret
1 Sentence with Picture attached
1 Sentence with Separate Picture
GREEN PHONOGRAMS AND IRREGULARITIES
1 Picture with phonogram highlighted on name
1 List—Picture on top and phonogram highlighted
1 Packet, for example (ay/ai/ae) or (oy/oi). Packet to contain a list for each phonogram.
Phonogram should be highlighted.
1 Sentence with phonogram highlighted
1 Booklet. Phonogram need not be highlighted
1 List with silent letter
GRAMMAR (English)
1
1
1
1
Sample
Sample
Sample
Sample
Card of Phonetic Nouns
Card of Phonetic Verb
Sentence for Farm 1 (including adjective cards) with heading cards
Singular/Plural with heading cards and objects
MATHEMATICS
2 Number Games (i) 1 - 10 (ii) 0 - 9
Samples of Simple Recording
Comments:
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CULTURE
Geography:
Sample Land Forms + Names/Definitions/Workcards
Sample Land/Air/Water Pictures
One sample Continent Folder + World Map with
Continent highlighted and Picture of Children/Family Life for that particular
Continent. Map of World showing Continents/Oceans
History:
Story of Creation
Sample picture for each era on Timeline + names of eras and definitions
Pictures to show interest in Past
Pictures for Child’s Day
Biology:
1 Sample matching pictures for Plants and Animals
1 Sample of Parts of Plant/1 Sample of Parts of Animal with names
Living/Non Living
Guidelines for the Distance Learning training
course
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It is essential for the student to read the prescribed text books in conjunction with the
Modules of work.
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Most Units 0f study have questions to be answered. These questions are not to test knowledge
but rather as a substitute for attendance at lectures. The Tutor appointed to each student will get
to know individual interests through these questions and projects.
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Students are expected to read widely from all relevant books before attempting to answer the
assessment questions.
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Quotes should be included in each answer.
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The grade of mark for each answer is given to the student, the tutor will indicate, by
comment, the level of the answer. The final all-over mark is given to the student at the end of
the course.
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The Tutor may ask the student to repeat an answer, if it is thought to be in the student’s
interests to do so.
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It is the Tutor’s task to work with the student, so that he/she gains the optimum
understanding of the theories presented in the course.
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Name and address should be put on all work.
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A stamped addressed envelope should be included with each Unit of work. (Overseas students
need only send a self addressed envelope.)
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A series of practical classes are held throughout the year at the College.
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Students will receive a Diploma from the Montessori Education Centre upon
satisfactory completion of all Modules of work/Workshop/Written and Practical examination.
Payment of fees does not guarantee the granting of a Diploma.
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It is recommended that the student completes a maximum of one essay every 4 weeks.
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Two copies of each assignment is to be sent to the tutor. One will be marked and returned to
the student. The other copy will be kept by the college.
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Bibliography would be included in assignments.
Module 1
UNIT 1.1
EDUCATION FOR LIFE
1
UNIT 1.2
HISTORICAL DEVELOPMENT OF THE MONTESSORI APPROACH
4
UNIT 1.3
MONTESSORI - HER FUNDAMENTAL PRINCIPLES
7
UNIT 2.1
EMBRYOLOGY
10
UNIT 2.2
BIOLOGICAL BACKGROUND
16
UNIT 2.3
PHYSIOLOGY
18
UNIT 2.4
CHILDHOOD ILLNESSES
38
UNIT 3.1
THE NEWBORN CHILD
48
UNIT 3.2
DEVELOPMENT OF MOVEMENT
53
UNIT 3.3
DEVELOPMENT OF LANGUAGE
60
UNIT 4.1
THE NEED FOR INDEPENDENCE
66
UNIT 4.2
DEVELOPMENT OF CHARACTER
67
UNIT 4.3
DEVELOPMENT OF PERSONALITY
69
UNIT 4.4
BEHAVIOUR PROBLEMS
71
UNIT 5.1
HEREDITY AND ENVIRONMENT
78
UNIT 6.1
THE TASK OF THE TEACHER
83
UNIT 6.2
CLASSROOM MANAGEMENT
86
UNIT 6.3
PREPARING THE CHILD FOR THE FUTURE
88
UNIT 6.4
CHILDREN AT RISK
89
UNIT 1
PRACTICAL LIFE EXERCISES
91
UNIT 2
SENSORIAL EDUCATION
105
UNIT 3
LITERATURE (0 – 6 YEARS)
132
UNIT 4
LANGUAGE
133
UNIT 5
MATHEMATICS: INTRO TO NUMBERS
170
UNIT 6
COSMIC APPROACH AND CULTURAL SUBJECTS
194
PART TWO
UNIT 1.1
Education for Life
Reading for this Unit:
‘The Absorbent Mind’
Learning Objectives in this Unit:
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The Montessori “Philosophy” of Education
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Understanding How Children Learn
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Education as a Means of ‘Drawing Out’ the Innate Potential of the Child
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The Importance of the Environment in Education
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The Importance of Observation in Education
The Montessori “Philosophy” of Education
Today, in our modern world, we seem to be going further away from our goal of a peaceful,
harmonious society which is not under the constant threat of war. Man isn’t a controller of his
destiny but a victim of repeated mistakes. The solution to this dilemma seems to lie in an improved
education system. To achieve a better adult, we must concentrate on the child who labours to
become an adult. ‘True’ education (‘educare’—‘drawing out’) is a human awakening in all senses of
the word. Real education is an education of the mind, heart, body and soul. Real education involves
a compassionate appreciation of the needs of others. We give the child the capacity to transcend its
immediate situation and to become an active, knowing participant in its own development and that
of the surrounding culture. As Maria Montessori puts it:
‘The pupil’s sense of mastery is his highest reward. His own self-development is his
true and almost only pleasure....’
(Advanced Montessori Method. Vol. 1)
Many outstanding people such as Gandhi, Martin Luther King or Mother Theresa illustrated by their
lives and work the truth of what we have said.
In spite of environmental handicaps, these people went ahead to achieve something for others.
While we all cannot be ‘outstanding’ in this sense, our education should encourage us to adopt an
intellectually-informed mode of behaviour.
Our purview must become much wider than our own immediate field. Such a view sees the stark
contrasts between our privileged Western World and the poverty and misery of Third World countries.
The famous American psychologist A. Maslow* stresses the need for educational systems to take a
‘holistic’ and universal view of children:
‘Schools should encourage children to look within themselves, and to discover
personally-meaningful value-systems....’
1
Western education has been rich in advanced technological ‘know-how’, but where is the
appreciation of life itself? Paradoxically, our present educational system (which is meant to prepare
children for life) in fact alienates children from the world around them. Most educationalists now
agree on the importance of involving school, community and home in this process of education.
Many studies stress the overwhelming importance and influence of home and parents on children’s
education.
Education for life begins at birth and must become co-extensive with life itself. In fact, much
development occurs before birth at all! A definite bond and relationship exists between mother and
baby in utero. Intra-uterine life is extremely complex and sophisticated. To take but one example,
pre-natal infants do respond sensitively to various types of music: a preference which continues after
birth! Maria Montessori*
‘A work of Formation which brings out the immense potentialities with which
children are endowed....’
This statement gives a foundation for our aims, objectives, methods and materials in education of
a high quality.
*
*
Maslow ‘Humanistic Education’
Montessori ‘Formation of Man’
Understanding How Children Learn
Modern theory in the area of Child Development emphasises the vital importance of infants
developing competence in all areas of their lives (Dr. Burton White). Each developmental stage, in
fact, can be viewed as ‘rungs on the ladder’ to ultimate, complete development. One important
feature common to all theories of learning is the concept of a ‘Learning Set’, an attitude of approach
to the learning task. To a considerable extent, learning in the early stages is ‘learning how to learn’.
As Montessori says in ‘Advanced Montessori Method’:
‘It isn’t enough that the stimulus should call forth the activity—it must also direct it....’
Some important learning principles are the following:
•
•
•
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The child should be an Active Participant in its own learning
Observation shows that children are natural problem-solvers
Children learn by active involvement with their own environment
Opportunities to explore and interact are key factors in development
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Children’s growth follows a universal pattern (sequence) of development but with
individual differences in rate/timing
All great educators agree on the interaction between the cognitive and emotional
developmental stages. You cannot separate physical, mental, social, emotional and moral development.
Education for Life contributes to a movement for universal liberation by showing us a way to defend
and raise humanity. Paulo Freire in his ‘Education for the Oppressed’ has shown how the acquisition
of basic literacy skills can radically improve the consciousness and way of life of many so-called ‘Third
World’ cultures.
Education differentiates us from more primitive life-forms in showing how to form social relations
(‘cultures’) and transcend the demands of our immediate situation (‘awareness’).
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Education as a Means of ‘Drawing Out’ the Innate Potential of the Child
Knowing and doing are very important in education. The well-educated person doesn’t constantly
have to make a parade of his information, something that our present competitive and materialistic
educational systems encourage and reward. Small wonder that we have then, a society lacking
cohesion, which devalues/values independence and self-esteem! Education for Life aims to liberate
the child from this slavish adherence to an ‘imposed’ education and to devise one suited to the child’s
own needs. Our aims are the exact opposite of Mr. Gradgrind in ‘Hard Times’:
‘What we want are Facts, Child, Only Facts....’
Science alone (and separated from the child’s own needs) cannot provide an adequate education
(Montessori).
The Importance of the Learning Environment
Children are innately endowed with an appreciation of just what they require to develop their unique
potentialities. The learning environment directs the child in this learning process. The environment
must also be tailored to meet the emotional and developmental needs of each particular stage.
Compassion and care are also required at each stage. The concept of ‘sensitive’ (critical) periods for
the acquisition of certain skills (e.g. language) is now widely accepted. This learning environment is
equally important for the adolescent as for the six year old. All obstacles to development should be
removed in the interest of the child. Real freedom in the environment is essential. A key factor is
interaction between children of differing ages.
Many studies attest to the importance of the ‘correct’ environment in meeting children’s needs. Here
are a few of them:
•
•
•
Teachers are influenced by Beliefs about Children (Rosenthal)
Birth Order can affect the Personalities of growing children (Althus)
The early absence of fathers can affect children’s School performance (Carlsmith)
The Importance of Observation
The adult is a procreator but the child is a creator: the right conditions are critical in determining
whether the child develops normally or becomes twisted or distorted. Teaching and training should
harmonise with (not obstruct) the strange powers with which nature has provided the child. In
current developmental theory, we have a ‘sectioning’ of the child into disparate sections by various
disciplines, which does violence to the innate integrity of the child.
‘The method of observation (i.e. the psychological method) is established upon one
fundamental base—the liberty of the pupils in their spontaneous manifestations....’
Maria Montessori
To help the child we must observe him with patience, sympathy and love. We must see his
difficulties and give him credit for his achievements. Always, we should accentuate the positive in
the child. Many of his/her ‘shortcomings’ are in fact a function of our adult deficiencies in meeting
his/her needs. Central to the Montessori Method is Observation which is vital to child education.
Maria Montessori:
‘It goes without saying that we should observe the individual who writes, not the
writing; the subject, not the object....’
*(The Advanced Montessori Method Vol. II)
3
UNIT 1.2
Historical Development of the Montessori Approach
Reading for this Unit
‘Maria Montessori, Her Life and Work’
E. Standing
‘Discovery of the Child’ Dr. Montessori
Learning Objectives in this Unit:
•
•
•
Maria Montessori and Her Times
The Unique Montessori Approach to Education
The Nursery-School Movement
Introduction
Each particular approach to children develops from a particular individual and from a cultural
context and time. Many educational systems have been developed to meet the needs of particular
groups in society. Spartan education (as a training for war) and Chinese education (clerical
preparation for the ruling elite), come readily to mind. Rousseau’s emphasis on the stultifying effects
of ‘society’ in the Eighteenth Century on children’s natural development—‘Man is born free, and
everywhere he is in chains...’ sets a precedent for Montessori’s revolutionary educational system. For
her, it was the child himself that the system should concentrate on, not the child FOR something else
(e.g. society, etc.).
Maria Montessori
Maria Montessori was born into a well-to-do family in Ancona, Italy, in 1870. She died in 1952, after
a lifetime devoted to intense study of children and their needs. By the standards of the time
(Victorian), Maria was an exceptional woman. Encouraged by her mother, she developed an aptitude
for mathematics and became an exceptional student. By a clerical error (‘Mario’ for ‘Maria’), she was
accepted for the Medical faculty in Rome and graduated in 1896—the first lady Italian doctor. She
applied her energies to the education of ‘sub-normal’ children. In these efforts, she was influenced
by the French educator, Seguin, who stressed the importance of physiological methods in the
training of sub-normals. She assisted in the after-care of slum clearance families in Rome.
Young children between three and seven were gathered into her ‘House of Children’ (Casa dei
Bambini) which opened in January 1907. Here Maria began to apply the first principles of her
pedagogy. Since then, the ‘Montessori Method’ (as it later came to be called) has spread around the
world, with new centres for the proper training of teachers being set up all the time.
There are now Montessori centres in every part of the world. In Europe, North America, Australia,
New Zealand and Scandinavia, Montessori methods and techniques are finding ready application.
Maria Montessori’s dream of education revolutionising the nature of society has become a reality
beyond anything she could have imagined.
The Unique Contribution of the Montessori Method
Montessori brought a radical new perspective to encouraging the growth of children’s minds. In Unit
1, we have briefly mentioned some of the main characteristics; now, however, we want to look at it
in some more detail. In the ‘Absorbent Mind’, Montessori stressed that society can only be improved
through the education of its members (children):
‘To have a vision of a cosmic plan, in which every form of life depends on directed
movements which have effects beyond their conscious aim, is to understand the
child’s work and guide it better....’
4
Here are some of the principal features of the Montessori approach to the child:
Individuality
In the system, the child is seen as the fount and origin of all education. The child, in fact, has an
intrinsic motivation to self-construct its own meaning from experience. J. Bruner, the famous
American psychologist, makes the same point when he stresses the ‘uniqueness of the child’s mode
of thought’. The child’s own needs are firmly at the centre of the system. Many educationalists
(rightly) credited Montessori with sounding the end of ‘group-teaching’ during the formative years
and inaugurating the (modern) trend towards a totally ‘Child-Centered’ educational system.
Intrinsic Satisfaction
Montessori takes a psychological standpoint—there are no ‘prizes’. Children do not need rewards in
order to work at their own education. The pupil’s sense of self-mastery is the
highest reward:
‘His own self-development is his true and (almost) only pleasure.’
The Whole Child
The method also places great emphasis on the development of the whole child—physically,
mentally, emotionally, socially and spiritually. All these aspects are part of the one, undivided
personality. Education should take this into consideration.
Particular Method
Aspects of the Montessori approach:
•
ORDER must be present in the Classroom.
•
HANDS (Sensori-Motor) should be used in all exercises.
•
REPETITION is vital for learning.
•
FREE CHOICE Children should have a free choice in what activities to do.
•
PREPARED ENVIRONMENT The environment (classroom) must be properly prepared.
•
SPONTANEOUS DISCIPLINE should develop as a consequence of having control over
the situation and freedom of choice.
•
WRITING PRECEDES READING
•
REWARDS and PUNISHMENTS offend the dignity of the child.
•
SENSORIAL APPROACH
Crucial to the success of the approach is the concentration on the sensorial approach
to learning in the early years, when what the child learns through its senses lays the
foundation for all subsequent learning. This approach anticipated the findings of
workers like Chomsky or Piaget, who emphasised that language will not develop in
the absence of early stimulation.
•
LINKING HOME and SCHOOL
While the home is the natural environment of the child in the early years, the class
room should become a ‘family extension’ to meet both the emotional and
intellectual needs of the child.
The Teacher and the Child
This relationship is central to the whole approach. The teacher assumes the role of ‘facilitator’, who
enables the child to learn from its own experiences. The teacher accompanies the child on its
‘voyage of discovery’. By intelligent observation of the rate of progress of EACH individual child, the
teacher can assist the child in all activities. By using the materials, the child comes to correct its own
errors, leaving the teacher to assist learning in the group as a WHOLE social group. We can term this
complete approach that of ‘AUTO-EDUCATION’.
5
Montessori Materials
We will deal with these in subsequent Units; however, it should be realised that Maria Montessori
herself placed great emphasis on the correct use of various ‘learning aids’ i.e. practical life / sensorial
materials, such as Number Rods / Coloured Bead Stair / Golden Beads / Colour Tablets. These
materials are designed to elicit the intrinsic interest of the child in the particular activity involved.
The Discovery Method
The Montessori approach is above all else a method which respects the individual ability of each child
to learn by its own efforts. This is very much in line with modern psychological theory in the area of
learning-theory. Piaget, in particular, stresses that in the earliest stages of the child’s cognitive
development (sensori-motor stage), the child learns best by constant interaction with the
environment on its own terms.
Psychologists also stress the need for each child to acquire its own ‘Learning Set’ (approach to
learning). By facilitating each child to proceed at its own pace, the discovery method feeds into both
these important areas.
Practical Life Exercises
The Practical Life Exercises are a major factor in promoting the socialisation of the child
and in ensuring his integration into society. They consist of (A) Personal Exercises and
(B) Environmental Exercises.
Examples of A would be personal grooming, self-care skills and social skills. Household chores,
tending to plants and improving living conditions would be examples of B.
These exercises guide the child to acquiring independence, control of movement, concentration,
inner discipline and a sense of order. In later Units, we will come back to more of the aspects of the
Montessori method which make it unique in its approach to the development of children.
The Nursery School Movement
A day-nursery or day-care centre is a place where children are left for the whole day to be cared for
by qualified staff. Ideally, it should be a ‘home away from home’ for the children.
The first recorded day-care nursery was set up in Canada in 1890. In January 1907, Dr. Montessori
set up a nursery in San Lorenzo, Italy. While more facilities were set up for children during the first
world war (1914 - 1918), these declined when women were no longer required for war work. After
the second world war though, many women remained at work, and day nurseries were set up on a
permanent basis.
After the Second World War in Germany, Dr. Montessori, Phoebe Child and Margaret Homfray were
invited to sions?set up a training scheme for personnel to look after these orphans. United Nations
bodies, such as U.N.E.S.C.O. and O.M.E.P. were also established with the aim of providing facilities,
research and training for child-care works. In the late 1960’s pre-school nurseries and kindergartens
become members of O.M.E.P. These included Froebel nurseries and services run by bodies such as
Bernardos and others.
One of the greatest needs for such services is the provision of trained staff, capable of dealing with
the many children suffering from today’s highly-pressured and (often) fragmented family life.
6
UNIT 1.3
Montessori — Her Fundamental Principles
Maria Montessori is entitled to a place of honour among the great reformers of the world. Even more
significant than her pedagogical reforms is her contribution to the quality of life and the quality of
thinking in modern societies. The quality of life, because how we bring up our children underwrites
the future of society and she has changed the early experiences of many children around the globe.
The quality of thinking, because her work has sparked off controversy, generated thinking and
writing about educational practice, and has underscored the fact that education cannot be left to
haphazard fortuitous offerings for the betterment of the child, but must be preceded by systematic
thinking about the persons who are taught, about methods of teaching them, about the aims of the
methods, and about goals and ideals to which this activity is directed. The fundamental principles
upon which Maria Montessori laid so much stress are today appearing in modern educational
thinking, as more is learned about the development of the child and the processes of education.
She held that the ‘whole child’ should be educated: not only the intellect but also the body, mind
and soul. Because of this, education begins at the moment of birth (if not earlier; nowadays the
quality of the child’s prenatal experience is stressed) and prepares the child for life in all its aspects
and complexities.
The environment exercises an immense influence on the child’s development.
“Our pedagogy considers the environment so important as to make it the central
point of the whole system.” Maria Montessori—Secret of Childhood
In her work, Maria Montessori proved this statement again and again. In her early experiences with
mentally handicapped children, the stimulating environment which she provided for them led to
unbelievable levels of learning. The prepared environment offered to the children in the slum district
of San Lorenzo transformed them to such an extent that people came from far and wide to see for
themselves, disbelieving the reports they had heard. All learning takes place in a social context and
the quality of the environment directly influences the formation and development of the child physically, intellectually, emotionally, socially and spiritually.
Maria Montessori divided the child’s development into distinct stages — 0 - 6, 6 - 12, 12 - 18. She
saw each stage not as a continuation of the previous stage, but as a rebirth, because of the great
differences manifested in the child’s character at each stage. Mental growth is not a simple addition
to previous knowledge but consists of a qualitatively different mental approach at each specific stage
of development. When the child has reached a stage of readiness for another important step his
psychological needs must be met:
“If the child’s age has carried him past a certain stage it is never possible to obtain
in its fullness a development which missed its proper moment.”
The importance of this insight can never be overrated. The first stage is characterised by The
Absorbent Mind, the term she used to describe the mode of learning used by the child at this time.
She discovered that young children learned through their senses and that the quality of sensory
stimulation and education influenced later mental development. Dr. Montessori developed materials
to guide and train young children. These materials are scientifically based. They are graded in the
knowledge they give, leading from simple to complex and contain an inbuilt control of error to enable
the child to work independently and correct himself. She tested many materials on the
children, meticulously observing their reactions. The materials now included in her method are those
selected by the children themselves. These materials were used and returned to by children living in
different cultures and different countries. There are “just as many as are necessary” for development.
Dr. Montessori believed in limited materials and only one set of each in every classroom. She observed
the emergence of qualities of character where children had to share, be patient and self-disciplined
when only one set of materials was present. The materials together with the child’s
interest make the perfect situation in which education will occur. The interest of the child has to be
aroused if he is to learn. Interest is a vital, natural force and it is the teacher’s task to draw and hold it.
7
Education in a Montessori classroom is based on the free choice of the child — he must be free to
follow the dictates of Nature, which urge him on to educate himself. Children who are given real
freedom develop self discipline, love of order and great joy and display a love of work which no
coaxing or threatening could ever produce. Maria Montessori found that children need neither
reward nor punishment; work alone is all the reward they seek.
She also discovered, through experimentation and observation, that a class of mixed ages was more
conducive to the complete development of all children present. She recommends an age span of 3
years, therefore, the ideal classes would contain children of 3 - 6 years, 6 - 9 years and 9 - 12 years.
There should be open access between these classes. The children are free to visit each group, but she
observed that for most of the time each child found her own place and stayed in it. It is a human
tendency that we seek out a certain place (“home”) and like to remain there; this can be observed
among children also.
There should be a minimum of 25 children in a class, with the ideal number being 40. As education
takes place in a social setting, this group size was found to be the most beneficial. Of course, more
than one adult would be necessary depending on the age group of the class. Maria Montessori left
no defined or dogmatic accounts of her method. When asked to be rigid or precise, her answer
would be, “I have no method, the child is the method — look to the child.” Her “method” is the
result of observing children behaving naturally. These children showed her what they needed to
educate themselves and develop their full human potential. By observing the child, we know
the method.
Thus, we appreciate that the Montessori “Method” is not the result of intellectual debate and
idealistic goals but rather it starts with the child — each individual child with his own particular needs
and pace of learning. We “look to the child” with love and respect and from him learn how to help
in his education.
8
Question 1
Montessori brought a radical new perspective to encouraging the growth of children’s
minds.
In your own words write a structured essay of not more than 1500 words detailing the
principal features of this approach and what people and experiences in her life led to her
conclusions?
Guidelines
This question is to be written as continuous prose (no bullet points) as such it requires you
to have an introduction, body of essay, and conclusion. You should aim to use approximately 200 words for you introduction, 1000 words for the body of your essay and 300 words for
your conclusion.
Underline the key words in this question then plan your essay using the following
guidelines. Initially look at what the principles of this method are, list these in your rough
work and write a short paragraph on each. Secondly, identify who influenced Maria
Montessori and how they influenced her. Thirdly consider what the outcome of her
research was and how it has been implemented.
Your introduction paragraph lets the reader know what will be illustrated in your essay. The
body of the essay is where you specify the main points of your essay and the conclusion
should reflect on what you have written and how it answers the question.
9
UNIT 2.1
Embryological Development
Reading for this Unit:
‘The Absorbent Mind’
Learning Objectives for this Unit:
•
Introduction and Terminology
•
Genetic Development
•
Stages in Pre-Natal Development
•
Intra-Uterine Influences
•
Implications for Development
Introduction and Terminology
We celebrate a child’s birthday a year after its birth, often forgetting that for nine months before this
great changes in development have occurred, out of sight of all but the mother’s own sensations. In
the “Absorbent Mind”, Maria Montessori comments:
‘Just as the body begins with one primitive cell, differing in no apparent way from
others, so the human mind also proceeds from nothing, or from what seems to be
nothing....’
Walt Whitman, the poet, put it another way:
‘Before I was born, generations guided me....’
For a moment, let us look at the precise meanings of some of the most commonly-used terms for
this stage of the child’s development:
Embryo
This is an animal in the early stages of growth before birth or hatching. (The human infant
up to 12 weeks).
Embryogenisis
This refers to the formation and development of the embryo.
Embryology
This is the science of the biology of (or development) of the Embryo. It includes both
physical and psychological development.
Foetus
This refers to the development of the child after 12 weeks.
10
Neonate
A new-born infant up to four weeks.
Pre-Natal
The period of development from conception to birth.
Genetic Development
The child’s development and existence is, in fact, inherent in the cells of its parent. The united
parent cells bring together the inherited characteristics from both sets of ancestors. The science of
GENETICS is the study of the transmission of these characteristics. The father’s nucleus is in the head
of the sperm; the mother’s is in the middle of the egg (ovum). In each nucleus there are at least
15,000 GENES, the ‘packages’ of chemical instructions for the design of each and every part of the
baby. As we know, it is the father’s sperm that determines the sex of the child. The genetic make-up
of the child differs from both parents—it is a mixture of both. When the now-fertilised egg
divides in two, the new life of an individual has become. With the exception of IDENTICAL twins
(formed from the same ovum), each new baby is a UNIQUE individual, different from all that
have gone before.
Early work by the Austrian monk, GREGOR MENDEL, discovered the fact that certain
characteristics of the species are INHERITED. His experiments with peas led him to the
conclusion that certain traits were ‘dominant’ (i.e. they appear in each generation), and
others ‘recessive’ (i.e. they may skip a generation or two before appearing). Later, Professor Morgan
in the U.S.A. came to the conclusion that it is GENES which carry these individual characteristics and
which are largely responsible for the unique combinations of traits found in each individual. Each single sperm or egg cell contains 46 chromosomes (23 pairs) and each of these, in turn, may contain
up to thousands of GENES.
In 1953, Doctors Watson and Crick made the momentous discovery that each gene is in fact
composed of a protein substance called DNA (Deoxyribonucleic Acid), arranged in ladder-like
structures within the gene, the famous so-called ‘double-helix’.
The Extent of Genetic Influences:
There is now abundant evidence for the effect of direct genetic influences on the behaviour of
infants. One good example of this is the ‘Temperamental’ variations seen in infants. Some are
active—some passive, some resistant to change, others liking change. The basis for these
individual variations is undoubtedly Genetic in origin. PKU (phenylketonuria) is another good
example of genetic effects.
Children suffering from this condition lack a particular chemical which counteracts some
metabolic side-effects. Consequently, they may suffer from mental handicap. Knowledge of this
condition has resulted in the ‘prick-test’ for neonates in many hospitals. Significant
correlations have also been found between identical twins (sharing the same genetic
inheritance) for characteristics such as IQ (intelligence), some psychiatric disorders, height, colouring etc.
Genetic Engineering
Nowadays, man can alter a species by means of genetic engineering. This is carried out quite
commonly in the plant world but raises deep moral issues when related to human beings.
Nature v Nurture
There are many differing opinions held concerning the extent of influence exerted by
Nature(genetic inheritance) or Nurture (environmental influence) on the developing character of
the young child.
11
Stages in Pre-Natal Development
Table One—from Embryo to Foetus
0 - 4 weeks
Embryo has rudimentary brain and spinal cord or column.
4 - 5 weeks
Embryo beginning to look human, rudimentary heart and circulation
beginning to function.
5 - 8 weeks
Limbs are formed with separate fingers and toes, liver and heart
developing rapidly.
8 - 10 weeks
Embryo active and responding to stimuli, weighs approximately one ounce,
kicks with legs, bends wrists and curls toes.
12 weeks
The embryo develops into a foetus. He can frown, squint and swallow food.
Reflexes are very evident. Vigorous activity, but movements have become
graceful and fluid. All movement as yet unfelt outside of the uterus. Facial
expression can resemble parents.
5 months
Foetus now 30 cm long weighing approximately half kg. Hair visible on eyebrows
and head. The heart beat is louder. Foetus has waking and sleeping periods similar
to the newborn. Foetus can rotate eyes up and down, sideways, and open and
close them. If the baby was born prematurely now, it could survive in an incubator,
but usually the lungs and digestive system are too immature to function.
7 months
Foetus now gaining weight and vision. Lungs and digestive system now more
developed. Could survive in an incubator but still lacks the heating insulator of fat
under the skin and has very little defenses against disease.
9 months
Baby is born when he is so large that the uterus is stretched to its limits. This is
usually within eleven days of the appointed two hundred and twenty-six days in the
womb.
The Pre-Natal Experience
The Placenta provides a ‘life-line’ between the mother and child during the period of pregnancy. As
well as supplying vital oxygen and other nutriments to the developing child, certain hormones, e.g.
adrenaline, (which result from ‘emotional’ states in the mother), are also transferred to the child.
Good nutrition (for the developing brain), and the avoidance of strong drugs are also important to
ensure the health of the developing child.
German measles (Rubella) causes physical harm to the child. Other examples are measles or
whooping cough (pertussis). Psychological factors are also vital here—in particular how ‘bonded’ the
mother feels towards the child.
Pregnant mothers are (at least partially) responsible for the shaping and guidance of the child’s
personality and for developing the child’s aims and ambitions.
12
What occurs in the nine months between conception and birth moulds and shapes our personality
in many significant ways. According to a New Zealand gynaecologist, Prof. Liley:
‘From the point of view of the person we are going to be, 90% of the excitement is
over by the time we are born!’
Both mother and developing foetus share a symbiotic relationship—what affects one must inevitably
affect the other also. Prof. Liley comments:
‘The foetus is not a silent partner in the womb, but is rather the dominant figure in
the pregnancy.’
It is only recently that (through modern technology) we have had the opportunity of actually
monitoring the progress of the child in the mother’s womb. Before modern research, we were unsure
about what the foetus actually feels. Freud suggested it resembled a condition not unlike sleep, i.e.
‘an absence of stimulation and avoidance of objects’. The womb is, in fact, a very noisy place, and
the foetus, far from being silent and unresponsive, is very active in response to all stimuli that come
from both inside and outside.
We should also emphasise the primacy of the foetus in the mother-child pre-natal relationship. It is the
foetus who determines the ultimate length of pregnancy—the way he will be born, etc. The
foetus is also ruthlessly selfish in ensuring survival—the mother’s physiology is interfered with the
provide nutrition (through the placenta). The foetus is also very sensitive to changes in the
intra-uterine environment (e.g. mother smoking) and also the changes in the extra-uterine environment.
Sound Appreciation
The foetus is sensitive to loud noises. In particular, the sounds of the mother’s heartbeat and the
arterial sounds made by the blood-system both ‘set the scene’ for early auditory experience. Many
musicologists believe that the basis for rhythmical appreciation, so important in the early education
on the child, is laid down at this stage. Flowing water and regular ‘beats’ are among the most
popular sounds.
Visual Appreciation
The foetus also has visual appreciation. When the mother is dazzled, the foetus’s eyes also seem to
contract. The foetus does appreciate light and shade but lacks sufficient light to develop colour
vision.
Language Development
Language development also begins in the womb. The child should be spoken to constantly to assist
speech development, to communicate through and to demonstrate love. From the sixth month, the
foetus moves in relation to his mother’s speech. He responds to what he hears—soft, soothing
sounds produce a restful response, while harsh or discordant sounds result in excessive activity.
With regard to sleep, there is now evidence that we learn to dream in the womb—C.G. Jung
believed that one important function of dreaming was to put us ‘in touch’ with the ‘collective
unconscious’, the repository of mankind’s accumulated experiences.
Recapitulation Theory
By inheritance, each embryo has to pass through all the stages of its predecessors. An embryo
synthesises the evolution of the species.
13
Intra-Uterine Influences
Modern psychological research emphasises the importance of bonding between mother and child.
Some modern practices (e.g. surrogate mothering) may tend to devalue/emphasise the vital
importance of this process in the development of the human person. It is suggested that at this
stage, autistic children learn to ‘turn off’ and avoid all contact with the environment. The mother’s
emotional state too, (as well as her diet and lifestyle) can exert a profound influence on the
developing child. The foetus is also very sensitive to the ‘emotional environment’ it develops within.
The happy first-time mother (with family support) is creating a much different ‘atmosphere’ for her
infant than is the unsupported mother—perhaps with ambivalent or openly-hostile feelings to her
developing child. It’s well known that anxiety in the mother (through the chemical adrenaline) can
result in the newborn being less content and more active than infants whose mothers had a
‘relaxing’ pregnancy.
We should remember that the father has an equal role during pregnancy. The unborn child reacts to
love and security. Ambivalent feelings cause anxiety in the child even before birth.
Anxiety
Anxiety in babies is caused by drink, cigarettes and drugs. A mother’s tools are her feelings and
emotions. A child can sense a mother’s longing for a cigarette. The mother gives into the temptation
to smoke and inhales the smoke into lungs causing the child to choke. A chain smoker puts her
unborn child into a perpetual state of anxiety because the child is continually being choked and
actively fears each cigarette. Alcohol damages the adult’s nervous system as well as the child’s
nervous system. Brain cells which can never be replaced are damaged by alcohol.
Restless Child
When a mother sleeps during pregnancy, the child rests also. When a baby is resting on her bladder
in the late stages of pregnancy, a mother can break her sleep pattern. A restless mother bears a
restless child. Thus the sleep pattern is affected by the mother during pregnancy. It is essential that
the child should have a restful and undisturbed existence in the womb. If the child in the womb is
overactive, the doctor should be advised.
The unborn child is a feeling, remembering being, who shapes its personality, drives and ambitions.
Diet can affect the child both physically and psychologically. The additives in food can affect the
unborn child. The drugs in tea, coffee, aspirin tablets all affect the unborn child. No one should take
tablets prescribed by friends. Both alcohol and smoking affect the unborn child. Every unborn baby
deserves to feel wanted and cared for. The conditions necessary for a healthy, secure development
should be guaranteed as his right.
14
Implications for Development
As we have already seen (through the placenta barrier), the foetus is affected by everything that
affects the mother. Here are some of the common negative influences on the developing foetus:
Influences
Foetal Consequences
Excessive drinking in pregnancy
‘Poisons’ the intra-uterine environment
for the foetus.
Smoking during pregnancy
Cuts off oxygen supply to the foetus—
results in smaller babies.
Drug-taking during pregnancy
As for excessive drinking. Also can result
in the baby being born addicted.
Poor diet in pregnancy
Produce less healthy infants. More
health complications.
Over-anxious or unhappy mother
Often produce an ‘over-active’ baby.
While the developing foetus is sensitive to influences from both inside and outside the womb, we
should not conclude that everything the mother experiences has an equal importance for the child.
This is not so—the real danger arises when the unborn child feels cut off from its mother or when
physical or psychological (emotional) needs are consistently ignored. All the unborn needs is love and
attention. When he gets these, everything else comes naturally.
15
UNIT 2.2
The Biological Background
Reading for this Unit:
‘The Absorbent Mind’
Learning Objectives for this Unit:
•
Cytology
•
Man’s Two Embryonic Periods
•
Stages of Development
Cytology
Cytology is the branch of biology that deals with the formation and structure of cells.
Cellular Operation
Cells
There are countless millions of living cells living in the body. Each cell consists
of a nucleus floating in protoplasma, contained within a membrane.
Nucleus
Gives the cell its character and directs its work.
Protoplasm
A colourless jelly.
Membrane
An exceedingly thin porous skin, through which oxygen and food pass into the
cell and waste passes.
All body cells need proper nutrition in order to function and grow. This can be a problem in today’s
society with overactive or apathetic children. The baby often is these cases is fed the wrong food/junk
food mostly containing additives which badly effect the child’s cell structure. There is then no
stamina in the cell structure during the formative years, i.e. 0 - 6.
We all began life as a single cell. This cell is a point of union—a link joining the different epochs of
history, the different levels of civilisation. Forty-five generations of this doubling of cells by growth
division was needed to reach the 30 million, million cells of an adult. Forty-one of these forty-five
divisions take place before birth. (Refer: ‘The Absorbent Mind’—Periods of Development).
It is an amazing fact that a baby, which at first does not exist, should end up becoming a man or a
woman.
It is important to understand the basic biological facts which occur during these early stages. New
life emerges through contact by the male sperm with the female ovum. This ovum has migrated into
the Fallopian tubes where it will merge with the sperm. Many ova are released during the woman’s
monthly cycle. Structures called Cilla (Hairs) speed the ovum down its journey. M. Montessori
reminds us that:
‘The greatest of men—no matter in which field—be he an Alexander or Napoleon, a
Dante, Shakespeare or Ghandi—all were built up from one of these minutes cell bodies.’
When the single egg is fertilised, the miracle of life and of individuality begins. The life of the embryo
is a line joining two generations.
16
Figure Two below shows the sperm joining the ovum.
Figure Two
Most of the 400 million sperm ejaculated
into the vagina (1) leak out, but some swim
up through the cervix, into your uterus (2)
and then into the Fallopian tube (3). The
sperm are attracted to the ovum (4) and
stick to its surface.
2
4
1
Now the membrane of sperm and ovum start to merge. The 23 threads of genetic material
previously packed into a tight ball, to make the journey easier, start to relax. The ovum now has two
nuclei each with 23 chromosomes. A unique combination of genes. When they merge, a new life
has begun. The single cell now contains all the elements it needs to become a new human being. A
microscopic cell giving rise to man. About four days after conception these cells form a hollow ball
called the Blastocyst which is guided again by means of the cillia (microscopic hairs) slowly down the
fallopian tube towards the uterus. A number of finger-life projections are formed by the embryo with
which it will attach itself to the walls of the uterus. A special organ is now formed called the
placenta to supply the embryo with oxygen and food in a filter system between mother and embryo.
Nature is ready to provide the first source of nutrition for the new life, a starch called glycogen which
turns to glucose. This is the embryo’s first food. Now the true biological process of building up a body
begins.
First there is cellular segmentation. The cell begins by dividing into two equal cells which remain
united. Then these become four equal cells, then eight, sixteen and so on. Soon hundreds of cells
have been produced.
The cells are arranged in three layers. The layers, the ‘germinative leaves’ are as follows:
1
ectoderm
(external)
2
mesoderm
(medial)
3
endoderm
(internal)
Figure 3
The Three Cellular Layers
•
ectoderm
external layer
•
mesoderm
middle layer
•
endoderm
internal layer
Ectoderm
Mesoderm
Endoderm
Each of these layers/walls produce a complicated system of organs:
Ectoderm
produces the skin, the sensory and nervous system
Mesoderm
produces the skeleton to support the muscles and body
Endoderm
develops the organs, e.g. intestines, stomach, digestive glands, lungs etc.
Function of the three layers:
Although at first alike, the cells begin to change in character to enable them to carry out
the function of the organ to which they belong, a specialisation by which the cells become
suited to the work of the organ they are building up. This specialisation occurs before the
organ begins to operate.
17
UNIT 2.3
Physiology
One theme central to the philosophy of Maria Montessori is that of educating the whole child—
physically, intellectually, emotionally, socially and spiritually.
All her life she believed in enhancing the quality of life for the individual and thus for society, through
each individual member.
She came to believe that this was possible by education by educating the whole child. She spent the
second half of her long life in developing a method and philosophy to show how this could be done,
observing and learning from the child herself.
She discovered a natural, innate drive within the child urging him on to develop, in all areas of his
being, to his full potential.
Many modern psychologists, notably A. Maslow, hold with this theory of “innate drive” in their
approach to motivation. Children and adults have an “inner urge” to become fulfilled as persons.
To do so, however, a hierarchy of needs has to be met.
The fundamental and most basic of these needs are physiological—concerned with the care and
needs of the physical body.
If these are adequately met, social needs can be fulfilled, which in turn allows for self-fulfilment.
self
fulfilment
self expression
social-to belong
security-shelter, warmth
Physiological needs-hunger, thirst
So we see that it is generally agreed that in order for the development of the whole person to take
place to its full potential, the basic physiological needs must be met.
What is physiology?
Jean Fernal, a French physician, first used the term in its modern sense in 1552.
It is the study of the functions of healthy, living organisms and the changes that occur during
activity.
The knowledge gained by this science is based on direct experimental evidence.
As a medical doctor, Maria Montessori was trained in physiology and well versed in its findings.
Just as she saw the beauty of the personality when each individual area of development—physical,
intellectual, emotional, social and spiritual, was brought forward and then, to fulfil the natural task
for which it was created, balanced with the other developments to bring forth a unique being—
stable, balanced and healthy. So she saw the beauty of the physical body when each bodily system
performed its ordained task to its full potential to bring forth a stable, healthy, well-balanced body.
To the very end of her life, Maria Montessori still marvelled at the miracle of the body.
18
In the Absorbent Mind (Chapter 5 - end) she says,
“And if we inspect the best trained troops in the world, we shall not find an obedience
like that of the muscles, which respond immediately to the commands of a single
controller and strategist. Docile servants, they practice a special craft of being always
ready to carry out exactly the orders they receive. If we let our minds dwell on these
facts, and realise how these complex organs, these organs of communication, these
muscles and the nerves which make contact with every tiniest cell in the body and if we
remember that all this comes from a single cell, the primitive round germinal cell, then
we feel upon us the spell of all the wonder and majesty of nature.”
The spell of all the wonder and majesty of nature—Maria Montessori felt this spell all about her.
Man is the microcosm—the universe is the macrocosm.
Just as every part of the body works for the health and development of man, so every part of the
natural universe works for the health and development of life itself.
Montessori appreciated this fact. Reverence for life is fundamental to her teaching method and to
her own being. She constantly refers to the “work of nature” and “man’s cosmic task”. Man as part
of the natural order works with nature to uphold the universe and life itself.
So as we look at the physiology of the human body, let us keep in mind, as Montessori did, that the
pattern that unfolds is repeated time and again in nature—Every part works for the good of the
whole.
Every part of the body is made up of cells.
These cells constantly renew themselves throughout life. The body is never static—there is constant
change.
The body starts from a single cell, which divides into 2 cells, which in turn divide and multiply to form
the embryo and then the baby.
From the first simple cells, we get cells that specialise. They take on different characteristics and
shapes to form the different organs, each being prepared to carry out a different function.
Skin cells are flat and arranged in layers, of which the outer layer is destined to keep dying and to
be replaced by those from underneath. Nerve cells form “long tendrils which go for great distances,
like the telegraphic cables which join continent to continent.”
But once the cells have taken on a set of unique characteristics they can never change again.
Montessori sees in this a reflection of society. The Absorbent Mind (Chapter 5, Page 43) “Each
person chooses one kind of work, and becomes psychologically unfitted for other kinds. Practising
of a profession does not just mean learning a technique. Dedication to it produces inward changes
necessary to success. More important than technique is the acquisition of a special personality
suited to the work.”
We may study physiology by looking at the various systems of the body. Maria Montessori said:
“The easiest way to examine something carefully is to take it to pieces but never to
lose sight of the Whole by concentrating on the pieces.”
19
The Body Systems *
1
Skeletal (and cavities)
2
Muscular
3
Respiratory
4
Circulatory
5
Digestive
6
Nervous
7
Endocrine
8
Urinary
9
Reproductive
All systems overlap.
All are interdependent.
All work for the health and stability of the whole.
* A system can be described as a group of structures of organs which together carry out essential
and related functions.
1.
Skeletal System and Cavities
The body is built around a framework of bones.
There are 360 bones in a baby / 206 in an adult.
Bones are organs which means they have their own blood supply, nerves, lymph acid.
They grow for 20 years. The whole skeleton renews itself every 2 years.
Minerals are stored mostly in the bones.
Functions of Bones
Framework / Support
Protection for vital organs
Attachment for muscles
Help mobility
Formation of blood cells takes place in the bones
Transmission of sound (in ear)
20
Type of Bones
long
(limbs)
short
(wrist, ankle)
flat
(skull, scapula)
irregular (vertebrae, bones of face)
joints
(where bones meet
There are 3 types
non
movable (skull)
semi
movable (spine)
fully
movable (hip, knee, wrist)
Synnovial fluid in “bags” of tissue between the joints eases movements.
Ligaments stretched across the joint and attached to both bones, hold the joint together.
The Skull
There are 29 bones in the skull. Most protect the brain.
Small bones in the ear produce sound.
The jaw.
The head weighs one-eighth of the body weight.
The Spine
There are 33 vertebrae: irregular shaped bones which sit one on top of the other.
The spinal cord runs through a hole in the middle of each. The lower vertebrae are fused and don’t
move.
400 muscles and 1,000 ligaments support the spine.
Vertebrae
7 cervical
—
neck
12 thoracic
—
chest
5 lumber
—
lower back
5 sacral
—
joined to the pelvis
4 coccyx
—
“tail”
The Ribs and Sternum
There are 12 pairs of ribs:
7 true ribs which are attached to the sternum; 3 false pairs attached in turn to the 7th; and 2
floating at the back only. All ribs are attached to the spine at the back.
The upper limbs are attached to the shoulder girdle, which consists of the collarbone in the front
(clavicle) and shoulder blades (scapula) at the back. The lower limbs are attached to the pelvic girdle,
which consists of 2 pelvic bones firmly attached to the base of the spine, in the sacrum.
21
Cavities
There are 4 cavities in the body.
1
Cranial, which contains the brain.
2
Thoracic, which contains the heart, lungs, oesophagus, trachea.
3
Abdominal, which contains the stomach, liver, pancreas, gall bladder, spleen, kidneys,
small intestine, part of the large intestine.
4
Pelvic, which contains the lower part of the large intestine, the urinary bladder,
reproductive organs.
Blood vessels, lymphatic vessels, nerves are found throughout the body.
22
2. Muscular System
Muscles help movement.
Muscle cells have a special skill, they can contract and stretch.
Many muscles work in pairs—one muscle contracts and in order to stretch again to its resting
position its partner contracts. This can be seen clearly in the upper arm when bending and
stretching the elbow.
Tendons are the ends of a muscle which are attached to the bone. Each muscle is an organ with its
own blood supply, lymph acid and nerves.
The muscular system is under the control of the nervous system.
There are 3 types of muscles.
1.
Voluntary
These are under our conscious control and respond to messages from the brain.
They are the skeletal muscles and make up 40% of the body weight.
They can contract and relax in half second.
2.
Involuntary or Smooth Muscles
These are slow to contract. Hormones can stimulate contraction—these muscles can function
without nervous control.
Examples are arteries, veins, digestive system, bronchioles (small tubes in the lungs) and the uterus
(the most powerful muscle in a woman’s body).
3.
Cardiac Muscle
The muscle of the heart does have nerves, but beats without nervous control.
It contracts to circulate the blood around the body and needs to relax between each contraction.
There are many, many muscles, each with its own name, but it is worthwhile looking at one in
particular—The Diaphragm.
This is a dome shaped muscle which separates the chest cavity from the abdominal cavity. It moves
up and down to help in breathing.
3. Respiratory System
Every cell in the human body must generate its own supply of energy to enable it to perform its
particular work.
The energy is obtained from chemical fuels or nutrients, which are delivered to the cell by the bloodstream.
These fuels are broken down (or oxidised) in the cell to release energy.
This release of energy in the cells is called cellular respiration. Oxygen must be present for this to
take place.
So, how does the oxygen arrive in the cells?
And how is the poisonous carbon dioxide, which is released during respiration, disposed of?
Oxygen is present in the air we breathe.
We take in air through the nose. The nose warms the air, the little hairs in the noise filter it and
mucus catches any dirt present. The air is now prepared to travel to the delicate lungs.
The 2 bronchi branch out from the trachea—one to each lung.
23
Each bronchus branches out into numerous bronchioles, little tubes which each end in a cluster of
little air sacks called alveoli. There are approximately 600 million alveoli in the lungs.
The walls of these alveoli are just one thousandth mm. thick.
It is through these walls that the tiny capillary blood vessels in the lungs take up the incoming
oxygen in exchange for the carbon dioxide they are carrying (external respiration).
The oxygen is carried to the left side of the heart in the bloodstream from where it is distributed to
every cell in the body.
The carbon dioxide have been carried to the lungs in the returning bloodstream. From the lungs, it
is breathed out of the body and into the air.
With every breath we inhale and exhale, the process of respiration takes place—usually 15 times a
minute!
Oxygen is brought into the bloodstream, circulated to every cell where it allows for energy to be
released so the cell can function and the waste carbon dioxide is carried by the bloodstream back to
the lungs to be expelled from the body.
The Respiratory System
NOSE
TRACHEA
LEFT
BRONCHUS
LUNG
(detailed as Left Lung)
HEART
SPACE
BRONCHIOLES
ALVEOLI
DIAPHRAM
24
Exchange of Respiratory Gases
AIR LEAVING LUNGS
AIR ENTERING LUNGS
LOW 0 2
HIGH C0 2
HIGH 0 2
LOW C0 2
LUNGS
EXCHANGE OF GASES
02
C0 2
C0 2
CIRCULATORY SYSTEM
02
C0 2
02
BODY CELLS
CELLULAR RESPIRATION
(HIGH C0 2 , LOW 0 2)
25
4. Circulatory System
Montessori said the circulatory system “is like a river which carries substances to all parts of the body.
But it also acts as a collector.”—The Absorbent Mind (Chapter 5, page 43)
Every cell in the body depends on the circulatory system for its survival. It provides the food/fuel the
cell needs and also the oxygen it needs to convert the fuel to energy. The system carries away
poisonous waste products which form during the conversion of food to energy.
Without good circulation, the cell will die.
Blood is the main circulatory fluid. it flows to every part of the body carrying oxygen, water,
nutrients, vitamins, hormones, ions (which are electrically charged particles) to wherever they are
needed. It carries carbon dioxide gas, waste from the cells back to the lungs when again the blood
is oxygenated and the cycle of circulation repeats again and again.
Oxygen is transported in the red cells of blood. There are more of these than white cells.
A man has 4/5 litres of blood and a woman generally 3 and half litres.
Lymph is also circulated throughout the body in a network of lymphatic vessels. Although the
quantity of fluid is not great, it is extremely important in the defence system of the body. It is
concerned with the removal of waste—bacteria, dead blood cells, excess fluid, dirt and
foreign bodies.
The Heart
The “pump” which drives the circulation is the heart. It is a double pump. The left side pumps the
blood around the body. The right side pumps the blood to the lungs and then to the left side of the
heart for general circulation.
The heart is durable and apart from the uterus in a woman, is the strongest muscle in the body.
Resting, it pumps 5 litres of blood in one minute and in exercise, it pumps 30 litres in one minute.
The blood, rich in oxygen from the lungs, leaves the left side of the heart and circulates into the main
arteries. It is pushed along by the muscle wall of the arteries contracting and relaxing, providing a
“pulse”.
Arterioles are smaller vessels branching from the arteries. These spread out even further into tiny
capillaries. It is in these capillaries that the exchange takes place between the blood and the tissue cells.
Substances pass through the capillary walls and waste is passed into the blood system.
The capillaries join up again as venules, which join together further as veins.
Veins return to the heart and enter the right atrium in 2 main veins, (inferior) vena cava coming from
the lower body and (superior) vena cava, coming from the head and upper body.
From the right atrium, the blood travels to the lungs.
26
Circulation - The Heart
SUPERIOR VENA
CAVA
LEFT LUNG
RIGHT LUNG
PLUMONARY
ARTERY
AORTA
R.A.
L.A.
INFERIOR
VENA CAVA
L.V.
R.V.
Circulation
R.A. – Right Atrium.
L.A. – Left Atrium.
R.V. – Right Ventricle.
L.V. – Left Ventricle.
27
5. Digestive System
Digestion is the transformation of foodstuffs into usable material for the body. The food we eat must
be changed into a form which the bloodstream can carry and the cells can assimilate.
The process starts in the mouth where the teeth begin breaking down the food. Then the food is
swallowed into the oesophagus, a muscular tube 10 inches long which passes through the
diaphragm into the stomach.
Peristalsis starts here. This is the muscular contraction which moves the foodstuff along the digestive
tract.
The stomach is a muscular bag which churns the food for several hours while digestive juices break
down the food into a liquid, which is known as chyme.
The chyme then enters the small intestine, which is about 20 feet/7m. long and one inch in
diameter. Here the greatest part of digestion takes place.
There are three parts to the small intestine:
duodenum
jejunum
ilium
The duodenum is the main site of chemical digestion. Digestive juices enter it from the liver and from
the pancreas (which is the single most important producer of digestive juices).
The broken-down products of digestion can pass through the wall of the intestine and enter the
bloodstream to be carried as nourishment to all cells of the body. This absorption of digested
foodstuff takes place almost entirely in the ilium.
The remaining material of water and undigested matter enters the large intestine.
28
Gastro-Intestinal Tract
SALIVARY GLANDS
OESOPHAGUS
GALL BLADDER
PANCREAS
COLON
LARGE
INTESTINE
ILEUM
SMALL
INTESTINE
APPENDIX
ANUS
RECTUM
29
The appendix is found at the beginning of the large intestine. This has no specific function in the
human.
The water is absorbed by the colon and the remaining waste is stored in the rectum until expelled
from the body, completing the process of digestion.
6. Nervous System
The organs of the body need a method of communicating with each other.
In many cases this communication must be very rapid. When we exercise, carbon dioxide builds up
quickly in the cells; this must be removed rapidly before a serious condition develops in the body. Our
breathing speeds up, removing the carbon dioxide and restoring the balance of the body once more.
This is the work of the nervous system.
Not only does the nervous system provide rapid communication between the body’s organs, it also
provides a constant and vital link with the environment.
Nerve impulses make muscles react extremely rapidly but one impulse will only contract a muscle for
a short time—a fraction of a second, in fact.
The body has a second system of communication when prolonged response is required—this is the
endocrine system which produces chemical messages called hormones in contrast to the electrical
messages of the nervous system.
Now let us look briefly at how each system works. Firstly, the Nervous System—The Nervous System
is divided into two areas:
The Central Nervous System, which consists of the brain and spinal cord, and the Peripheral Nervous
System—the network throughout the body; some nerves carrying impulses to the brain and some
carrying impulses away from the brain.
The spinal cord, which is protected inside the spinal column, transmits messages to and from the
brain.
The brain is protected inside the skull. Underneath this is a jacket of fluid, cerebrospinal fluid which
acts as a shock absorber for the brain and the spinal cord. Finally 3 tissue wrappings called the
meninges. The nerve cells of the brain are very soft and delicate.
The role of the brain is that of central receiver, analyser, coordinator, storer and initiator
of nerve impulses.
Structure of the Brain
The area of the human brain that has developed most in comparison to other animals is the cerebral
cortex—this is the layer of grey matter on the surface of the cerebral hemispheres.
30
The Brain
Some functional areas of the cortex.
CEREBRAL HEMISPHERE
VERTICAL SECTION
THALAMUS
HYPOTHALAMUS
PITUITARY GLAND
MEDULLA
CEREBULLUM
COMPLEX MOVEMENTS
OF EYES & BODY
MOTOR CORTEX
SENSORY CORTEX
RECEIVES
IMPULSES
FROM FACE
TRUNK, LIMBS
HAND SKILLS
MEMORY,
INTELLIGENCE,
PERSONALITY ETC.
SPEECH
EYE
MOVEMENT
VISION
HEARING
RECEIVES IMPULSES
FROM EARS
RECEIVES
MESSAGES
FROM EYES
VOLUNTARY MOVEMENTS
31
The cortex contains
Sensory areas that receive impulses from sense organs;
motor areas that send out “instruction” impulses;
areas responsible for memory, imagination, thought, intelligence, emotions, feelings;
association areas which analyse and coordinate incoming impulses.
A tremendous amount is still unknown about the cerebral cortex; but it seems undoubtedly to be
the seat of all higher activities of the human being.
Other parts of the brain:
The cerebellum controls balance and posture.
The hypothalamus controls circulation of blood, breathing, digestion, vomiting, body temperature,
the water content of the body, sleep and adjustments for rage and fear.
The thalamus acts as a relay station through which all sensory information passes before going to
the cerebral cortex.
The medulla controls many basic bodily functions such as breathing, heart rate.
Nerves originated in the medulla control the bodily activities over which we have no conscious
control. This includes activities of the internal organs and glands, secretion of acid in the stomach,
peristalsis in the digestive tract.
Speaking of the nervous system, Dr. Montessori said:
“As for the specialised cells of the nervous system, anything corresponding to this is still
woefully lacking in human society. From the chaotic state of today’s world, we might
well infer that what is needed to carry out their function has not yet been evolved.”
The Absorbent Mind (Chapter 5, Page 44)
7. The Endocrine System
This system is a collection of glands which releases “chemical messengers” or hormones directly into
the bloodstream, where they are circulated and will act at a site possibly far distant from the gland
where they were produced.
Hormones circulated in the blood can act over a considerable period of time, unlike nervous
impulses.
There are 8 endocrine glands:
The Pituitary is known as the master gland, as many of the hormones it secretes stimulate the other
glands to function.
The Pineal is a small, hollow gland at the base of the skull. It is connected with the development of
sex organs before puberty.
The Thyroid produces a hormone which regulates the metabolism. Lack of thyroxine causes lethargy
and obesity, which an excess causes overactivity and inability to gain weight.
The Parathyroid consists of 4 glands, each the size of a pea. They are concerned with the control of
the concentration of calcium in the blood.
The Thymus gland is large in children, but decreases in size after puberty. It plays an important role
in the immune system. Without its influence, certain antibodies cannot be formed.
The main function of the pancreas is to produce digestive juices; but a small area in the pancreas
produces the hormone insulin, which lowers the amount of sugar in the blood by increasing the
uptake of glucose by the body cells. An absence of insulin leads to diabetes mellitus.
There are 2 adrenal glands situated above each kidney. They are concerned with preservation. The
hormone, adrenaline, prepares the body for the fight or flight response.
32
The gonad glands are concerned with reproduction:
The hormone, testosterone stimulates sperm to be produced in the male and also male characteristics;
The hormone oestrogen releases the ova in the female.
Of the endocrine system, Dr. Montessori said:
“Hormones exert an influence on the organs, stimulating their activity and above all,
controlling their operation so as to produce a certain harmony of action necessary to
all.”
The Absorbent Mind (Chapter 5, Page 43)
8. Urinary System
This system regulates the level of fluid in the body.
It comprises of 2 kidneys, 2 ureters (a tube from each kidney to the bladder), the urinary bladder
(which acts as a reservoir), and the urethra (a tube to outside the body).
The kidneys are filters and vital to life.
All blood passes through the kidneys several times a day—150/180 litres of blood enter the kidneys
each day and 2 litres of urine are produced from this.
Each kidney has approximately 1 million nephrons, which are the special filtering units.
Kidneys:
Remove toxic waste
Control the salt and water level of the blood
Maintain the alkalinity of the blood (Healthy blood is slightly alkaline)
9. Reproductive System
Human beings are mammals. As with all mammals, the method of producing young in humans
occurs by sexual reproduction.
This involves the joining of the two special types of cells in a process known as fertilisation.
In the male, the special cell is a sperm. In the female, the special cell is an ovum.
A normal body cell contains 46 (or 23 pairs) chromosomes. But these special cells have only 23
chromosomes each; so, when they join, the new cell which is created has 46 (23 pairs)
Chromosomes—ready to begin a new life.
The sexual organs are under the influence of hormones. In the male, testosterone is responsible for
the development of sperm and male characteristics.
In the female, the ovaries contain ova, potential egg cells. Each month a mature ovum is released
from the ovaries into one of the fallopian tubes. If fertilised, this new cell begins a journey down the
tube to the uterus, where it implants itself in the prepared, thickened muscle wall. If not fertilised,
the monthly cycle is brought to an end with a “period”, when the soft lining which was built up in
the uterus to cushion the embryo, is disposed of, ready for the cycle to begin again. All this is under
the control of several female hormones: oestrogen, progesterone, etc.
33
Some Special Organs
The Liver
This lies across the abdominal cavity, to the right, below the diaphragm.
It is the largest organ in the body—it weighs approximately 4 and one half pounds.
It has a wide range of functions.
It stores various substances, such as glycogen, carbohydrates, fats, proteins, vitamins A, D, B12.
It produces heat which is distributed by the blood.
It produces substances essential in clotting the blood.
It produces bile to aid digestion in the small intestine.
It can destroy toxic substances.
The Spleen
It is a large spongy organ between the stomach and diaphragm, on the left side of the body.
It is not essential to life although it has many functions:
It disposes of red blood cells.
It produces antibodies and white blood cells to fight infection.
It is a reservoir of blood in case of emergency, i.e. haemorrhage.
The Senses
Within the body messages are transmitted via the endocrine and nervous systems.
How does the body receive information about the external environment?
All throughout the body, specialised sensitive cells are found, known as receptor cells. These are
sensitive to various stimuli—light, heat, cold, chemicals, pressure, tension, etc. and send messages
as nerve impulses to the brain.
Particular types of reception cells are present in large numbers in organs such as the eye, ear, nose,
tongue, skin. These form the sense organs which correspond to the 5 basic human senses.
The Eye
The eye is like a camera. It has:
An aperture (opening through which light can enter).
A lens (for focusing the rays of light).
A sensitive surface (on which images can fall).
The cornea and aqueous humour help to bend light rays.
The iris (coloured part) regulates the amount of light entering the eye by contracting or relaxing the
opening in its centre, which is called the pupil.
The lens focuses the light rays onto the retina. The retina is a light sensitive surface, like a film; from
here the nerve impulses travel to the brain via the optic nerve.
The vitreous humour is a clear, jellylike substance which fills the centre of the eye and helps retract
the light to a point of focus.
34
The Ear
Sound is transmitted as pressure waves. The ear is a sense organ that can detect these pressure
waves in the air.
The sound waves enter the other ear and strike the ear drum, causing it to vibrate. 3 small bones in
the middle ear magnify this vibration.
In the inner ear, the auditory nerve receives the vibration and relays impulses to the brain where they
are interpreted as sound.
The inner ear is a labyrinth of tubes, loosely fitted into a labyrinth of spaces in the bones of the
skull—somewhat like a snail’s shell.
The inner ear is concerned with sound and with balance.
Taste
Taste receptors are found not only on the tongue but on the palate and pharynx. These cells have
hairline tips which are sensitive to chemical substances, and send nerve impulses to the brain.
There are 4 types of receptors to respond to the 4 basic tastes: sweet, sour, salt, bitter.
Smell
The receptors for smell lie in a small patch of olfactory membrane in the nasal cavity.
Nerve impulses carry information to the brain via the olfactory nerve.
We are said to detect 3000 different odours.
Let’s remember the words of Montessori:
“The easiest way to examine something carefully is to take it to pieces but never to
lose sight of the Whole by concentrating on the pieces.”
And as we do this, we try to rediscover the sense of awe and wonder at “the majesty of nature.”
In the words of Julia Huxley (The Stream of Life, 1926), speaking about the complexity of the human
body: “If we are not struck by the greatness of this miracle, it can only be for one reason, that it
occurs so often under our eyes in the experience of everyday life.”
35
Parts of the Eye
CILIARY MUSCLE
LENS
RETINA
PUPIL
BLIND SPOT
CORNEA
OPTIC NERVE
IRIS
36
The Skin
The Skin completely covers the body and is continuous with the membranes lining the body orifices.
Structure
The skin consists of two main layers: an outer layer—the epidermis, and the inner layer—dermis.
The Epidermis is divided into three layers and is referred to as Stratified Epithelium. There is no blood
supply to the Epidermis.
1
The Malpighian layer lies next to the Dermis. It is continuously dividing to produce new
cells for the Epidermis. These cells also contain the pigment melanin which determines
skin colour.
2
The Granular Layer of lining cells lies above the Malpighian Layer. These cells
eventually give rise to the Cornified Layer.
3
The Cornified Layer is a thick layer of dead flattened cells. These cells are constantly
being rubbed off to be replaced by new cells from below.
It is estimated that the epidermis is totally replaced every three weeks. The epidermis forms a tough
waterproof covering over the surface of the body. The Dermis is a layer of connective tissue. It
contains a network of protein fibres which give the skin its elasticity. The Dermis also contains
Sebaceous Glands, Muscles and Hair Follicles.
Beneath the Dermis is a layer of fatty cells called Adipose tissue, which insulates the body and gives
men and women their different shapes.
Function:
1.
Protection:
The tough cornified layer covers the entire body giving protection against the entry of bacteria,
loss of water and injury. The pigment, Melanin, protects the Dermis and the underlying tissue
from harmful effects of ultra violet rays in sunlight.
2.
Excretion:
Sweat glands are found all over the body, especially in the armpits and the palms of the hands.
Sweat is a fluid composed of water, dissolved salts and a small amount of urea and lactic acid.
The sweat passes up the sweat duct and out onto the surface of the skin, where it evaporates.
3.
Heat Regulation
In humans the skin is the major temperature regulating organ. The changes in body
temperature are under the control of the hypothalamus of the brain.
4.
Sense Organ
The skin contains various kinds of sensory receptors for pressure, touch, warmth, cold and pain.
37
UNIT 2.4
Childhood Illnesses
Prevention and Detection
One of the first ways a mother can prevent illnesses is to breast feed her baby. Breast milk contains
antibodies which protect the baby from several infectious illnesses for up to 3 months. Breast fed
babies are less prone to gastro-enteritis, infantile eczema, obesity, specific types of fits
(low calcium), and asthma.
Good Hygiene
Good hygiene is always important, especially in the early months of life. Children can become unwell
or even seriously ill as an effect of poor hygiene standards. Simple measures such as hand washing
after changing nappies or using the toilet, keeping bathrooms clean and washing hands before and
after handling foods would greatly reduce the incidence of such illnesses. Children should be taught
these standards of hygiene.
Good Nutrition
A balanced diet is vitally important for healthy growth of every part of the body (not just teeth and
bones). Even a fussy eater will actually choose a fairly balanced diet over a week if given the choice.
Vitamin supplements are probably not necessary for children on a normal diet. Even so called junk
foods and processed foods are frequently fortified with added vitamins. What is important is eating
a balanced diet but there is dispute as to what constitutes a “normal” diet. .
Good Safety Standards
Accidents are a common cause of serious injury or even death in children. There are very simple but
very effective ways of preventing the too numerous accidents and poisonings which happen
around the home. Poisons or household chemicals should be placed out of reach of children preferably in a locked cupboard. One can protect a child physically from burns and falls, etc. by
using just a few safeguards. (see PLAY IT SAFE from the Health Promotion Unit, Dept. of Health)
The garden can be another area where accidents occur. children should be kept away from garden
implements especially powered tools and blades.
Cause of Infectious Diseases
Firstly, a number of questions must be answered so that plans can be made to prevent infection.
What causes infection ?
How are the infectious diseases spread ?
Can they be prevented ?
Infectious diseases are caused by germs (bacteria or virus or other infectious organism) entering the
body of a person, evading their immune defence system, multiplying and causing disease. The
process of infection involves:
1
The source of germs, i.e. where they come from.
2
Transmission of disease, i.e. how they are carried from one source to the infected person.
3
The recipient, the person who becomes infected.
38
The Source of Infection
Most infectious diseases which may affect children in a Nursery are spread from person to person.
The person may be suffering from the disease or may be a “carrier” of the germs and have no
symptoms or ill health from the disease.
In some diseases germs may be discharged from the nose or airway during coughing, sneezing and
blowing the nose e.g. whooping cough, measles, the common cold, tuberculosis, some forms of
pneumonia.
Human beings are not the only source of infection.
Sometimes, food may be infected, but usually germs that may be present are destroyed by proper
cooking. Food is often heat sterilised to prevent transmission of infection e.g. Pasteurisation of milk.
Occasionally animals or pets can be a source of infection e.g. worms, fleas, brucellosis, some kinds
of pneumonia, eye disease.
Some germs are found in the soil, e.g. tetanus bacillus (lockjaw). The germ enters the bloodstream
through an open wound often a penetrating wound.
Nearly all the childhood infectious diseases found in nursery children are transmitted from person to
person.
The Transmission of Infection
The main methods by which infection is spread:
1.
Direct Contact:
Infection occurs by actually touching a source of infection, e.g. a person kissing
someone suffering from a common cold may catch the cold themselves. A child
suffering from dysentery will pass the germs in his motions. He may easily contaminate
other parts of his skin. If he touches another child, the germs may be transferred to the
other child.
This type of infection is prevented by hand washing and good hygiene
2.
Indirect Contact:
The source of infection is not always direct. An adult may unknowingly infect a child by
touching an already infected child and passing the infection on. Clothing can also be a
source of infection (the clothes may be contaminated). Infection can also be
transmitted in this way by towels or cleaning cloths and sponges. In fact anything that
may be used by more than one child. Standards of hygiene must be very high in an
attempt to prevent the spread of infection in this manner.
3.
Airborne Infection:
Infection can pass through the air from one person to another. For example, an
infected person coughing or sneezing close to another person. Tiny droplets of
moisture will pass from the infected person and travel through the air. This is the way
in which most coughs, colds and flu are spread
4.
Food Borne Infection:
On rare occasions, food can be a source of infection. It can become contaminated and
the person eating this food will then become infected. Most germs are destroyed by
thorough cooking, but if the food is only gently warmed, the germs can multiply and
cause infection. Poor storage or inadequate refrigeration can also food to be contaminated. This is a common source of food poisoning, gastro-enteritis and hepatitis.
If a cook has a septic sore on the hand and is preparing food, then the food may become
contaminated by staphylococci. In dealing with young babies, particular attention must be paid to
washing the hands, to prevent the milk feeds becoming infected. If the hands are not clean, they
may be contaminated with gastro-enteritis germs which may infect the teats, milk, or the feeding
bottles. Germs multiply very quickly in milk, particularly if it is warm.
39
Immunisation:
Immunisation programmes are very effective in protecting from infectious diseases and reducing
childhood infectious diseases and death. In some parts of the world children are not allowed to enter
school until they have completed their immunisation schedule. Most countries have voluntary
take-up of immunisation but we still have a significant number of children who are not immunised,
for whatever reason, and so many infectious diseases remain to be eradicated. Rubella (German
measles) is a most important case in point - there is a large body of health care workers who would
like to see boys given Rubella vaccine too - this would dramatically decrease the chances of pregnant
women contracting Rubella and subsequently risk giving birth to a handicapped child.
Most illnesses in childhood are infective and an important activity in the early life of every individual
is meeting and establishing immunity to a wide variety of infecting organisms. These mechanisms are
not fully established at birth. Some immunity is passed from mother to the baby, giving protection
against a number of common infections such as measles, mumps and rubella until about 6 - 9
months when the baby’s own immune system takes over. There are a number of infections not
protected because the “immune cells” do not cross the placenta from mother to baby. The most
notable of these non-protected infections is whooping cough.
As infectious diseases account for a large part of the mortality and morbidity of early childhood, it is
logical to institute whatever preventative measures are available. In determining such a schedule, two
basic decisions need to be made:
a)
Against what diseases should a child be protected?
b)
At what age should it be given?
The age at which it should be given depends upon the age of susceptibility of the child and the age
at which he can best respond to the vaccine. There is often conflict here, as in the case of
whooping cough: the greatest danger of the disease is in the first 6 - 12months, but the immune
response is poor before the age of 6 months.
Diphtheria
Now excessively rare in western Europe but this depends on continuing immunisation of as many as
possible. There are no contra indications.
Whooping Cough
The third component of triple vaccine is the only one of the three to cause any disturbance of health.
Minor reactions are common restlessness, fever or transient screaming episodes coming on a few
hours after the injection. They last a few hours. It is advisable to give a child some Calpol a few hours
before the injection and a few hours after to offset most of these symptoms. Occasionally the
temperature rises so high that febrile convulsions have occurred but they are uncommon. It is
recommended that it is not given to babies with disordered brain function or to a child who has had
a previous reaction to Whooping Cough vaccine or to a child with eczema.
Poliomyelitis
The vaccine is given orally. It is highly effective. An injectable vaccine is also available.
Smallpox
This illness has been eradicated world-wide and the vaccine is no longer used.
Measles
A mild illness may occur 10 days after the injection. Protection is for at least 10 years.
Rubella
The main danger from rubella / German measles is to the embryo. At present the vaccination is given
to girls between 10 - 14 years, and to non-immune adult females. The duration of the immunity is
not less than 7 years.
B.C.G.
Gives substantial protection against TB. Baby gets local redness, swelling and sometimes ulceration
3 -6 weeks later. The local signs go in 2 - 6 months.
(See Protect Your Child; immunise from Dept. of Health)
40
Screening Programmes
Their primary function is to detect problems early and mobilise the appropriate services. The obvious
problems of deafness and eye defects only account for part of what these programmes should be
for. The health and educational progress of a child is directly related to the home and environment.
The child of an unskilled worker has a greater chance of being born dead or with a serious physical
handicap than a child from the professional classes. Poor and disadvantaged children may be more
exposed to illness and may do less well at school. Unsatisfactory homes are not just those where
there is overt cruelty, poverty or squalor; stress at home may result from one parent families, family
financial problems, parental discord or parental illness or inadequacy. The medical service sees the
childhood casualty of such situations: poor development, illness and behaviour problems, or children
who have a stay in hospital because of the home situation rather than the severity of the disease.
The teacher sees the casualties also - unhappy children, delinquent children and children with learning problems.
Area medical and social services “exist” particularly for such children, but all too often they are best
used by the child of well-informed, middle-class parents, while the socially disadvantaged child cannot use them because his parents either do not know or do not how to access these services. Child
neglect is more often due to deprivation in terms of housing and education rather than deliberate
cruelty. Therefore, all medical and paramedical staff have a constant duty to detect children in need
or distress to see that they have the opportunity to benefit from the help that is available. You are
also very important in this respect.
Deafness and visual defects are the most consistent problems detected. Unfortunately the interval
between screenings and the take up rate are too low - as a child carer you should be aware of this.
If a mother says she is worried about a child’s hearing at age 4 weeks, it should not be dismissed a full examination should be done and the child followed up until everyone is satisfied there is no
problem. Even at 6 weeks, hearing aids can be fitted and the sooner the child begins to hear sounds
the better the chance for him from every aspect: hearing, speech, and general mental achievement.
The signs of deafness are:
1
No interest in surroundings
2
No startle reflex
3
Not turning to noise or name being called
4
Not talking
5
Behavioural problems/temper tantrums
These children need assessment at a clinic and will be referred to an ENT surgeon from there. You
can check a child’s hearing if you are suspicious of deafness with a very simple test: a baby of 6
months will turn to the sound of a rattle held at 18” from the ear on a horizontal line.
The commonest eye problem is a squint (a turn in the eye). It is important to treat these as soon as
possible, not for cosmetic reasons, but because the vision in the eye may deteriorate if the squint is
not treated. A squint that comes and goes before 6 months of age may not be significant, but a fixed
squint before this age is of importance and needs assessment and treatment. Squints are not always
picked up at screening, but if parents or carers say they notice a squint then the child should be
referred to an eye clinic. Treatment is often the wearing of glasses and patching the good eye;
surgery is sometimes necessary. There is often a family history of squints. Colour vision may also be
tested particularly in boys as colour blindness is more common in males.
Asthma
Some 10 - 12% of the population have asthma. It is more common in children and also probably
more common among boys. Some 60 - 70% of children with asthma will loose the condition before
they complete secondary school. There is frequently a family history of asthma.
If the child has an inhaler or medicine for his asthma, you should make sure you know how to help
him when he is in your care. If a child has continuing wheeze or does not respond to his
medications or is becoming distressed then you must seek medical help or take the child to a
casualty department in hospital. You should have the name of the family doctor and the child’s
41
specialist to call upon if necessary. Most children with asthma do equally well at school etc. if their
condition is controlled but often they “do not like” sports etc. as they may become wheezy with
exercise. Swimming is well tolerated. Medications may improve exercise tolerance. Children with
asthma should be encouraged to be “normal” and should not be allowed to exploit their condition
as an excuse for poor behaviour or participation provided they are well.
Croup
A choking sound called stridor develops, often with a harsh cry and barking cough. There may be
fever. Management poses lots of problems. There is a need to exclude a foreign body as a cause of
sudden onset of wheeze but DO NOT put fingers or anything else in a childs mouth who has croup
or stridor. Hospitalisation is confined to those with marked respiratory distress, age under 1, and very
worried parents.. At home, make a humidity tent. It usually lessens in 12 hours and has gone in 3 days.
Foreign Bodies
Choking
The child will be distressed and may turn blue. He will be unable to cough or to speak or to breathe.
Turn the child upside down and give him 4 back slaps and 4 abdominal thrusts.
Nose
The only sign may be a persistent mucky, smelly discharge from one nostril. Get him to hold the other
side shut and blow hard; this may dislodge it. On no account attempt to do it yourself. Take him to
your doctor or hospital. Instruct child to breathe through mouth.
Ear
Incline head and flood with tepid water. If unsuccessful, take to doctor.
Nose Bleeds
Common in older children. If they are frequent, the child should be seen by a doctor. Management
sit the child forward over a bowl. Tell him to sit quietly. Put pressure on the side of the nose that is
bleeding, for 10 minutes.
IF YOU ARE WORRIED ABOUT A CHILD ALWAYS SEEK HELP
Skin Diseases
Boils
Local redness, warmth, swelling and pain. You may use dry non adherent dressings in older children.
Never squeeze a boil, you may spread the infection. They may be a sign of acute local infection but
repeated boils may also be a sign of decreased immunity or diabetes. They should be seen by a
doctor.
Head Lice
Often the teacher is the first person who notices nits. Lice are insects who live in hair. They hook onto
the scalp and lay small white eggs on the hair called nits. The head is itchy so the child scratches.
Several treatments are available in retail pharmacists. Everyone in the family should be treated.
Follow the manufacturers advice and instructions
Burns
Burns can be due to fire, hot liquids or chemicals. Chemical burns may have specific treatments and
expert advice must be sought. Advice may be printed on the product label. Burns due to fire or hot
liquid are always serious in children and can easily be underestimated in severity.
Immediate Treatment:
REMOVE / STOP THE CAUSE OF THE BURN and cool with water. This prevents the burn going deeper. If his clothes are burning put his whole body in water. Do not forget to use a FIRE BLANKET if
you have one. Do not put butter or anything else on a burn. If he has a large burn, leave his clothes
on until he reaches hospital. Do not break blisters - they protect from infection. Burns are generally
more serious than they seem so unless they are trivial they should be seen by a doctor.
42
Poisons:
Seek advice from the Poisons Information Service..
DO NOT GIVE MILK OR WATER OR ANY OTHER MEDICINE WITHOUT ADVICE.
DO NOT MAKE CHILD VOMIT WITHOUT ADVICE.
DO NOT PUT FINGERS DOWN CHILDS THROAT.
Always seek medical advice
Head Injuries
The scalp bleeds profusely and frequently leads to alarm and anxiety. Apparently trivial injuries may
cause a bleed inside the skull which will only become apparent after an interval of time. A loss of
consciousness, however brief, must be regarded seriously and the child taken to hospital. Worrying
signs following a head injury include vomiting, drowsiness or severe headache.
A drowsy or comatose child should be laid in the recovery position. Make sure tongue is not
obstructing breathing. Always seek help as soon as possible as there are many causes of coma.
Management
General Measures
In any acute iIIness - basic guidelines of management.
Rest:
A child who feels ill will want to rest; one who feels well will not. There are very few indications for
trying to enforce rest - active disease of the heart or lungs or painful joints may restrict activity. At
home the couch downstairs with the TV is more conducive to rest than bored isolation in the
bedroom. You can also keep a better eye on them, in case their condition deteriorates.
Temperature and Humidity: There is still a widespread fear that febrile children may suffer from
chilling and consequently parents switch on bedroom heats and pile on blankets. THIS IS WRONG.
Such measures can only help raise body temperature and increase discomfort and, most
importantly, increase the risk of febrile convulsions. A febrile convulsion is a specific type of
convulsion which is directly related to a high temperature. Room temperature should be
comfortable (about 65F. 18C.). High fever in a young child is an indication for active cooling by
giving antipyretics (Calpol), removing blankets and clothing, using fans and, if necessary, tepid
sponging (not cold sponging as this will only close up the skin vessels and slow down the cooling
process). Allowing a child play in a tepid bath under supervision will also cool a febrile child. They
also need fluids to help cooling and prevent dehydration due to sweating. (They need food because
they are using up a lot of calories.
Dry air is irritating to an inflamed respiratory tract and may aggravate cough. Central heating often
dries air and this can be overcome by placing a reservoir of water by the radiator. High humidity can
only be achieved in a tent.
Diet:
During acute illnesses, especially febrile illnesses, drinking is far more important than eating. The
child should be encouraged to drink frequently small quantities of water, fruit juice or glucose drinks.
A vomiting child should have a small drink after each vomit: some will return with the next vomit,
but some will stay down. It does not matter if a sick child eats little or nothing for a few days. The
lost weight will soon be regained. Returning appetite is a good sign of returning health.
Isolation:
Children with infectious diseases nursed at home do not necessarily need to be isolated. Measles and
chickenpox are highly infectious before the spots appear and siblings and classmates are probably
already infected before the rash develops. With rubella the risk to pregnant women must be
remembered. It is very important that all female staff of child-bearing age should arrange with their
family doctor to undergo blood tests to determine their state of immunity to this disease. Those who
are susceptible should be vaccinated.
Quarantine of the contacts of a person with an infectious disease has proved ineffective in the
prevention of infectious diseases. It is better just to keep them under surveillance. Parents should be
made aware if their child had been in contact with an infectious disease. By the age of 14, 90% of
children have had measles; 70% chickenpox and whooping cough; and 50% have had rubella and
mumps unless immunised. By the age of 14, 90% of children have had measles; 70% chickenpox
43
and whooping cough; and 50% have had rubella and mumps. In any case there is much to be said
for acquiring the ID in childhood. Their effect are usually much more serious in adults, i.e. mumps—
orchitis, rubella—fetal anomalies.
Many of these diseases first reveal themselves by such symptoms as fever, headache, general malaise,
irritability, fast breathing and possibly vomiting, before the appearance of such obvious signs, such
as rash or diarrhoea, the child may complain of feeling cold and shivering, or may have a sore throat,
runny nose, watery eyes either alone or in combination. When a child who is usually active and attentive appears listless and disinterested in his work, won’t eat, teachers/carers would be well advised
to look for such early signs and symptoms and if they are present the child should/may be excluded
from school.
Common infectious diseases.
It is inappropriate to treat most of them with antibiotic. The general measures are usually all that is
needed. These illnesses on the whole are self-limiting.
Measles:
Rash dark red-from behind the ears and forehead spreading over the face and trunk and finally to
the limbs, then becomes confluent on the trunk. Pink/red sclera. Prodromal period. Measles rash
usually comes on the fourth day after which the child usually begins to recover. The illness may last
up to 14 days.
Rubella:
Same distribution as measles but more pinky. Hard to differentiate.
Chickenpox:
Usually mild. Lesions mainly on the trunk.
Mumps:
Parotid swelling (the side of the jaw). Can affect both sides
Whooping Cough:
Serious disease in the very young infant, they often do not whoop but frequently have convulsions.
Older children have the whoop, paroxysmal cough leading to vomiting and “bloodshot eyes”. In
children who have been immunised the disease tends to be mild, the whoop absent and the
diagnosis easily missed. The purpose of immunisation is to reduce whooping cough in the
community and thus reduce the risk of any child getting whooping cough.
Scarlet Fever:
This has become less common now since the introduction of penicillin. It is caused by a particular
strain of streptococcus (germ which causes sore throats) and while the “scarlet colour” is impressive
the outcome with antibiotics is excellent.
Diarrhoea:
A child who dies from diarrhoea does so from dehydration.
The signs of dehydration are:
1
Thirst but a severely ill and dehydrated child may not be thirsty
2
Loss of weight.
3
Sunken eyes with no tears.
4
Dry mouth.
5
Little urine / dry nappies
6
Lax skin.
44
Rehydration:
(See Gastro-enteritis in Children from Dept. of Health.)
Make up rehydration fluid solution as instructed by manufacturer.
Convulsions
With a first fit you should always call the doctor immediately.
The immediate management of a child with a convulsion is:
1
Lay him on the floor in his recovery position with his head turned slightly to one side
so if he vomits it will come out of his mouth and not go down into his lungs.
2
Make sure his tongue is forward so he can breathe easily.
3
Do not stop him moving, but stop him hurting himself. Do not put anything in his
mouth or between the teeth.
4
If he feels hot take off his clothes and cool him - tepid sponging, fan.
5
If it goes on longer than 10 minutes contact his doctor or take him to a casualty
department. Inform parents.
Types of Convulsions
All convulsions or seizures should be taken seriously. Epilepsy is common in all age groups. Up to
10% of he population may have a seizure at sometime in their lives
1
Convulsions are common in 0 - 1 month old. The main causes being birth injuries,
decreased calcium (Day 4 - 8) and decreased Sugar (Day 1 - 2).
2
1- 6 months. They may be a sign of brain injury or malformation
3
Pre-school children 6 months - 5 years. At this age 4% of children have a convulsion.
The commonest form is a febrile convulsion. They are most common between the ages
of 6 months - 3 years. They are most uncommon over the age of 5. A family history of
febrile convulsion or epilepsy is present in 20% of cases. Febrile convulsions are usually
generalised. They last between 1 - 20 minutes, most are brief. They are precipitated by
a febrile illness, particularly a “cold”. 50% will have repeat febrile convulsions. Less
than 2% after the age of 5 years. Prolonged or frequent convulsions make fits more
likely in later life.
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Timetable for Immunisation
At Birth
BCG
From 2 Months
Diptherisa
Tetanus
Whooping Cough
5 in 1
Hib
Polio
Meningitis C
4 Months
Diptheria
Whooping Cough
Tetanus
5 in 1
Polio
Hib
Meningitis C
6 Months
Diptheria
Whooping cough
5 in 1
Tetanus
Polio
Hib
Meningitis C
15 Months
Measles
Mumps
MMR
Rubella
About 5 years
Diptheria
(Booster)
Tetanus
(Booster)
Polio
(Booster)
Whooping Cough
(Booster)
Measles
Mumps
MMR
Rubella
12 -14 years
Tuberculosis
(BCG)
if not protected (imune)
Girls of ages 10 - 14
Rubella (german measles)
About 17/18 years
Tetanus
(Booster)
Meningitis C
if not already received
Occasionally vaccines such as hepatisis, influenza or pneumonia vaccines may be advised
46
Question 1
“All work for the good of the whole”. Name the body systems and discuss with reference to three body
systems how each plays a part in the functioning of the human body using no more than 1000 words.
Question 2
(a) Define what is meant by Embryo and Foetus.
(b) Name the parts of the cell that carry the design instruction for each part of the infant.
(c) Define the main function of each of the following:
•
Pituitary Gland
•
Pancreas
•
Kidneys
•
Spinal Cord
•
Medulla
(d) In your area what is the immunisation schedule?
Question 3
Researching the area of the genetics discuss a physical or mental handicap.
Guidelines
Question 1
Devote no more than 250 words to your introduction, which should introduce the reader to the areas
being covered in your essay. The body of your essay (approximately 500 words) should be divided
equally between the three body systems. A good discussion is required with approximately 250 left
for your concluding paragraph. Identify all the body systems and select three to elaborate using
roughly 130 words on each. Finish your essay with any conclusions that you have come to.
Question 2
When asked for a definition be brief and to the point. Some of these questions only require a
sentance to answer fully. Approximately 200 words should be used to answer this question.
Question 3
This question requires you to research the area of genetics by using your course books, internet,
books and personal experience. It is imperitive that you have concrete evidence to support your
answer. Use approximately 150 words for your introduction, which should introduce the reader to
what will be covered in your essay.
Then no more than 500 words for the body of the essay and 150 words for your concluding paragraph
47
UNIT 3.1
The New-Born Child
Reading for this Unit:
‘Birth Without Violence’
Le Boyer
‘Birth Rebirth’
M. Odente
‘Book of Childcare’
Hugh Jolly (or any good childcare book)
Learning Objectives for this Unit:
• Introduction
• The Three Stages of Labour
• Natural Child-Birth
• Infant Capabilities
Introduction
In ‘The Absorbent Mind’, M. Montessori begins with the statement:
‘The most important period of life is not the stage of University studies, but the first
one—the period from birth to the age of six, for that is the time when man’s
intelligence itself, his greatest implement is being formed. Not only his intelligence, but
the full totality of his psychic powers—at no other stage has the child such a need for
an intelligent help and any obstacle that impedes his creative work will lessen the
chance he has of achieving perfection....’
Many psychological researchers (e.g. Bloom ‘64) have since then confirmed the vital importance of
these early years in contributing to the child’s development. By year 8 (it is now assumed), the child
will have formed about 80% of its eventual intelligence!
The new-born infant (or neonate) has been found to have many more capabilities than was once
thought. Reflexes are well-developed; visual skills proceed apace and ‘social skills’ (such as
eye-fixation and smiling) are in ‘infantile’ form, ready to appear. The period of ‘infancy’ lasts
18 months and constitutes a vitally important stage in the child’s development. ‘Being born’ (itself)
can be seen as traumatic for the child—from an insulated, quiet world, the child is violently
expelled into the ‘noisy, buzzing confusion’ (as William James called it) of the ‘outside’ world. This
first ‘shock’ leaves lasting emotional impressions on the child. Many specifically psychological
approaches have focussed on this period, e.g. Janov’s famous ‘Primal Scream’ therapy.
For Freud also, in the midst of the inevitable stresses and conflicts of life, people (unconsciously)
yearn for the embryonic security of the womb. Curled up in the foetal position, we can observe many
(stressed) children ‘regressing’ to more infantile behaviour under environmental pressure.
48
The Three Stages of Labour
Generally speaking, the more ‘normal’ the labour and ensuing child-birth, the easier it is for the child
to adjust to an independent life. When labour begins, the child is ‘pushed’ down a narrow, dark
passage and has to begin using functions (e.g. independent breathing) it didn’t have to use in the
warm security of the mother’s womb.
The Onset of Labour:
The onset of true labour is signalled by one of more of the following three signs:
a.
The onset of regular, rhythmic uterine contractions, which may be painful.
b.
The passage of a small amount of blood-tinged, sticky mucus from the vagina (the show).
c.
The gushing of liquid from the vagina. This is due to the rupture of the membranes
which form the amniotic sac (the breaking of the waters).
The First Stage of Labour
At a specific point in time, labour starts. The uterine contractions at first are not very strong and
occur at long intervals. However, they do become stronger and more frequent. This stage of labour
does not distress too much and is called the quiet phase.
With each contraction, the muscle fibres of the uterus shorten a tiny fraction, so that a pull is
exerted on the cervix, which is the weakest point. The pull on the cervix firstly shortens it until it no
longer hangs down into the vagina but is drawn up flush. The pull then opens the cervix, slowly,
wider and wider. This is called Cervical Dilation. During the quiet phase, the baby’s head flexes more
so that it tucks in its chin and the head moves deeper into the pelvis. The end of the first stage is
determined by a change in the contractions. They become stronger and more frequent and here the
mother usually asks for drugs to help ease the pain and discomfort. The cervix continues to dilate,
and the baby is pushed further down. As the cervix is fully dilated, the uterus and the vagina both
form a curved passage along which the baby will pass with the aid of the contractions and mother
pushing.
The period of time from the onset of labour and full cervical dilation is called the first stage of
labour. It can last approximately 13 hours in a first labour and approximately 7 hours in a second or
subsequent labour.
The Second Stage of Labour
The second stage of labour is the time when the mother-to-be has to help. She has to aid in the
expulsion of the baby from the birth canal. At the same time, the expectant mother gets the urge to
push. This is caused by the pressure of the baby’s head on the tissues in the middle of the pelvis. The
baby is pushed downwards, and because of the shape of the pelvic muscles, the head turns so that
it comes to look backwards. With each contraction, and aided by the mother’s pushing efforts, the
baby’s head moves nearer the vaginal opening and soon the top of its head can be seen by the
doctor. Finally, the head stretches the vaginal entrance and the tissue between it and the back
passage. This area is called the perineum, and it becomes tightly stretched over the baby’s head.
This is called the crowning of the head. The perineum may tear jaggedly, or the doctor may make
a deliberate small cut with the scissors. This is called an episiotomy. After the head is crowned, the
next contraction pushes the baby further, and the head is born. Once the head is born, the
shoulders of the baby and the rest of its body can slip out easily. The baby is born and lies between the
mother’s legs whilst its nose and mouth is being cleared of mucus. The cord is tied (clamped) and cut.
The baby takes its first breath and its cry is heard by the mother. The doctor makes sure the baby is
normal, and then hands it to the mother, who can cuddle and fondle it as the afterbirth is being expelled.
49
The Third Stage of Labour
Little more remains but to wait for the expulsion of the placenta. This has separated from its
attachment to the wall of the womb as the child was born. The doctor waits for this to come, or
often gives an injection which makes the uterus contract firmly and so expel the placenta quickly.
This reduces the blood lost by the mother. Labour is over.
The Father in Labour
It was his sperm which fertilised the egg; it is he who has given half of his genes to this new child.
What is his place in labour?
This depends greatly on culture and custom. In some tribal societies, the man undergoes a mock
labour and is pampered and cossetted all the while as his wife is giving birth, with a single female
attendant or on her own. Other societies see giving birth as a sexual experience, and here the man
stimulates the woman as she is in labour and is himself stimulated. Again, other cultures look on
birth as a public event and the mother calls everyone to a public place to witness as she gives birth.
In others, the man is excluded from the place of birth and is expected to ignore the whole event.
In western society, there is a trend to involve the man in the process of labour. In all stages, he can
remain with his wife so that she has someone she knows and loves and with whom she can share
her experience.
Natural Childbirth
Many mothers (and fathers) today are beginning to realise the artificiality and technical “coldness”
of hospital deliveries. In fact, it is well to bear in mind that it is only in modern times that childbirth
began to be associated with “hospitals” or “sickness”. Up to relatively recently, local midwives and
wet-nurses attended the expectant mother in her own home. Undoubtedly, the security of familiar
surroundings and the presence of familiar faces contributed to her feeling comfortable and relaxed
at the time of delivery. Nowadays, however, much of our pre and post-natal services are located in
institutional settings such as hospitals and clinics. Advocates of more natural method of childbirth
point out some unnatural practices current in present day maternal care (all of which add to the
stress of the delivery)—here are some of the main ones.
Position
Most hospitals use stirrups to provide ease of view to staff. This may be very uncomfortable for the
mother.
Shaving and Enemas
Both these practices may be seen by the mother as invasions of her privacy (although necessary for
hospital routine).
Use of Forceps
These are an aid to delivery but can also result in marks on the side of the child’s head.
Inducement
Often the birth may be hastened through “inducement”. This may often serve the needs of the
hospital rather than the mother’s own needs.
Many studies have compared ‘hospital’ with ‘home’ births (e.g. Golberg). Home births seem to allow
for easier bonding with the child and more ‘family’ involvement. These advantages must be
weighted with the possibility of medical complications. Some other points from a recent survey:
•
70% of hospital mothers felt ‘too tired’ to bond with their babies.
•
50% of mothers who have daughters are disappointed (comment?).
•
20% of first-time mothers have never held a baby on their own.
•
33% of new mothers have never seen a baby breast fed.
50
One of the major advocates of ‘Natural’ childbirth has been Dr. Le Boyer.
Preparation
Apart from the medical care the pregnant woman needs, there are a great many ways in which she
can care for herself. Rest is the most obvious thing she needs and will probably find, in the first three
months of her pregnancy, that she gets tired very easily. Extra sleep at night and a rest at any
opportune time during the days is the best way to counteract this. Although rest is important in order
that the woman regains some of the strength that is being used to create her baby; exercise is also
important. Her muscles still need to be used in order to keep her bodily functions normal, but a
sensible approach to exercise is necessary. Walking and swimming are both good for her, provided
they are carried out moderately and much less violently than at former times.
During pregnancy the body tends to hold more fluid, so it is a good idea to drink a little more than
usual in order to stimulate the kidneys to pass more. The type of drink taken is important as too
many sweet or fizzy drinks are fattening; so water or fruit juice are more desirable. Sensible eating
habits are also necessary in order to keep both mother and baby healthy. Protein and iron
containing foods are essential, plus plenty of fresh fruit and vegetables for the necessary vitamins.
Although it is true to say that the growing foetus is taking all the nourishment it needs from the
mother, this does not mean that the woman has to eat for two. Apart from the present discomfort
the woman will probably experience from eating too great a quantity, too great a weight gain can
lead to many problems during and after pregnancy. The woman’s body will become large and heavy
with the weight of the growing baby without putting extra strain on it by carrying unnecessary
weight due to overeating.
Most doctors recommend an approximate weight gain of 10.5 kg. over the full pregnancy, as this
allows 3.5 kg. for the baby’s weight, 3.5 kg. for the water being carried and 3.5 kg. for the
afterbirth and waste matter. To carry more extra weight than this can lead to such problems as blood
pressure, varicose veins and the emotional problems that many women undergo at the loss of their
figure and the feeling of cumbersomeness that can accompany pregnancy.
Attention to personal hygiene and appearance during pregnancy can help enormously towards the
feeling of well-being. A woman is at her most feminine when pregnant, so she should make the
most of pregnancy by making a special point of keeping well groomed. These observances during
pregnancy will also help after the birth for it will be easier to return to her normal size much
quicker if her weight gain has not been excessive.
Infant Capabilities
It used to be thought that the new-born infant was a passive, helpless and highly-underdeveloped
creature. Subsequent study has shown just how false this view was. Dr. Montessori felt very
strongly that we should learn about the child from the very beginning, as each stage of development
prepares the child for the next. The most important thing to remember is that the baby’s most
intense experiences—the ones which affect his developing mind MOST strongly, come earliest in life.
The newborn is very sensitive to the atmosphere of its birth surroundings. Should this NOT prove to
be a welcoming place, irreparable harm may be done to the child; harm which may cause problems
which only appear later in life. (This is the basis of Janov’s therapy, cited earlier).
Conditions surrounding the birth of the infant should be as pleasant and non-threatening as
possible. Neonates are very sensitive to both touch and sound: gentle movements should be encouraged and extremes of lighting or noise avoided. Music can often be a great ‘soothing’ influence at
this stage also. (In fact, Le Boyer’s approach to the birth is to have the child born into WATER—which,
after all, is the environment it’s just COME from!)
After birth, the baby is given to the mother to allow bonding to occur. Breathing in the child should
be gently encourage (a major change from the womb)—gentle BATHING of the infant also helps to
reassure and induce comfort in the infant. Visitors should be few in number, so as to allow for
intimacy between mother and child. Also most mothers may be at their ‘worst’ for some time
following the delivery. This is a precious time for all members of the family. All sensations the infant
experiences are recorded UNCONSCIOUSLY. This unconscious memory is called Mneme by
psychologists. These early vital sensory impressions leave traces which affect all subsequent
learning—in this sense they are Primal Mnemes.
51
The baby should be held close the mother’s left breast, allowing the infant to feel the mother’s
heartbeat. Studies show that babies held in this position sleep longer, gain weight quicker and are
less agitated. SUCKING is one of the newborn’s basic activities—in fact, the ‘rooting reflex’ suggests
that this is biologically programmed in to the child. Until three months, the infant’s motivation to
suck isn’t primarily hunger-orientated. In fact, Nature seems to have ensured an excess of sucking
activity over nutritional requirements. Mothers should ensure immediate access to the nipple at this
stage. The ‘comfort factor’ in the sucking-response should not be underestimated.
Crying is a behaviour that often causes distress to the mother. Just WHY do babies cry so much? M.
Montessori puts her finger on the cause—‘Babies cry to signal their distress to the rest of humanity.’
Nature HAS ensured that adults find this distressing. A crying baby is a distressed baby—this is its ONLY
means of communication to us. Babies often suffer discomfort they can’t articulate—they may be lying
uncomfortably, be hungry or just bored. ‘Poor’ mothers dismiss crying in their infants as ‘just being
spoiled—seeking attention’—who are WE to say a helpless infant IS NOT worthy of our attention?
Carrying babies in ‘slings’ (a common practice in third world countries) has now been adopted in the
west. This practice is excellent for infants, allowing them to feel the sensation of moving as well as
developing their visual senses. Dr. Le Boyer also encourages daily massage for the infant—touching
can be a powerful reassurance and also discharges physical tension in the infant. This should continue until the child can turn itself over (about 3 - 6 months).
Each baby is TOTALLY INDIVIDUAL—with each child, different needs may be paramount. The
mother’s skill likes in treating EACH INFANT in just the way it requires. While various (and often
competing) theories about ‘how to raise a brighter child’ will always abound, we should remember
M. Montessori’s injunction:
‘Don’t look to the method—look to the child’ or again...
‘Let the child be your teacher.’
For a long time, M. Montessori was the only doctor to recognise the child’s needs in this way. Now
we have others like Drs. Le Boyer and La Danta. To conclude with a summary from M. Montessori:
The 'The child builds its innermost self out of the deeply-felt impressions he receives—
this especially in the first part of its life. It is in babyhood, by means of his infantile
powers alone, that the child acquires personal characteristics that will mark him
forever. This is his way of adapting to the world in which he finds himself. In so doing,
he is happy, and his mind matures....’
52
UNIT 3.2
Development of Movement
Reading for this Unit:
‘The Absorbent Mind’
Learning Objectives in this Unit:
The Montessori approach to motor development
The evolutionary background to movement
Principles of development
The development of movement in the child
Hyperkinetic children
Perceptual-motor development
Training implications
Introduction:
The development of movement (Motor Development) holds a central position in the Montessori
approach to child development. This is in line with modern child centred attitudes to children
generally, which stress the importance of learning early to control and manipulate their environment.
One large study of 4 - 5 year-olds showed that, on average, they engaged in 2,200 separate
activities involving 600 objects in a single day! Even the most superficial observation of young
children bears out that MOVEMENT—evident in physical actions and in play—is one of their
primary characteristics.
Maria Montessori stressed that not every environment was equally effective in stimulating the
motor-development of children. In fact, this required a PREPARED ENVIRONMENT to optimally
facilitate its development.
‘If the child has no intelligent aim in his movements, he is without internal guidance,
thus movement ties him... (p. 149) Maria Montessori—‘Spontaneous Activity in
Childhood’
So, in the Montessori approach, development of movement takes place in a setting specifically
designed to enable the child to learn from its own actions and to assist in the establishing of its
internal ‘movement structures’ (Schemes). This is in line with the Montessori motto of:
Helping the child to do it himself....
Evolution / Biology of Movement
Man’s ‘movement equipment’ has been heavily influenced by his evolutionary history. The
adoption of an upright (two-legged) posture resulted in considerable biological readjustment. This
included the great extension of visual capacities and the freeing of hands for productive activities.
The development of finger-thumb opposition and hand manipulative abilities led to many important
evolutionary advances, e.g. tool-making and the development of gestures. Biologically, a considerable
part of the human brain is devoted to the elaboration of motor capacities, which are also closely
integrated with perceptual skills. The Cerebellum or ‘motor brain’ is devoted exclusively to the
management of coordination, movement and balance. Connected with the motor cortex of the
cerebrum, neural connections run through the spinal cord to and from the muscle groups in the
body. At birth, this system is substantially complete but requires both learning and growth the
advance beyond the purely reflex level. Repeated activity develops control of the voluntary muscles
by the Mota Cortex of the brain.
53
Principles of Development:
Gesell and others have identified some important general principles of development which apply
particularly in the area of motor development. The importance of these principles lie not least in the
fact that they provide some guidelines as to the kinds of training inputs which best help the child
develop in this area.
1
Principle of Development Direction:
Here the point is that development in the child proceeds from the head to the feet, i.e. control
initially comes over the neck muscles, upper arms and so on. Also, control of the larger muscles
(e.g. of the trunk) comes before control over the smaller muscles of say, the fingers. (You will
notice that this does in fact correspond to development as we see it in the child—control over
the head coming first, then the back, the legs and finally the small muscles of the fingers, etc.
2
Principle of Reciprocal Interweaving:
The development of (both) sets of opposing muscles groups does not occur concurrently— one
group may be stronger (at one time) that the other. This is clearly seen in an activity like
walking, which has a number of definite stages to completion.
3
Principle of Functional Asymmetry:
‘Sidedness’ or ‘Handedness’ may reflect cultural training. Generally, though, development seems
to favour one side over the other (e.g. writing with the right hand etc.)
4
Principle of Individual Maturation:
This stresses the fact that EACH child is a distinct individual and develops at a pattern and rate
totally UNIQUE to itself.
5
Principle of Self-Regulatory Fluctuation:
This important principle of development suggests that development in all areas proceeds
unevenly. At one stage, motor development may be most important; at another, language
development and so on.
Development of Early Movement:
Intra-Uterine development of motor capacities results finally in both reflexive and voluntary
movements. In the womb, the neonate can kick, suck its fingers, and show distress in response to
loud noise.
At birth, motor capacities are mainly reflective and include basic movements such as the ‘rooting
reflex’ (mouth oriented to the nipple); the ‘startle reflex’ (limbs thrown out to the side of the body)
and the ‘Babinski reflex’ (toes point downward when sole is stroked). As development proceeds,
however, this ‘reflexive repertoire’ of motor skills is elaborated to include more voluntary control
over the body.
Motor Development
0 - 3 Months
The baby lying on his back discovers his hands and feet by lifting them to eye level—he will notice
his hands and follow their movement—unaware that they are his.
4 Months
He can lift his head.
6 Months
He can sit up with the help of a cushion. At this stage of development the cartilage in his feet is not
stong enough to take the weight of his body or to walk on. Movement is connected all the time with
sight. Under 6 months the bady will grasp anything near him, once it comes within his vision. After
six months grasping becomes more intentional.
54
9 Months
Baby starts crawling, grabbing onto something within reach, to balance. His desire now is to
exercise his hands by holding onto everything and feeling things. Baby is doing this to acquire
ability. Putting lids on and off pots, dropping a toy out of a pram. This is also a time when he tries to
feed himself—the drive of the horme (the innate urge to develop) urges him towards independence.
Up to nine months there has been rapid cerebellum development. The lower part of the brain, which
is very small during the first four months, develops with great rapidity so that at fifteen months, it is
as large in proportion to the cerebrum as in the adult.
12 Months
Sometime around the first birthday, the child begins to stand up independently and to take the first
tottering steps. His first walking movements were on tip-toe; now, at one year, he places his foot flat
on the ground. By 15 months the child can walk unaided. At this period it is very important that the
environment be so arranged as to provide motives for the child to act independently.
The development of Equilibrium is an important achievement of this period. There are in fact four
stages in this process:
1
Sitting up
2
Crawling/walking on all fours
3
Walking with help
4
Walking unaided
Standing alone and walking independently greatly increase the child’s own feelings of autonomy and
control. This coincides with the ‘toddler’ period, which often sees clashes between children and
adults over behaviour generally. The responsibility is on the adults here to ensure that the
environment is reasonably safe for the child.
18 Months
Once the child can walk he seeks new challenges.
1
He walks carrying heavy objects. Maria Montessori called this the stage of the ‘little
porters’.
2
He enjoys climbing and can negotiate a staircase.
24 Months
The child runs.
He can hold objects with certainty.
He enjoys rolling and tumbling.
Up to 30 Months
The child is capable of and enjoys long walks but at his own pace. He walks to explore his
environment not to arrive at a destination. Maria Montessori calls this the end of the sub-conscious
period and the start of the conscious period. Now the child needs constant opportunities to exercise
his physical skills and to indulge his boundless curiosity.
55
Motor Development and the Child’s Environment
At 8 - 9 Months
Uses wrist as well as fingers and thumbs. Can wave, pick up things properly; can twist.
Imitation—the child needs to be shown appropriate actions, e.g. to push a car a child will have to
be shown how to do this. He will not come up with this idea himself.
At 9 Months
He lets go of things, drops things (cause and effect); pulls things (objects on strings); can pull
things if on a string, watches to see where things go.
At 10 - 11 Months
Uncurls fingers, gives objects to a person.
At 1 Year
Throws specifically. Some can build a tower—most will not.
Sensori-Motor Intelligence
Combination of observation processes (sensory) motor processes (motor) e.g. hand and eye
coordination. Sensori-Motor intelligence makes use of all senses.
7 Months
Circular reaction—Actions repeated as units, without any previously determined goal, recognition or
memory, e.g. touch something and something happens by accident (not done with a fixed purpose
in mind).
8 - 10 Months
Secondary Circular Reaction (means to an end behaviour). Recall and memory. Purpose to actions.
From one year the sensori-motor intelligence becomes fully developed.
Object Permanence
If something is put behind the back—at 6 months the object is “gone” to the infant, but at 8 - 10
months he realises that the object is put behind the back and begins to look for it.
Small children need a safe, secure environment. They do not like change. Adults should ensure that
the child can have as much freedom as possible to explore the environment, within the limits of
safety.
A Note on Hyperkinetic Children
A children differ in their levels of activity; some are constantly on the move, others are more
lethargic. These differences seem to be largely a function of their genetic or ‘temperamental’
differences. In the modern home, with many “prized possessions” and (possibly) limited space, the
needs of the children to express themselves often seem in conflict with domestic requirements.
Many parents feel their children are more ‘hyperactive’ or ‘hyperkinetic’. In fact, ‘true’ hyperkinesis
is a much rarer condition. These ‘troublesome’ children are more likely to be merely ‘overactive’.
‘Hyperactivity’ seems to result from some ‘minimal’ damage to the brain at birth, possibly as a result
of a difficult delivery. This condition is characterised by constant, ‘driving’ activity; learning problems;
limited concentration; and severe impulsiveness. In contrast to children who are merely ‘overactive’,
these hyperactive children don’t grow out of it, rather it may grow worse. Hyperactive children
(though normally intelligent), may do poorly in school and suffer personality problems as a result.
Treatment has been by drugs or environmental restructuring. With overactive children, their
behaviour usually improves with increasing age and maturity.
Perceptual - Motor Development
The development of the coordination of hand and eye is called perceptual-motor development.
This area is important as it provides the foundation for subsequent skills such as buttoning, typing,
drawing and writing. Progress in this area is closely related to the developing of Hand Skills.
56
Development of the Hand
The newborn child’s hands are tightly closed.
3 Months
Baby examines hands
Sucks hands
This heralds start of oral exploration
This is the age for dribbling
3 - 4 Months
Development of grasping
Holds rattle between hands
Learns to coordinate eye and arm movements
6 Months
Intentional grasping of objects
Helps to feed himself
6 - 7 Months
Chews
Plays with toes
Transfers things from one hand to the other
8 Months
Baby offers you something. Does not know how to let go of object.
Drops things over side of cot
8 - 10 Months
Starts looking for fallen objects
Grasping of something selected
10 Months
Baby plays games like pat-a-cake
Waves goodbye
Baby becomes a society being
Baby offers objects
Can uncurl fingers and let go
12 Months
Holds up arms and legs to assist in undressing
15 Months
Place bricks on top of each other
Directs hand movements towards work
18 Months
Lifts heavy objects in arms. Uses hands to help.
Left Hand
Children
To change this state of affairs causes confusion, stuttering, difficulty in learning
how to read and write.
20 Months
Exercises with hands to build up coordination
Work leads to independence
Helps with simple housework
24 Months
Further development of coordination and work leading to independence
3 Years
Holds small objects
Pincer Grasp
Threading
Buttoning
1
3 /2 Years
Beginning of Pencil Control
4 Years
Good hand coordination
57
Implications for Montessori Training of the Child
To take account of the child’s own natural drive to express itself in action and movement, the
Montessori child’s is specifically adapted to aid development in this important area. Some practical
consequences are the following:
•
Materials and equipment area child-centred, i.e. tables and chairs are child-sized;
shelves are low and accessible to the child, and children can make their own choice of
materials and activities.
•
Stress is placed on stimulating all the senses of the child—touch, sight, balance, etc. This
also aids the development and coordination of movement.
•
No restrictions are placed on the child’s movements; it decides on what activity to
engage in and when. This effectively promotes the development of motor skills.
•
All in all, the school is seen as an extension of the home. By alternating periods of
activity and rest (as occurs naturally), the child’s total development is promoted.
Appendix 1:
Piaget’s Stage of Sensori-Motor Development
Epistemology and Stage Theory:
The understanding of ‘to understand /acquire knowledge’ was the core of Piaget’s work. Known
technically as epistemology, the study of how children come to understand and acquire knowledge
about their world is still dominated by the work of this Swiss giant.
Trying out movements and experimenting are major ways for the child to learn about the world
i.e. to become intelligent. Piaget’s approach to the development of intelligence in children has been
to stress that this process emerges from the child’s interactions with the environment in a stage
by stage fashion.
Stage Theory
Through these interactions the child begins to develop internal mental structures (schemes) which
serve as guides for future behaviour. During the first two years (Sensori-Motor Period), these
schemes are largely developed through perceptual-motor and sensory-motor areas.
The widespread acceptance of Stage Theory, each step being built on the previous one has had a
profound effect on the way schools, particularly primary schools, are run. From this notion developed
the concept of readiness: the child cannot move to certain skills until the earlier ones that form the
basis are mastered.
Stages and Ages
Tables of Piaget’s stages often allocate an age to each, implying that this is the age at which the stage
should operate. Piaget’s intention was to illustrate that stages of cognitive development occur in the
same sequence for everyone, but he allowed that the ages at which stages are reached will vary
depending on factors related both to maturation and experience. It is essential, therefore, to note
that ages are indicated as a rough guide only.
Cognitive Development and Other Behaviour
For Piaget, the stages of cognitive development provide a basis for other behaviour. Thus, for
example, he saw moral development as a progression of stages that depends on cognitive processes.
58
The Sensori-Motor Period
This stage goes from birth to about 24 months. The main general characteristics are the ability to
move, to respond to the environment, and to begin to communicate.
The infant is seen as being born with a set of reflexes. By interacting with the environment through
movement (hence the term sensory-motor) the infant sets in motion the assimilation/
accommodation process, thus transforming the reflexes into organised patterns of behaviour with
Piaget labelled schemes. Once established, schemes can then be used intentionally. An example of
an organised pattern of behaviour being used intentionally during this period is the ability to obtain
something out of reach. The infant learns techniques to achieve this.
Less easily observed is the movement from the egocentric state of neonate. By egocentric, Piaget did
not mean selfish as we mean it; he referred to a state of mind in which there is no distinction
between oneself and the rest of the world. By the end of the sensory-motor period, children have
moved away from totally egocentric thought to an understanding that there are objects
permanently independent of themselves.
A way of observing evidence for the attaining of object permanence is to watch a child’s reaction
when a toy is taken away and hidden. At first, up to about six months, there will be no attempt to
recover the toy; after this the probability is that the child will try to pull away the cloth or whatever
is hiding it.
Egocentric behaviour does not disappear at the end of the sensory-motor period. Some vestiges of
thinking the world revolves around oneself remain, even into adulthood in some cases.
Sub-divisions of the sensory-motor period are as follows:
Approximate Age in Months
Substage
Examples of Activity
0-2
Hereditary reflexes
Sucking, grasping
2-4
Acquired adaptations
Two separate actions are
brought together (e.g. fist
waving and sucking)
4-8
Circular reactions
Constant practice at
actions until they can be
produced at will
8 - 12
Intentional behaviour
Pushing an obstacle aside
12 - 18
Directed groping
Varying movements as if it
sees what will result
18 - 24
Symbolic representation
Actions can be represented
symbolically without their
actual performance
59
UNIT 3.3
Development of Language
Reading for this Unit:
The Absorbent Mind
Discovery of the Child
Learning Objectives in this Unit:
•
Mechanism for acquiring skills
•
External factors
•
Emergence of different sounds
•
Guidelines for same
•
Speech—Practicalities
Introduction
Language is an instrument of collective thought and is the central point of difference between the
human animal and all other species. Language is development by the “Absorbent” mind of the child.
We do not teach him a language, this development follows definite laws whether the language he
has to absorb is simple or complex. Dr. Montessori noted that the child has a sensitive period for
language. It is not a mechanical auditory motor process, but a period of development set aside by
nature for the specific purpose of acquiring the skill of language. During this period the child needs
all the help and stimulation necessary to ensure that the full benefits of this fertile period are reaped.
He must hear our voice and the more conversation and music he hears in the first two years, the
more easily he learns to speak. The sensitive period for language is 0 - 5 years of which the first three
years may be said to be the Absorbent period. During the Absorbent period the child is actually
constructing the mechanism for the imprinting and storing of all the data and information which will
eventually become the spoken word.
Mechanism for Acquiring Skills
Consider this mechanism for the development of language. In the Cortex of the brain are two
centres: Aural for the hearing or reception of language, and Motor for the production of language.
The receptive centre is linked closely with Psyche in which language is sub-consciously developed and
also with the ear. The ear is completed before birth—it is like a harp with 64 strings placed in
graduation of length in the form of a shell. This hearing sense incidentally is the slowest to develop.
Observe the baby—all sorts of sounds can be created around him without much reaction.
Why is this ? It is because those centres in the brain are designed solely for language and this
mechanism responds only to the spoken word. (He will turn to the sound of the voice.) This isolation
of language is essential in order that the psyche sub-consciously isolates the human voice from that
of the lawnmower, animal noises, traffic etc. It is because nature has built and prepared these very
selective centres that man can speak.
This mechanism begins in the darkness of the sub-conscious and fixes itself permanently. We really
cannot understand what changes take place in the sub-conscious, but we can observe the external
factors and react to them.
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External Factors
The development of language has certain milestones. While the mysterious inner development is
taking place at a phenomenal rate, the external signs of progress appear to be slow. This is why
people tend to think that the child does not develop language until later. Progress seems to come in
spurts between, say, his first syllable and word. Again, there seems to be a standstill with only a few
words for a long time. But the sub-conscious is constantly at work. The pattern which all children
follow seems to vary very slightly. The very first beginning may be said to come during the third week
of life, when the baby makes satisfactory sounds after food, (goo-goo etc.—it varies from child to
child). The principle factors appear in the form of baby’s reactions.
Auditive Reaction
During the second month he smiles and coos when spoken to. Even at this early stage he is relating
to the human voice. He will stop crying to listen if you speak or sing.
Visual Reaction
•
At three months (sometimes four months) he notices that the sound comes from the
mouth. He will watch attentively every movement of your mouth and even move his
own mouth in sympathy. Now, as well as cooing and gurgling, he utters new sounds.
Emergence of Definable Sounds
•
At about six months he utters his first syllable. He repeats and repeats this sound. It is
believed that all the sounds of all languages and even those that have not been
recorded, are babbled at this stage. This is not the result of imitation. It is
spontaneous. (Even deaf children babble for a time but, without the encouragement of
hearing themselves or any other voice, they stop after a few months).
•
At twelve months or towards the end of the first year he imitates and utters his first
intentional word. He knows now that language has a purpose and meaning. Soon after
this he has two-syllable words—he begins to understand the sense expressed in language.
•
At one and a half years he uses names—he puts names on things. He has the power to
pick up nouns from all other words he hears—most important to his world. Between
the age of eighteen months and twenty-one months he forms phrases—sometimes
running words together (fusion of words) with no regard for grammar.
•
At two years he completes his vocabulary with prefixes and suffixes, conjunctions, verbs
and adverbs.
It is only after two years of this ceaseless work does the sub-conscious hand over to the conscious,
when the child makes full use of his powers, prattling all day long. He is now aware that there is a
purpose to these fascinating sounds which he is making. Two and a half years is the border line of
intelligence, when man is formed! We refer to this age as the “Explosive Epoch”. After this the child’s
language development is no longer explosive but if he is in a cultural environment his speech
development and vocabulary is enriched.
During the child’s conquest of language there lies the danger of regression. This is largely due to the
adults’ misunderstanding of this period of development. Unfortunately, any obstacles put in his way
during this sensitive period leave a scar. This is because all impressions during the sub-conscious
period remain permanent. Adult defects in speech-hesitation, stammering, pronunciation difficulties—
all originate in the period when the mechanism of speech is established. Any form of violence in
speech or action does irreparable harm to the child. Remember that the child’s psyche is not the
same as ours. His mind is formed by impressions and if these impressions are not suited to him he
regresses.
He is totally depended on impressions received and is not capable of being selective, e.g.
disregarding the bad or negative impressions. Instead he reacts to a negative or violent impression
by taking refuge in regression.
61
It is also important during the formative years that we use “correct” language when speaking to
babies and young children. “Correct” as in correct pronunciation and grammar. The baby who
frequently hears “baby talk”, e.g. bikkie for biscuit, goo goo for soother, etc. will find it difficult to
change to the correct word as he gets older. He has to unteach himself. Remember that the child’s
wonderful learning mechanism is just as receptive to the correct word as to the adults “invented”
baby talk!
This is not to say that the child should be constantly corrected in his early stages of speaking. He
should be encouraged to talk and to feel that talking is fun. Understanding what the child is saying
is very important. Otherwise frustration can build up in time. He must not be aware of failure.
“Mothers of society in general far from keeping babies in isolation should let children
live in contact with grown-ups and frequently hear the best speech clearly pronounced.”
Maria Montessori
Baby Talk Guidelines
0 - 6 months—Cooing
Babies communicate from the moment they are born, crying to tell you they are hungry, hot,
uncomfortable or just in need of a cuddle. From about six weeks, these lovely baby sounds begin—
gurgling and open “cooing” noises such as ‘ahh’ and ‘ohh’. These are often accompanied by smiles
and excited movements of the arms and legs. By 6 weeks a baby will recognise parents’ voices and
by 4 months he will try to turn his head to see them when he hears them coming. He will also
respond to your tone of voice: reassured by a soothing voice, responsive to a sing-song chatter.
6 months - 1 year—Babbling
From 6 months, the baby will be making a much greater variety of sounds, such as ‘goo’, ‘der’,
‘gaba’, ‘adah’, ‘aroo’, etc. And by 9 months he will begin to use jargon. That is, long strings of
babble which have the intonation pattern of our speech. In fact, it will sound very much like
ordinary speech and will contain most of the sounds he will need when talks later on. By 9 months,
he will understand ‘no’ and ‘bye-bye’ and by 1 year will be understanding the names of everyday
objects such as cup, dinner, ball, plus, Daddy, Mummy, etc. He will now respond to short instructions
such as “Give it to Daddy,” “Wave bye-bye,” “Clap your hands,” etc.
1 - 2 years—First Words
During this year your child will begin to use his first words. He will understand many more words
than she actually says, so that by the time he has a vocabulary of 20 words, he will understand at
least 100. He will therefore be able to had a familiar object when asked for it or point to a
particular picture. Initially, he will continue to ‘jargon’ when he plays but actual words will creep into
his chat. He will often repeat words that said or echo the ends of sentences. From this age onwards,
the adults will have to be careful not to use any words they won’t want repeated.
2 - 3 years—Putting Words Together
From 2 years old, children will begin to put words together. At first, they will use two word sentences
such as “Daddy gone” or “See dog” and by the end of the year they will be putting three or even
four words together and have a vocabulary of several hundred words. Generally, once children start
putting words together, their language develops at a tremendous rate and by 3 years they will be
understanding most of what is said to them. Gradually they will add more words to their sentences,
but even a 3 year old will omit many of the little words such as ‘the’, ‘a’, ‘is’, ‘in’, etc. Grammar is
simplified, so they will say “me go shops now” rather than “I am going to the shops now.”
3 - 4 years—Learning the Rules
As a child starts to talk about what he did yesterday and what he might be doing later, he will add
the appropriate words and word endings. So for example, “Me play John yesterday,” will become “I
played with John yesterday.” During this year are heard the classic grammatical errors such as “I goed
to Grandma’s.” Correct grammar does not have to be taught, a child will pick it up by listening. He
will learn about size (big and little, fat and thing) and colour, and will start to use those little words
he missed out at 3 years old, such as ‘a’, ‘the’, ‘and’, ‘on’, ‘in’, ‘under’, etc. A child will now start to
use ends of words such as going, played, boats, and will change words round to form a sentence.
“Can I have a drink?” instead of “me have drink?” He will now understand most of what is said so
do not talk about him to friends as if he was not there.
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4 - 5 years—Stories and Questions
Some mistakes in the child’s speech are heard during this year but they will be far fewer. “Goed” will
now be “went”; “foots” will be “feet”; and so on. He will be using four, five and six word sentences
by the end of the year and have a vocabulary of several thousand words. He will ask a wide variety
of questions, beginning with ‘what’, ‘where’ and ‘who’ and in particular, ‘why’. By the time the child
is 5 years old, he will be asking about the meaning of abstract words. For example, he may say,
“What does always mean?” or “What does necessary mean?” And it is often quite a struggle to
answer his questions. Although he may not be reading yet, he will be able to go through a book and
tell the story. He will even make up stories himself.
When Children Learn Sounds
Most children learn the sounds of speech in the same order, but some are quicker than others. This
is a rough guideline.
•
One month - One and a half years
Many words will sound very different from how we would say them, but so long as it is a word, the
sounds do not matter. Vowel sounds, e.g. (ee, ahh, oo, etc.) will be largely correct but ends of words
will often be omitted, e.g. (‘ba’ for ball and ‘du’ for duck). Often only mothers know what their child
is saying.
Sounds to expect P B T D N M.
Stammering
Many children will go through a stage where speech is very hesitant; they repeat words or sounds
over and over, or may have difficulty getting the words out. This may sound like stammering or
stuttering (both words mean the same), but very few children grow into real stammerers. In fact, the
majority of children grow out of this stage by the time they are 5 or 6 years old. Most children don’t
worry if they hesitate and probably don’t even know they are doing it. But if the adult worries, the
child may sense the anxiety and may become unnecessarily self-conscious. If the child does stammer,
remember the following points:
•
Give the child plenty of time to speak. When he is telling you something, give him your
full attention and don’t rush him.
•
Don’t draw attention to the child’s speech and never tease him about it. He needs to
know you are interested in what he is saying, not how he is saying it.
•
Always remember that it is a stage the child may grow out of soon.
Consult a speech therapist if:
•
The child appears very anxious about his speech.
•
You are anxious and need reassurance.
•
There is a history of stammering in the family.
•
The child is still not fluent at 6 years.
When to see a speech therapist
•
If the child is 2 years old, has no words, and does not use jargon at all. (Jargon is the
name for the long strings of babble which are uttered with intonation patterns of
normal speech.)
•
If the child is two and a half years old and has less than half a dozen words.
•
If the child is 3 and uses very few phrases.
63
•
If the child is 3 and you have difficulty understanding what he is saying.
•
If the child is three and a half and strangers cannot understand her at all, even if you
know what she is saying.
•
If the child has difficulty with a particular sound.
•
If the child is over 5 and has very hesitant speech.
•
If the child has a hoarse voice and a doctor can offer no medical explanation.
•
If adults have any worries concerning the child’s speech and language development,
whatever his age.
How to see a speech therapist
Speech therapists generally see children in health clinics or sometimes in a clinic within a hospital. To
get an appointment, generally a referral is needed from one of the following:
A health visitor
A general practitioner (family doctor); or
The child’s teacher
If the health visitor or doctor is reluctant to refer a child but you are nevertheless concerned, be
insistent. If necessary, contact the local health clinic and discuss it with a speech therapist directly.
Practicalities
We all want to help children to progress, particularly in the area of speech, but we don’t want to put
them off talking altogether. Here are some points to consider before deciding if and when to correct
a child’s speech.
•
The most important thing is that the child hears the correct version of what he is
saying ‘wrongly’. This need not involve correcting as such. So, for example, if he says, “I
saw a ‘pider on the wall,” you immediately say, “Was it a big spider?”
•
Never correct the child or try to make him say something if his error is quite
appropriate for his age group. For example, if a two and a half year old said, “Want my
tars” (instead of cars), this would be quite normal. Just make sure he hears you say the
correct version afterwards.
•
However sweet it sounds, don’t be tempted to use the child’s version of words instead
of making sure he hears how everybody else would say it. For example, don’t refer to
the cat as ‘putty tat’ just because he does. The child’s speech won’t mature unless he is
constantly hearing how it should be done. “Putty tat” may by very cute at the age of 2
or 3 years, but downright irritating at 5 years.
•
If you know the child can say a word like you do, but tends to forget at time, you may
like to correct him—that is, show him how it is said and see if he can repeat it after you.
Some children respond well to this and quite enjoy it—others do not. Always take the
child’s personality into account and never let a child think he has been naughty because
he has not said a word correctly. Never make him think he is stupid or babyish because
of his speech.
•
Always make sure the child enjoys talking. If you are interested in what he is saying and
give your full attention accordingly, talking will be fun. If you are constantly nagging
him because of his mistakes, talking will be a bore. The consequence? He won’t bother
to talk; so tread carefully.
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Question 1
(a) Define the skills or capacities that the neonate has
(b) With reference to Le Boyer, list the qualities of an ideal ‘birth-system’.
(c) What principle of development (Gesell) stresses that the rate of development of the
child is totally unique to it?
(d) Name and briefly explain the difference between hyperactive and hyperkinetic
children.
(a) What is the first of Piaget’s stages of development?
Question 2
Explain the stage of development of language and how can the adult and the environment
aid the child in this development?
Guidelines
Question 1
When asked for a definition be brief and to the point. You should aim to use no more than
500 words to answer this question. It is essential that you read Le Boyer’s book, ‘Birth
without Violence’ and draw on this when answering (b). The terms hyperactive and
hyperkinetic (d) can be easily confused, in your answer you should clearly state the
difference between them and what treatment, if any, is available.
Question 2
The introduction to this essay should explain what you hope to achieve in your essay and
for this you should use no more than 200 words. In the body of the essay, which will be
approximately 1000 words you should firstly identify the stages of development of
language, keeping in mind that the sensitive period for language is 0 – 5 years. List the
stages of development of language and in each stage show how the adult, (teacher/parent)
can help the child. Remember to include the home environment as well as the school
environment and how this can help the child in perfecting his language skills. Bear in mind
that music is a type of language and can prepare the child’s ear to hear the different sounds
that are required for him to expand his language skills. Use no more than 300 words in your
concluding paragraph which should bring together all of your main points
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UNIT 4.1
The Need for Independence
From the moment of birth, the child is active in trying to assert his true nature. In his early years he
cannot do this successfully, due to the many obstacles in his way. Many of these obstacles are due
to his own physical inability—he cannot feed himself, he cannot walk at first, he cannot talk until he
is approximately 2 1/2 years old. Yet all the time, the Horme is urging him on, driving him to
develop the skills needed to be independent, so he can develop to his full potential. The child’s life
is a series of steps towards complete independence. Once he is born, his own body takes over
control of itself, no longer dependent on the mother’s for life functions. Once he is weaned, he can
make choices in the the type of food he prefers to eat. Once he can crawl and then walk, he can
move around independently to explore his environment and satisfy his innate urge to learn. Once he
can talk and communicate, he can make his thoughts and wishes known and begin to act in a social
context, moving away from the close family circle, making independent contact with others
(approximately 2 1/2 years). As each step on the road to independence is taken, wider horizons
appear. The child who is deprived of independence becomes progressively more and more
handicapped as the years go by.
By the time a child has reached 6 years of age, the basis of independence will be set, especially if he
has been to a Montessori Nursery School. Physically he can feed, wash, dress himself, co-ordination
is well established. Socially he can handle himself in a small group outside the family. He will have
had the experience in the class which will make him emotionally secure and independent. He will be
able to think for himself and work independently. The Control of Error inherent in most of the
Montessori materials helps in this. Most importantly, there has been the freedom in the environment,
which enables independence to occur and the right type of help from the adults and older children
present—help to enable the child carry out tasks by himself. Maria Montessori distinguishes between
help and servitude. Help is useful and brings with it social humanitarianism and dignity. Servitude
weakens and impoverishes the person who is served.
“But actually, he who is served instead of being helped is in a certain sense deprived of
his independence. Rather, his human dignity should make him say, “I do not wish to be
served because I am not helpless, but we should assist one another since we are social
beings.” Maria Montessori—The Discovery of the Child
When a child is allowed to be independent, he can build up the skills he needs to further that
independence; he gains confidence from his own ability and self esteem from his success to look
after himself. When he is given freedom to be independent, he learns how to make choices and
decisions; he can uphold his own dignity because he is not at the mercy of someone else’s will; he is
not a burden because of his inability to act.
“No-one can be free unless he is independent. Therefore, the first active manifestations
of the child’s individual liberty must be so guided that through this activity he may
arrive at independence.” Maria Montessori—The Montessori Method
At every stage of the child’s development, we must ensure that the child is encouraged to act
independently and given the freedom to practice doing so.
The child strives to be independent. He must do so, if he is to be free. Our society values freedom,
but political freedom is not enough. Our children must be able to think for themselves if they are to
be free. They must be able to express their views and opinions and have the independence and
confidence to see themselves as valuable individuals. Too often the school system does not
encourage this. How can we expect to produce free, independent adults, who can take
responsibility in our society, if we deny our children their need for independence?
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UNIT 4.2
Development of Character
Dr. Montessori describes character as being “the behaviour of men driven, though often
unconsciously, to make progress.” It can also be described as “the sum of qualities distinguishing an
individual”. The possession of character gives its holder the ability to live with others in a civilised way.
Our society lays great importance on the development of character, not only for the individual’s sake
but for that of society. Dr. Montessori believed that all the noble qualities which education aims to
produce in our children, are present in them naturally. All that is needed is the right environment for
the child to display and refine these attributes.
From birth to approximately 3 years of age, the child absorbs his environment subconsciously,
guided by the Horme and sensitive periods which can be seen as Nature’s way of forming character,
providing special interests of great intensity which urge creative work for developing each part of the
child’s character. The child needs to be free to decide on his actions, prompted by these natural
guides. In this way, he builds up independence and, as the subconscious hands over to the conscious,
at approximately 3 years of age, willpower begins to develop. Willpower comes with practice. The
child needs to be given opportunities to use her will, make decisions, etc., otherwise a strong will,
which is an essential part of a strong character, will not develop. Concentration is vital also. The child
with concentration is the master of her environment; without concentration, objects in the
environment are the child’s master. Concentration develops through repetition of purposeful
activity. The environment should offer opportunities for constructive activity and freedom for these
to be carried out. With concentration, comes perseverance, the ability to carry through and
finish what has been begun. This in turn reinforces the child’s independence, ability to make
choices and a strong willpower.
Parents and teachers should provide opportunities for the kind of experiences that will teach children
how to live with others in a civilised way. If we show respect and consideration, they will learn to
have these for others. The potential for noble virtues is innate in the child, but adults need to
provide the right environment and example to encourage it to develop. It is the adults responsibility
to ensure that natural goodness and affection develop into strong character and high principles.
These qualities evolve where there is freedom, love and order, in an atmosphere where there is
harmony between people who are working together and who respect each other.
All children should be given the chance to make the very best of themselves. We are all born with a
certain potential and everyone should be given every opportunity to develop this potential to the
fullest, both spiritually and mentally. Dr. Montessori believed that this will be the basis on which
society will be based in the future. As teachers in serving the child, we serve life.
Attitudes adopted by parents and teachers with children up to 7 years of age are likely to become
permanent in the child’s mind. If the child lives with:
criticism
he learns to condemn
hostility
he learns to fight
ridicule
he becomes shy
jealousy
he feels guilty
tolerance
he learns to be patient
encouragement
he learns to be confident
praise
he learns to appreciate
fairness
he learns justice
security
he learns to have faith
approval
he learns to like himself (a good self-image)
acceptance and friendliness
he learns to find love in the world
In the nursery school, the children are helped to develop the qualities of the strong character.
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concentration
perseverance
co-operation
independence
tolerance
respect
patience
sharing
self discipline
self confidence
Children construct their own character between the ages of 3 - 6 years. Character is the result of a
long, slow sequence of activity carried out by the child itself. It is built up through experience and
experiment. No amount of “lecturing” or “advice” will help the child develop his character; it can
only come about through his own activity. All the adult can do is provide the right environment,
encouragement and freedom for the child to work unimpeded.
By 7 years of age, the character is formed; after this, it can only be moulded with great care but
never basically altered. The child between 6 - 12 years of age develops a conscience and is aware of
good and evil. From 12 - 18 years of age, he forms ideals. We can reason and advise these children,
but after 7 years they can no longer develop character spontaneously. It is of no use for adults to
complain that teenagers lack self-discipline or will power; If, in this first stage, the child’s energies
and drives find nothing to satisfy them in the environment, defective behaviour patterns appear. In
“The Absorbent Mind”, Dr. Montessori describes the “deviations” of strong and weak types of
children. The miracle is that with the right environment and freedom to work with chosen activities,
every child can rid himself of deviated behaviour before he reaches the age of 7 years. Through work
and freedom, the child develops inner discipline. This form of discipline is essential to the
development of a strong character. With it, the child can meet the challenges of life and strive to
fulfil his great individual potential. Self discipline is an immensely strong quality. Discipline imposed
by some outside authority can never achieve the same results as inner self discipline can. Imposed
discipline only applies in the presence of the upholding authority. It leads to competitiveness,
selfishness, intolerance, lack of responsibility, of initiative, perseverance and self reliance. It weakens
rather than strengthens character.
It is a human tendency to strive to fulfil our potential. This cannot be achieved without strong
character, which is the natural birthright of every individual. Too often our children are deprived of
this right by obstacles put in their path. The future of the human species lies with our children and
it is our responsibility to equip them with all they need to take up the challenge of the future.
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UNIT 4.3
Development of Personality
Personality:
“Total qualities of the individual character, especially as perceived by others.”
“He collects and incarnates the mental qualities from his immediate environment and
by this means he constructs his own personality.”
In the first 2 1/2 to 3 years, the developments of the child are very obvious. There is rapid growth;
the child learns to walk and talk. It is the period of greatest development. Progress in the third year
is less striking as it is less obvious. The child often becomes very moody—temper tantrums and
difficulties in the home are frequent. Why? It shows that something is happening, something that is
not obvious and the child needs more understanding and careful attention. There is in fact an
extremely important development going on, the development of personality. up to now the child’s
development has been guided by the subconscious mind. In the first period there is no possibility of
conscious memory. The Horme is driving the child to develop its full potential. The Mneme is
absorbing all impressions to form a subconscious memory. Nature is in control of the child.
Dr. Montessori said, “At the age of 3 years life seems to begin again, for now
consciousness shines forth in all its fullness and glory.”
Before 3 years the functions are being developed. In the first part of his life the child is entirely
dependent on us. Now at 3 years he has acquired powers which permit him to defend himself. He
can run away if we want him; he can protest if he does not like something. He is not purposely being
naughty—he is trying to master his environment, to assert his new powers and the adult who does
not understand this will react in the wrong way and so temper tantrums occur.
During the development of the physical embryo, all the organs of the body are constructed
separately in their own time, and it is in the last period before birth that the system of
communication—the blood vessels and the nervous system—is developed. It is the same with the
“psychic embryo”—the first three years of life—during the last period of this stage a process of
organisation takes place that establishes a central control and constructs an individual with a
personality and a will of his own.
What nature has given develops with work/activity. Continuous effort and experience are required.
Preaching and continual correction will not help. Growth comes from activity, not from intellectual
understanding. The Will is only developing; it needs practice to become strong. The child needs to
use his will power if he is to gain control over it. He needs to act, not to reason. Great tolerance and
love is needed on the part of the adult. A good sense of humour is a great help. If obstinacy is met
with force, tantrums are the result. It is better if the adult gives in to the child rather than have this
problem. If we observe the child, these tantrums can be avoided. It is a lot easier to prevent a
tantrum than to cope with one, once it starts. We should make sure that the child does not get
overtired or frustrated. Too much stimulation before the child is ready can do this. If a child has a
regular routine, it is upsetting for him if it is changed. If he is working/playing with something he
might not want to be interrupted and rushed into the car to go to the shops; he might prefer to stay
at home and play.
When a child does have a tantrum the adult should be very gentle, calm but firm. She should speak
to the child in a low voice and hold him against her if possible. The child is now out of control—this
is very frightening for him—he is crying out for help.
If treated correctly this stage will be outgrown very quickly. Attitudes adopted at this stage are
likely to become permanent. The child we receive into our Montessori class at 2 1/2 to 3 years of age
is the product of the home from which he has come. He reacts to the experiences he has received.
He reacts to encouragement or joy, love, frustration or anger.
This, then, is an extremely suggestible age; scolding and punishment can have undesirable long term
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results. Personality is being created and attitudes now are likely to become fixed and permanent. The
tone of the adult’s voice is very important. The whole mind seems to be very impressionable at this
age when self-consciousness and memory are just beginning to function. Adult phobias are often
traced back to this very impressionable stage.
People are afraid that if they give in to the child he will become spoiled. But severity will do no good,
the child will only get worse. A battle of will will only make a tyrant out of the adult and a slave or
rebel out of the child. Cooperation is the only answer. In a normal happy home where there is love
and understanding, the problem will not often arise. If the children are given plenty of scope for
activity without too much interference and then plenty of rest, there will be no problems.
Construction of the child’s personality is reached by his own efforts and experiences. He has a long
road to travel to maturity. If his energies find nothing to satisfy them in the environment, defective
behaviour problems will occur. These deviations arise from failure to organise his personality. Maria
Montessori described the attributes of normality as concentration, work, discipline, sociality, and
those of deviation as caprice, sloth, disorder and timidity.
We are privileged as Montessori teachers to be able to correct the defects which have been acquired
in the first three years, when the children come to our Nursery Schools from 3 - 6 years, because
Nature is still busy perfecting the many newly formed powers. In a prepared environment with
specially designed materials the child is free to respond with confidence and self control. Through his
own work and purposeful activity, the child rids himself of any deviations before 6 years of age and
thus displays a natural personality with admirable qualities.
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UNIT 4.3
Behavioural Problems
There is a wide variety of behavioural problems and also a variety of options as to what are problems
and what are simple stages of the child’s development. We shall attempt to cover most problems in
this Unit. However, some will be dealt with more fully than others.
Bad behaviour is usually transient and the chid tries out various forms of behaviour that last for a
few days only, if the parents handle the situation properly. As the child constantly experiments with new
activities, so he experiments with forms of behaviour in an attempt to find the most
satisfactory one. So care must be taken to ensure that temper tantrums do not lead to the chid
getting his own way, for this will lead the child to continue with them because of the rewards they bring.
If, however, the ‘problem’ does continue, then it means there must be an underlying cause for the
child’s behaviour. In such case, adults should be understanding and try to find out the cause and
remove it.
It is wrong of us to think a child is born with behavioural problems, for it is the example and
handling of adults that determines the way a child behaves. Many behaviour patterns are learned
through imitating those of the adults. However, it is true to say that the child’s inborn temperament
may be a contributory factor to his behaviour, but it is not the cause. Some children are naturally
more quick tempered than others and this will lead to temper tantrums, but there still has to be a
cause to arouse the temper.
Anger
This is the most common behavioural problem in toddlers. Anger is one of the three earliest
emotional responses in babies, as can be seen if his bottle is taken away from him; e.g. screaming
and kicking are the result. If a toy is taken away from an eight month old, then the response will be
the same. Anger is roused in infancy by any form of restraint or interference with what the baby
wishes. Unwise handling of situations in the first year of the child’s life, can often lead to tantrums
becoming a problem in the following years.
Temper Tantrums
These tantrums are very common in children from about 15 months to 3 years old. Many of the
tantrums are brought on by frustration. The chid is now active and can do many different things but
gets impatient if unsuccessful at something. Because of the child’s mobility, it is the time when he
experiences most adult intervention, if restrained from touching certain things or handling and
experimenting with household items in the way he would like.
Helplessness, anxiety and insecurity are also possible reasons for such tantrums and in these cases,
the child should be reassured by his parents and helped to do something that is permissible and will
equally serve to occupy him.
Until the child is old enough to practice self-control, it is best to avoid, as much as possible, issues
that will give rise to a show of temper. If the child’s temper is frequently aroused, then a habit can
be formed. However. if the outbursts always cause the parents to give in, then this, too, can create
a habit in the child. So avoiding tantrums, and redirecting the child’s thoughts to something more
positive, is the best way of handling them.
There is another possible cause for such behaviour in the child and that is poor health. Lack of sleep
will the make the child nervy and irritable in the same way it does an adult. Also, if the child is not
eating properly and has become run down, it can have the same effect. So, when trying to handle
a child with this particular behavioural problem, it is worth checking that health is not the cause of
his problem.
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Stubbornness and Defiance
Most children pass through a stage of this and it is known as the “Stage of Resistance”. This
behaviour pattern often corresponds with that of anger and temper tantrums. When adults are
confronted by a stubborn and defiant child, it is difficult to resist the temptation to lose their
temper and to punish the child. The authority of the adult is being challenged and this is seen as
unacceptable from another adult, let alone from a child. However, to be able to control a child, first
we must learn self-control.
In general, the reason for this stage of defiance is that in early infancy the child first recognises the
meaning of the words “yes” and “no”. As they become more mobile, they hear the word “no” far
more often, e.g. “do not touch”; “no, you must not go there,” etc. The child starts to respond in
the same way, saying no as an answer to everything, even sometimes when he means yes. Coupled
with this is the fact that it is a natural part of the child’s development to assert himself and this is a
good way of doing it.
The best way to overcome this stage is to avoid giving the child too many unnecessary commands.
Instead of “put your toys away,” try “see how many toys you can put away by the time I make your
bed”. Avoid giving him the opportunity to say “no”. Also, we should think carefully before refusing
one of his requests. Often we say no simply because we cannot be bothered and the child will
follow our example.
When telling the child not to do something such as tearing the newspaper, it helps to redirect his
attention and to explain why he must not do it, e.g. “if you tear the paper, Daddy will not be able
to read it”; “why not cut out some shapes from this clean piece of paper?”
Often it is our own bad behaviour that leads to it in children. Double standards are present such as
our expecting the child to obey us instantly, whilst ignoring the requests he makes of us. This
unfairness becomes clear to him and so he rebels. Also, adults have a tendency to talk to children in
a way that they would not dream of speaking to another adult. This is wrong for we should not treat
them as inferior human beings. We should speak to them in a way that we would like to be spoken
to ourselves. In this way, natural good manners are learned from our example.
If we show discourtesy to them, then they in turn will show it to us. It is a good policy to always
remember that children have no natural awareness of right and wrong and we must teach them and
show them by our example.
Aggression
Aggressiveness is a true life force. It is part of the drive for survival and therefore it cannot be
treated as a bad feeling. Adults should train children to use their aggression in socially acceptable
ways. Obviously, we must discourage acts of aggression on other people and property, but we must
also provide outlets for the child’s aggression.
Adults vent their aggression in various ways, i.e. in stories or films that incorporate violence; in some
form of sport either as participants or spectators. Children can vent their aggression on toys meant
for banging and hammering, e.g. hammer and peg sets, or by using plasticine to pull about. In their
sand play the child can dig, prod and slap without doing any damage to himself or any property.
Painting can also be a useful outlet for aggression if the child is allowed to use bold colours any way
he chooses on the paper.
When dealing with aggression, it is important to remember that it is natural for the child to hit out
at the person who is preventing him from doing what he wants. It is also up to us to teach him to
control his aggression and to channel it into positive outlets, e.g. kicking a football or banging a
drum. It is necessary for the child to experience aggression so that he can be taught to come to terms
with it and control it in preparation for adult life.
If the child is never thwarted in his desires and never feels aggressive, then what a shock is in store
for him in adult society which is full of obstacles and barriers to one’s desires.
Once the child has shown some aggressive act, it is essential that we do not then try to correct his
behaviour with corporal punishment. This act of aggression from us will only reinforce the child’s
aggressive feelings. It is very difficult to love an aggressive child, but if we respond to aggression with
hostility, we will receive aggression in return. We should show the child love and understanding and
explain that what he has done is not nice and offer him one of the acceptable means for aggressive
outlets.
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There are various reasons why a child is aggressive persistently after attempts to help him control this
urge. It can be an attention seeking device because he feels he is being ignored or is not shown enough
love by his parents. It can also be an indication of some emotional disturbance such as
insecurity or a realisation of the hostile atmosphere in the home. As in all other behaviour patterns, the
child imitates the adults around him and if he sees them behaving with hostility, then he will copy.
Destructiveness
Between the ages of 2 - 3 years, most children go through a phase of destructiveness. It is a natural
stage in their development. The chid wants to pull things down to build them up again and undo
them to discover how they are made. Obviously, this can be very difficult to cope with if it is the
household objects and property the child pulls about. So we have to supply him with plenty of toys
that he can experiment with, without damaging them. There are a wide variety of construction toys
available that a child can pull apart and put back together again.
At about 4 years old, the child has progressed from the destructive to the constructive phase. If,
however, the destructiveness persists then there must be a reason for it and the parents should find
out what it is; for to punish the child for his actions will not remove the cause of his behaviour. It
may be that in his early years, the child did not have enough opportunity for concentrated play and
so he quickly becomes impatient when confronted with anything difficult. Unless he is given the
opportunity to puzzle things out for himself, he will never learn to concentrate on something or to
persist until he achieves his goal.
It is far too easy for parents to do things for the child rather than let him struggle on, but it is through
the struggling that he will learn. The child needs to be encouraged into independent achievements
rather than to be discouraged by our interfering. He needs to complete successfully the task that he
has set about. If the child does become discouraged, then this can cause impatience and he may
abandon the task in frustration and anger and feel the urge to destroy.
Too many restrictions and disciplines imposed on the child can have the same effect. Children have
immense reserves of energy and they need outlets for it or it can spill over and do some damage.
They have to be given the opportunity for noisy and messy play without having to worry about
getting dirty or disturbing people. They need an opportunity for vigorous physical activities, e.g.
running, climbing, etc., to work off all their energy. To confine the child too much will mean all this
energy will be bottled up inside him and he will give it ventilation in a fit of destructiveness.
The reason for persistent destructiveness must be sought and often a clue to it is given in the child’s
play, when he is talking to his toys. Usually some unhappiness is the cause, e.g. jealousy of a new
baby, and his destructiveness symbolises his desire to be rid of the new baby. Lack of security in the
home, quarrelling amongst the parents etc. can lead a child to be destructive. Also, poor health and
lack of sleep can lead to irritability and destructiveness. All these factors should be taken into account
when trying to find out why the child wants to destroy things.
Jealousy
Jealousy implies a desire to monopolise someone or something. The usual target of jealousy is the
mother. Children naturally want to have the complete attention and love of their mother and so resent
the demands anyone else makes on their mother’s attention. Until they learn to control this feeling
and realise that others also have a right to their mother’s attention, they can display obvious jealousy.
When a new baby comes into the family, this may lead to behavioural problems arising out of the
older child’s jealousy. All children feel jealous of a new baby and this is quite natural. They should be
allowed to openly show their feelings and then be helped to deal with them. If they are forced to
keep their feelings bottled up inside them, it could lead to all kinds of problems and hatreds.
The ways in which a child expresses his jealousy vary. It depends on his age, temperament and the
way his parents handle the situation. All adults have experienced jealousy themselves at some time
and so we know what a powerful and overwhelming experience it can be. So we should understand
and sympathise with the child and what he is going through. Before the birth of the baby, the
parents should prepare the child by talking about the baby and including the child in the
preparation for it. Helping the buy baby equipment, etc. will make the child feel part of the event.
Being told that he will be able to help his mother look after the baby and allowing him to pass the
clothes, soap, etc. at bathtime will all help to involve the child with the new baby.
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It is most important to show the child that the baby has not usurped him in the parents’ affections
and that he is loved as much as ever. The baby will be very demanding on the mother’s time but she
should still make time to do things with the older child, i.e. read stories, do jigsaws, etc. Although the
chid may be independent as regards dressing himself, etc. it will prevent resentment if the
mother helps him at times as she does this for the baby. A fine balance has to be kept in appealing to
the child’s ‘grown-up’ independent self and also recognising the need for the parents’ expressed love.
One of the most common ways of the child revealing his jealousy is through reverting back to baby
habits such as thumb-sucking and wetting themselves. He feels that because the baby has everything
done for him, his behaving like a baby will gain the same attention. Other signs are refusing to go
to sleep, calling the mother to him on various minor pretexts, refusing to eat unless the mother feeds
him, clinging to his mother and making constant petty demands on her. This is the time when
tantrums, defiance and rebelliousness are common. All these things are signs of the child’s distress.
He needs comforting and assurance that he is loved. He is experiencing feelings of loss and
insecurity and needs to be reassured.
Acts of aggression and cruelty towards the baby may occur and although they must be prevented,
the child should not be punished for them, for this will instill the resentment and possibly turn it to
hatred. Instead, the child should be told nicely how helpless the baby is, that to hurt it is wrong and
that he should help to look after the baby instead. Appealing to the child’s sense of protectiveness
usually helps and encourages him to look after the baby for his mother, in the sense of coming to
tell her when he has woken up for his feed or when he is tired, etc. So by showing that his help is
needed and that he is loved as much as ever, the child should overcome his jealousy naturally.
Stealing
Stealing is a word which cannot be applied to the actions of a child before the age of about 4 years.
It is only as the child reaches a certain level of maturity that he is able to understand that he cannot
just take whatever he fancies and keep it. As a toddler, he was used to being able to pick up what
attracted his attention and now he has to learn the difference between what is his and what is not.
From an early age, children should be taught that there are certain things they cannot touch, e.g.
ornaments etc. for fear of them getting broken. In the same way, he should be taught that he should
not take things that belong to someone else or are not given to him. In nursery and school, the child
is given equipment to use but these are on loan and must be returned.
If we want the child to learn to respect others’ property, then we must set the example by
respecting his property. This means that we must not give away or throw out any of his toys
without first asking his permission. If he was to do this to any of our belongings, we would
naturally be very annoyed and must expect him to feel the same.
An older child who takes things and knows the difference between his property and someone else’s
may be acting so for a variety of reasons. Often it is done for effect, to look big in front of friends
or to buy popularity with what he has taken. In such cases, the reason for the child’s inferiority should
be removed and the need to steal will disappear.
If a constant habit of stealing has been established, then this is usually a sign of some inner distress,
insecurity and deprivation. A child who is deprived of sweets, for example, may feel an
overwhelming impulse to steal them at any opportunity. For some children, it is a way of drawing their
parents’ attention and this suggests a feeling of insecurity and lack of affection. Yet again, the
example set by adults is very important and a child who steals may be doing so simply because he is
copying his parents or because of the influence of the environment in which he lives—friends steal so
the child follows suit.
Untruthfulness
Children can be untruthful for a variety of reasons, the most common reason being to avoid getting
into trouble. If this is so, then it indicates unwise handling on previous occasions when the child had
done something wrong. Children need to be encouraged to tell the truth, not frightened into telling
lies. So, if the child does own up to doing something wrong, we should praise his honesty, not
punish him for his crime but merely caution him. To punish him when he has owned up will only
make him frightened to tell the truth in future.
If the child is already in the habit of lying, then he has to be coaxed back to being honest, not
bullied into it. Yet again. it is advisable to avoid situations where he is able to tell lies. Instead of
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saying, “Did you break the vase?”, say, “I know it was an accident that the vase was broken, but
take more care when playing indoors”. Make it clear that untruthfulness is disliked and that honesty
is a quality that is highly praised.
Some forms of lying are better classified as exaggeration. In a minor way, this is not a bad thing and
may arise from the child’s lack of experience or attainment of specific knowledge. A child who is
given a handful of coins may state he has hundreds of coins simply because he does not know how
else to describe the amount. Certain forms of exaggeration, if not too gross, are acceptable, but the
child should be encouraged to be exact in his descriptions or the exaggerations tend to grow and
become habits that carry on into adult life.
Often children distort stories about themselves and their achievements out of a sense of inferiority.
In such cases, the cause of the inferiority complex should be discovered and, if possible, removed, or
the chid made to see it is not important enough for him to lie. Lack of encouragement can also lead
to exaggeration or lies in order to gain the sought for recognition. Parents should be wary of this
situation and give praise and encouragement to their children.
Some children find it difficult to draw a line between fiction and fact and this is often referred to as
imaginative thinking. The ‘tall stories’ which such children tell are not deliberate lies, but are a sign
of the child’s inability, as yet, to properly use imagination.
Children have so much to do and think about that often they tell untruths which are the result of
forgetfulness. If asked if he posted the letter his mother gave him, he might say yes and then later
the letter is found in his pocket. This may not be a deliberate lie but merely the fact that the child
thought he had posted the letter as he passed the box, but his mind was on other things.
In all cases of untruths, it is unwise to punish the child. It is far better to explain the merits of telling
the truth and to set the child an example by always being truthful yourself.
Fears
At birth a baby only has two fears, that of losing its support and loud noises. However, as the child
grows, he acquires many different fears. The reason for these fears has to be suggested in the first
place, e.g. ‘be careful, that dog might bite you’, is a natural warning when a child approaches a
strange dog, but this can lead the child to have a fear of dogs in the future.
Parental attitudes can influence a child into fears, e.g. if the mother is afraid of spiders and the child
sees this, then he too will become afraid of them. As adults, we have a responsibility to avoid
showing our fears in front of children as this can lead them to the same fear.
The things that adults say to children can cause fears, e.g. “If you do not behave, that policeman will
take you away”. This can do great harm as the child may need the help of a policeman at some time
and this fear will make for an awkward situation. Probably one of the worst threats we can make to
a child is that his mother will go away and leave him. This strikes deeply at his security and will cause
him to cling to her and be unduly dependent. However naughty the child has been, we should never
let him think we love him less. Once a child has a fear of mother leaving him it will make it
impossible for her to leave him with friends or relatives if she has to go somewhere without him.
Fear of the dark is probably the most common of childhood fears. We should never suggest to a child
that it is anything to fear and should not ridicule the child for his fear. Usually the problem can be
overcome by the use of a night light or leaving the landing light on so it shines into the child’s room.
Total darkness can be frightening, even for an adult, so we should sympathise with the child’s fear.
Provided that the situation is treated normally and no fuss is made about it, the child will
eventually grow out of the fear.
Shyness can also be regarded as a very mild form of fear. Young babies at 5 - 6 months old often go
through a phase of shyness and will cry when they come into contact with strangers. This is only
short-lived and usually they overcome it. If the older child is shy in front of strangers, then the best
way to help him overcome it is to let him get used to them gradually, in his own time. To stand him
in front of a room full of visitors and try to force him to socialise, will only make him worse. He should
be allowed to gradually come round to speaking to them.
Excessive shyness can lead to a fear of strangers and help and understanding will be needed for him
to overcome this. There is obviously a reason why the child has lost his confidence with strangers and
such things as being talked about as the ugly duckling of the family can cause this. A child is very
sensitive and should not be made fun of especially by strangers.
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Nightmares
These can be brought on by the child’s fears or by his having stolen or told a lie or even by his
jealousy. Unsuitable bedtime stories or television programmes can be the cause, or too many
excitable games last thing at night. Adults should be aware of the unsuitability of stories about
witches, giants, etc. at night time and seeing violence or scary creatures on television.
If the child does suffer from repeated nightmares, then he should be encouraged to talk about them
and the cause found. If the nightmare is discussed openly in daylight, then it will not seem half as
bad as in the darkness of the night. If the child tries to avoid talking about it then he will brood over
it and it could cause problems in later life. Fears that are talked about openly by a child who is
surrounded by love and security will soon pass.
Sleep Disorders
Refusal or failure to go to sleep is a phase most children pass through briefly. The child may start
crying when put to bed or wake up later in the night crying. Nightmares may be the cause of this
reluctance to sleep. Sleep walking and sleep talking is something that certain people are prone to
but there is no known cause for it. However, over excitement or anxiety does seem to be
connected. One of the most infuriating sleep disorders from the parents’ point of view, is early
morning awakening. Some children rise at 5am or earlier every morning.
There are a variety of reasons for these sleep disorders and habit formation could be a major reason.
If the child repeatedly refuses to go to sleep and is allowed to stay up, then a habit of not going to
bed until the parents do can be set up. When a child wakes up crying at night, this again can become
a habit if it is not handled carefully. If the child is then taken into the parents’ bed, then he will want
to do this every night and a pattern can be set up. Obviously, if the child is crying, he must be
comforted, but care should be taken that the child understands it is only on that one occasion and
that it must not happen every night.
Different sleep requirements can be the reason for a child’s failure to go to sleep and for waking early
each morning. There is very little that can be done for a child who needs very little sleep because we
cannot force him to sleep if he is not tired. All that can be done is to make sure he gets plenty of
exercise and fresh air and is kept fully occupied during his waking hours in an attempt to exhaust
him and encourage sleep.
In babies, discomfort can often be a cause of sleeping problems and such things as a soiled nappy
or irritating clothing should be looked for. Pains due to wind or any other stomach upsets can lead
the child to be wakeful and miserable and parents should find out if this is the cause of the child’s
sleeping difficulty.
Often bed is used as a form of punishment for the child and this then leads to problems when it is
actually bedtime for him. It is unwise to send the child to bed as punishment as it can lead to all sorts
of problems, both for the child and the parents at future sleep times.
Questions 1
Independence is the key to the formation of will, personality and character in the child
during the formative years.
Enlarge on this statement using no more that 2000 words.
Guidelines
The introduction to this essay should explain what you hope to achieve in your essay and
for this you should use no more than 200 words. In answering this question highlight what
is meant by independence, will, personality and character, giving each area equal attention
and show how the development of independence is crucial to the development of the other
areas. Look at how the adult can aid/hinder the child’s development of independence and
so cause defects in the child’s personality especially in the formative years (0-6 years). Look
at how behavioural problems effect the development of character and how these can be
addressed. Do not confine yourself to the child of school going age look at the child from
0-6 years. Use no more than 1500 words in the body of the essay. Finish your essay with a
concluding paragraph of no more than 300 words in which you draw together all of your
findings.
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UNIT 5.1
Heredity—Environment
Mankind has always been curious about its beginnings. The ancient Hebrews recorded their beliefs in
the Book of Genesis. The early Greeks and Romans believed that living things arose spontaneously from
non-living things in their surroundings. Aristotle, the Greek Philosopher, held that although animals
like frogs, toads and snakes arose spontaneously; they came from mud that was activated by the
sun’s light and heat. Others of that time believed that living things grew spontaneously from dead,
decaying animals, from filthy rags, from dew on the grass, from sluggish water and from rain from
the heavens. This Theory of Spontaneous Generation was held until late in the seventeenth century.
Then in 1680 an Italian scientist, Redi, observed a fly laying eggs in a decaying piece of meat. This
set him thinking and experimenting. After a lot of experimenting it was proved that all living things,
plant and animal, come from other living things of the same kind; they grow old and they die, and
in order for a species of plant or animal to continue and survive, it must reproduce itself.
There are two methods of reproduction:
1)
Asexual Reproduction, in which the new individual develops from a single parent (e.g.
binary fission in Amoeba and budding of Yeast).
2)
Sexual Reproduction, in which two parents are needed to produce an offspring.
Two parents are required to produce the sperm cells (male) and the egg cells (female).
It is the sex or germ cells and not the other body tissues which pass on the characteristics of a species
from one generation to the next. Theoretically, the germ cells are immortal. The nucleus of a cell
contains chromosomes which have been found to hold and determine hereditary characteristics of a
species. A single sperm or egg cell of man contains 23 chromosomes, and the fertilised egg contains
the characteristic two pairs of 46 chromosomes.
Everyone is aware of similarities and differences among the members of his immediate family. We
are all members of the human species so we bear the characteristics of a male or female mammal
belonging to Homo Sapiens.
There is probably a genial resemblance among all the members of a given family. Specifically there
will be differences in physical traits, differences in emotional responses to a given circumstance.
The similarities we could note would be:
Hair (colour, curly, straight)
Colour of eyes
Adult height
Shape of ear lobes etc.
The differences in eye colour, hair colour, structure and so on in a single family are called variations.
These variations, some due to heredity and some to influences in the environment, result in
differences in species from one generation to the next and changes in forms of life from the
beginning of recorded time. It was an Austrian monk, Gregor Mendel who discovered how
characteristics of a species are inherited. He wanted to understand how some children of
brown-eyed parents were brown eyed and others blue eyed, or why some children of red-haired
parents or grandparents had red hair while a brother or sister did not.
He carried out experiments on the garden pea for nine years and discovered what he called the
dominant and recessive traits.
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Later Professor Morgan in America came to the conclusion that the genes carry and produce the
identifying characteristics of a species. Now we all recognise many differences among all living
things. These may be due to what we inherit but they may also result from existing and changing
factors in our environment. It is common knowledge that each of us is born with inherited physical
and mental traits. As we grow older and adapt ourselves to the environment, some of these
characteristics are modified or changed.
Dr. Montessori said in “The Absorbent Mind”,
“Neither the discoveries nor theories derived from the scientific achievements of our
day, are enough to explain the mysteries of life; but every fresh detail which those
achievements bring to light, adds something to our understanding of it”.
“The child at birth, bears within him constructive possibilities, which must unfold by activity in his
environment.”
He has in himself potentialities which determine his development and this will take its characteristics
from the world about him. It is only when we consider the newly born child that we see he differs
from other newly born mammals from the point of view of heredity.
All young mammals inherit a specialised behaviour. The bodily form is suited to the functions it has
to do in life. The habits, the way of moving, whether skipping, running, climbing, are established
from birth onwards. Their adaptation to the environment aims at exercising characteristic functions
so that the ‘cosmic aim’ of each individual species may be fulfilled.
Man, on the contrary, has an almost unlimited power of adaptation as regards his capacity to live in
all geographical regions, and his capacity to assume all forms of habit and work.
Dr. Montessori said in “Formation of Man” that
“Man belongs to the only species capable of an indefinite evolution in his activities in
the world. From this flows the development of civilisation of the world.”
The human species is the only one which by nature is not fixed in its behaviour. So man does not
receive an inheritance, a fixed behaviour. Man is different from animals with regard to heredity. He
does not inherit characteristic features but only the potentiality to form them. It is therefore after
birth that the characteristics are built up. Example: Savage of Aveyron who, in the absence of human
company, did not develop human characteristics—language, etc.
Dr. Montessori described the young child as a spiritual / psychic embryo. In the unborn baby, all the
physical organs—heart, lungs, etc. have been established by 12 weeks after conception. They then
grow and begin to work together, so by the time the baby is born, he is capable of functioning
physically, independent of his mother’s body. A similar pattern takes place with the psyche, only
much of it happens after birth, as the psychic organs need activity in the environment to stimulate
their construction.
Maria Montessori says,
“He (the child) is an embryo in whom exists nothing but nebulae with the power to develop
spontaneously, but only at the expense of the environment.”
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Two definitions of Nebulae:
“Like mysterious potentialities comparable to those genes in the germinal cell which
have power to direct the future tissues so that they can form complicated and
structurally complete, determined organs.”—Oxford Dictionary
“Creative energies which will guide the child to absorb from the environment.”—
Dr. Maria Montessori
To establish his psyche, speech, memory, behaviour patterns etc., the young child needs to be active
in an environment because it is the environment which provides the raw materials for him to
construct the psychic/spiritual embryo. The potentialities inherent in the child must be stimulated by
the environment—this is why completion of the psyche and further cognitive development can only
take place after birth. When the cognitive organs have been formed, they begin to work together
as an entity. This happens at about three years of age when the child comes out of the unconscious
state to the conscious.
Only Man can adapt to the environment into which he is born. He has no fixed characteristics which
limit him to one type of surroundings. He takes and fixes his characteristics from his inherent
potentialities after birth.
By merely living—without any conscious effort the young child absorbs his environment. He absorbs
language, customs, habits, prejudices and feelings, and generally all the changes which our
intelligence, logic and reason might wish to bring about.
Gandhi once said,
“I could approve of and follow many customs of Western people, but I could never
cancel from my soul the worship of the cow.”
The child builds himself and reproduces in himself the characteristics of the people in his
environment. Man has to adapt himself to all kinds of conditions and circumstances in the environment.
Adaptation in childhood occurs naturally and is lost by the time adulthood is reached.
Once a person has adapted himself, he is happy only in his centre; for example, Eskimo fascinated
by Arctic; Ethiopian attracted by desert, etc.
If the child has to create his personality at the expense of the environment, he must be in contact
with the world. He must take part in it, he must be in touch with the lives of adults. If the child is
left in the Nursery/Playroom he will not develop.
To conclude:
Man is a superior being who is endowed with intelligence and is destined to do a great task on earth.
It is man who creates civilisation. He is and always has been a worker.
Dr. Montessori said in “Formation of Man”:
“It seems natural to man that the child should begin by absorbing the environment and
accomplish his development by means of work, of gradual experiences in surroundings.
He nourishes and develops his human qualities first by his unconscious and then by his
activities directed to outward things. We see, therefore, that the child can only
develop fully in the environment, such as the family, the school, which must correspond
and satisfy the creative powers within him and help them to develop fully.”
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Man’s Two Embryonic Periods
Man alone seems to have two embryonic periods:
1
Pre-Natal
2
Post-Natal Psychic / Spiritual Embryo
Only man has this in the form of a prolonged infancy—a vital difference in the species. The newborn
child physically develops from nothing. Organs are built around a point of sensitivity—an
accumulation of material by the absorbent mind. These points of sensitivity develop any organs that
the psyche may need. After the organ is formed, the point of sensitivity disappears. When all the
organs are ready, they unite to form the psychic entity.
‘A constructive activity which is carried on in what may be called the formative period
and it takes the baby into a kind of spiritual embryo.’
To quote Watson, the famous American Behaviourist:
‘In an infant there is no pre-established behaviour.’
He confirmed the lack of instincts and psychological heredity. The baby is born with genetic
inheritance and unlimited potentialities. Man’s actions are due to ‘conditioned reflexes’ (Pavlov),
superimposed one on top of the other, at ever-higher levels of functioning.
The very young child learns these “reflexes” by being active in the environment into which he was
born. Dr. Ruth Benedict gives a good example of this type of adaptation in a Patagonian girl. While
formerly operating at a stone-age level of development, following rescue by French missionaries, she
soon developed two languages and rapidly accommodated herself to modern society. This shows the
capacity of the mind to absorb unconsciously from the environment. Man’s second embryonic
period adapts him psychically and spiritually to his own time and place of birth.
Stages of Development
In one of her most famous books, ‘The Absorbent Mind’, Dr. Montessori stresses that development
consists of a number of periods and sub-periods. These are given in Table Two below:
Table Two
FIRST STAGE
0 - 6 years
Substages
0 - 3 years
3 - 6 years
SECOND STAGE
6 - 12 years
Substages
6 - 9 years
9 - 12 years
THIRD STAGE
12 - 18 years
Substages
12 - 14/15 years
14/15 - 18 years
Note the development from birth to 6 years. The child has come from being a helpless baby to one
who can go to school, find his way about and understand ideas.
In the second stage, the child is mentally and physically healthy, strong and stable. This is recognised
as a good time for learning and absorbing culture.
In the period from 12 years onwards the child enters second level education. However, it is also a
very sensitive stage of development, the adolescent period being very unstable, changeable and
rebellious. Yet the educational institutions do not recognise these facts, often with traumatic rather
than fruitful results for some adolescence.
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Question 1
‘By merely living and without conscious effort the child absorbs his environment’.
Enlarge on this statement using no more than 2000 words.
Guidelines
The introduction to this essay should explain what you hope to achieve in your essay and
for this you should use no more than 200 words. The key words in this question are
‘without conscious effort’ and ‘absorbs’. Firstly it is necessary that you identify what is
meant by conscious effort, this will lead you to discussing the ‘Spiritual Embryo’; where the
child is constructing himself and to the ‘Absorbent Mind’; the means by which this
construction is possible. Use the majority of the body of the essay, approximately 1500
words, to clearly elaborate these points. Also, look at how the environment can have both
a positive and negative impact on the child and the importance of the prepared
environment. Look at the child’s role within the environment and why freedom within
that environment is necessary for him to reach his full potential. Finish your essay with
a concluding paragraph of no more than 300 words in which you draw together all
of your findings.
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UNIT 6.1
The Task of the Teacher
Teaching in a Montessori classroom is not an easy job. Because of constant change in today’s world,
the teacher’s task has been altered considerably to keep pace with the modification of society.
Dr. Montessori, through extensive observation and insight, developed an approach towards the child
encompassing a philosophy of education, a new role for the teacher, a new role for the environment
and a vast array of educational materials for the young child to use.
In this new role, the teacher has four primary functions:
1
To observe each child and assess his individual needs.
2
To maintain the rights of each child.
3
To create and maintain a stimulating environment and programme.
4
To provide adequate links between the child and the environment.
He/she is the guide rather than the source of learning. She (he) encourages the child to do
everything he can for himself in harmony with his inner guide — the horme — which urges him
onwards in his mastery of independence.
She is the keeper of the environment — she designs and maintains it. She presents the materials to
the child as he is ready for them. She carefully observes each child’s stage of development in all areas:
physically, intellectually, emotionally, socially and spiritually. She guides the child in his choices and
use of the environment and his relations with the other children.
The Montessori teacher should have a deep knowledge and full understanding of the Montessori
principles and her method of education. He/she must believe in these principles and have faith that
they do work when followed carefully.
“The teacher, when she begins work in our schools, must have a kind of faith that the child
will reveal himself through work.”
The Absorbent Mind — Maria Montessori
The teacher should also have the humility to accept his/her own shortcomings and be open enough
to learn from experience, to be better able to implement Dr. Montessori’s principles. She must
understand the significance of the child’s spontaneous activity and his striving for physical and
mental independence.
Once she begins to understand the child, her task becomes easier. But again, getting to understand
each child is not an easy matter. The child she receives into the classroom is the product of what she
has experienced and absorbed in the environment of the home. He has absorbed the emotional
atmosphere of the home and has responded to the adult’s treatment of him. The adult’s treatment
may not always have helped in the child’s emotional growth.
Therefore, the teacher gets all variations, from the shy, withdrawn child to the boisterous, noisy child.
Neither of these are very easy to manage in school. This is the reason we advise small groups of
children when starting a Montessori school and then gradually build up the numbers. In this way the
children can gain confidence in us as they get to know what we expect them to do.
The child has a right not only to be loved but to be respected as a human being — as a personality.
Dr. Montessori’s approach to children is one of respect. Each child is creating a man, which is no small
task but one of great dignity. They deserve all the support, help, admiration and respect which we
can give. The future of mankind depends on them. Too often this is disregarded and children are
treated as second class citizens of little or no significance. They are our future and they deserve our
humblest respect.
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Dr. Montessori believed that no human being is educated by another person. He must do it himself
or it will never be done. A truly educated individual continues learning long after the hours and years
he spends in the classroom because he is motivated from within by a natural curiosity and love of
knowledge.
She felt that early childhood education should cultivate the child’s own natural desire to learn. In the
Montessori classroom this is done firstly by allowing each child to experience the excitement of
learning by his own choice rather than by being forced, and secondly by helping him to perfect his
natural tools for learning so that his ability will be at a maximum in future learning situations.
No hurdle should be too high and no question should be left unanswered. The teacher should be
humble enough to admit when she doesn’t know the answers. Then teacher and child can find out
together. Dr. Montessori recognised adult pride as a significant barrier to expression of the child’s true
nature. She said:
“One who would become a teacher must rid his heart of pride...he must learn to humble
himself.”
The Secret of Childhood — Maria Montessori
Pride is reflected in a wide range of detrimental behaviour emanating from the adult’s personality.
Examples:
1
reactive behaviour
2
emotional attachment
3
dependency
4
excessive approval and judgment
5
over involvement with individual children
6
psychological manipulation and unconscious intimidation.
All of those expressions of pride aim to call attention to oneself and one’s position and importance.
In other words the child is subjected to a type of tyranny. Dr. Montessori also wrote in the Secret of
Childhood:
“Pride is concealed under the guise of good and develops into a kind of tyranny
when confronted by a child’s feeble attempts to express himself.”
She also says in The Absorbent Mind:
“The kind of education still in vogue condemns the teacher to be a dictator...teachers
of the older school hold firmly to irrational rules and have little to guide them but
illusion and prejudice.”
In the Montessori class the teacher is part of the environment. She is always there when she is
needed. She is attractive, happy, patient, calm and dignified. She is soft spoken and never tries to
dominate a child. Her voice is gentle and soothing. Her movements are gentle and graceful, never
clumsy or rough. She is able to care for and lover her charges so that they feel her presence and
security no matter what stage they are at. She is aware of the full development of each child from
his physical, emotional and mental development to his moral and spiritual development. She is like
a flame that heartens all by its warmth, enlivens and invites all who need her. Her imagination is alive
and her mind open to new information. She has a scientific approach to life and never fails to be
struck with awe and wonder by the miracles of creation.
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She must recognise when a child starts to concentrate and take the greatest care that he is not
disturbed. The child who is concentrating is developing himself psychically. All obstacles should be
removed from his path. The teacher ensures that other children respect his work and do not disturb
him, also that he/she (the teacher) does not interrupt his concentration either with a “helpful”
comment or even a glance of approval. The Montessori teacher is trained to observe and have the
ability to stand back and be unobtrusive when necessary.
There is a tendency today for teachers to pat and cuddle small children. Dr. Montessori thought this
familiarity was a great mistake and a hindrance to progress. We should behave in a dignified, mature
way, in order to gain their confidence.
Children who are starting school are full of hope and enthusiasm. They need someone who will help
them to realise the great things of which they are capable. They need someone who will answer their
mental needs. We must serve the child.
If a teacher is to educate, she must first of all prepare herself and then prepare the environment. She
must free herself from all preconceived ideas about children, be ready to observe them, each with a
unique personality, unique potentials and unique needs, and learn from them. Maria Montessori
compares the perfect teacher with the perfect valet, except that the teacher’s master is the child’s
spirit. The perfect valet prepares his master’s environment, keeping everything ready for when the
master wishes to use it; he serves meals to his master but doesn’t force him to eat and having served
everything properly, unobtrusively steps back.
Our aim is to prepare children for life, to help them understand their role on this earth and to make
them aware of their obligations to their environment and their contribution to maintaining the
conditions necessary for the future existence of Mankind.
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UNIT 6.2
Classroom Management
The first requirements for good management of a Montessori classroom are an understanding of the
philosophy of the method and intimate knowledge of the material through repeated practice on the
part of the teacher as well as a knowledge of the sequence and purposes.
It is essential that the environment be prepared not only to allow for adequate space for placement
of materials within specific areas (practical life, sensorial, language, math, etc.) but also to allow for
space in which to work. Obviously, open space is needed in the sensorial area to accommodate floor
work with pink tower, long stair, broad stair, knobless cylinders; in the math. area to accommodate
read and blue rods and Sequin boards; in the language area to accommodate the movable alphabet.
Adequate table space must be planned for golden bead operations and map work.
Consider the flow of traffic through the areas in order to reduce interference with concentration. Try
to avoid having the main entrance to the room or access to the bathroom near areas involving floor
work. Keeping down or eliminating the movement of the children through work areas can be done
by blocking off areas with low shelving. Careful planning of the physical arrangement of the room
can eliminate some problems of interruption of work. Be sure to determine room arrangement prior
to the beginning of school. If rearrangement occurs once the children begin, it makes it difficult for
them to remember where materials belong. If several teachers are involved in a classroom with a
large number of children, there may be a problem with all the teachers knowing what every child is
doing, who has had lessons with what material, who is ready to proceed to the next step, who needs
more lessons at a lower level, etc. Some teachers, especially inexperienced ones, feel more
comfortable keeping records to which all teachers may refer. If this deemed necessary, record
keeping must be done unobtrusively so that the child is not aware that every time he has a lesson
or does work, the teacher is writing it down. A wall chart in a cupboard or some out of sight
location can be marked with date and lesson opposite a child’s name or separate file cards may be
used but this takes longer to record. Ideally, each teacher becomes so familiar with each child that
an understanding of needs is established without referral to a written record. This comes with
experience.
Inexperienced teachers may be more comfortable working in only one or two areas at a time such
as practical life and nature, or sensorial and language. It is important for the teacher to feel
confident and secure even though ideally it is not the best plan to have children associate a
particular teacher with particular activities.
Probably the greatest problem in classroom management is in the area of discipline. The goal is to
assist the child in developing self-discipline. The most important rule to remember is that the teacher
must control the child who is unable to control himself yet give him opportunities to develop the
self-discipline he so desperately needs.
The general limitations of classroom freedom require respect for others and for the environment.
Specific limitations must be reasonable and enforceable and understood by all teachers and children
alike. Specific requirements are:
No physical aggression (including “hitting back”).
No taking of materials from another either with or without permission of the child in
possession. (Materials are taken from the shelf only.)
No interference with work or concentration on the part of teachers as well as children.
Never doing for the child what he is able to do for himself.
Children are expected:
To work only with those materials which have been presented to them.
To choose their own work.
To handle materials carefully and quietly.
To return materials to the proper location.
To avoid interfering with the work of other children.
To be kind to and considerate of all.
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It is the daily duty of the teachers to be consistent in enforcing the limitations. Inconsistency
undermines the entire structure of discipline. Teachers must abide by the limitations, for what is done
impresses children more than what is said. Make the expectations clear to the children by stating
briefly what is required but give only one statement at a time. Never read all the rules for they will
not remember them.
If a child has violated a limit, never say, “Why did you do that?” If several children are involved, say
to each in turn: “What happened?” Then reflect what each has stated. Usually the problem will be
solved by the children once they verbalise the situation. Remember that the focus is not on the child
but on the behaviour as being unacceptable.
When a child violates a limit, the teacher must respond immediately. Without raising the voice, state
the limit or rule to the child while keeping eye contact at his eye level, then continue to keep eye
contact for at least two seconds. Eye contact is absolutely essential. Ask the child to repeat what was
said, then say: “Do you understand?” If he says, “No,” give a brief explanation. If he says, “Yes,”
tell him it is not to happen again.
Never threaten or lecture but let the child know you mean what you say by a firm serious tone of
voice and expression. It confuses children to receive a serious message in a non-serious manner. Once
they realise that the teacher does mean what is said, violation of limits is eliminated except in those
unfortunate children whose home environment is so inconsistent and unstructured that testing
limits is the established behaviour pattern.
For those children who have difficulty in following limitations, the second violation does not require
a repetition of state of the rules. He knows the rule and further talking about it will not impress him.
On the second offense, lead the child to an isolated table where he may sit and watch others but
have no social contact. Although it is the adult inclination to do so, do not explain to the child what
is happening. These children tend to have past experience of too much lecturing and no action. After
a few minutes of sitting quietly at the table, the teacher returns and tells the child he may go back
to work.
The child who repeatedly violates limits may need to sit in an isolated area but should be made
comfortable and treated gently and lovingly. If he has not yet acquired the ability to concentrate, he
should be given an interesting toy or a simple task that would be too easy for others of his age
group. In the first Children’s Houses: “the isolated child was always made the object of special care,
almost as if he were ill.” (Montessori Method, Chapter V, on Discipline). Any attention that the
teacher has to give him must be given warmly but very quietly. “Isolation” only means withdrawal
from the over-stimulating closeness of other children. This child must not be left completely alone
but must have the reassuring presence of an adult near him.
Serious problems, not only in behaviour but also in hearing, speech, vision or movement, should be
called to the attention of the parents for evaluation and remediation, by professionals. Any child who
continuously disrupts the classroom and who shows no improvement should be dismissed from the
school in all fairness to the other children as well as the teachers who must spend an inordinate
amount of time controlling one individual. Before this last resort, however, there should be
consultation with the family doctor who may be able to find a physical cause for the behavioural
disorder. Possible causes range from food allergies to incipient diabetes or other glandular
malfunctions and these possibilities should be investigated before psychological or emotional
causes are deduced.
Classroom operation is facilitated by having written statements for parents concerning arrival and
departure times and procedure, items the child may and may not bring to the school, conferences,
observation of classroom, people to contact in case of emergency. It is just as important to inform
parents about their requirements, as it is to make classroom expectations known to children.
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UNIT 6.3
Preparing the Child for the Future
The aim of education, as Maria Montessori saw it, is to prepare the child for life. She set out to give
him the skills and attributes which are necessary to live life to the full and fulfil his own individual
potential. Her method does not set out to provide recruits trained for some socio-economic purpose
but to “lead out” habits and develop the human gifts innate in all members of our species. It is an
education of the “whole child”, not only the mind, but also the body, heart and spirit.
We are well aware of the vital importance of the first period of development (0 - 6) — it is the
foundation on which all future development is built. In this period, the child is endowed with an
absorbent mind. He absorbs his environment and from it he creates his intellect, character and
personality. He learns about his world and becomes adapted to his time and place in the natural
order of things.
He develops from quite a helpless little baby to a strong, energetic child who physically is very
capable and independent.
From the baby who felt secure with his immediate family, the child by 6 years of age, has developed
the basic social graces and skills, and is now a member of a cohesive society. The basis for sound
emotional and spiritual development has been established through the child’s sense of security in his
environment and the self esteem he has built up.
All patterns for future thought and behaviour are firmly established by 6 years of age. In a
Montessori classroom, the child has learned “how to learn”. He has explored the world through his
senses and has come to understand through his own activity. He has had the freedom to follow his
natural curiosity, to work at any task for as long as he needed and at his own individual pace. He has
organised his own learning programme, helped by his innate drive and the prepared environment.
The child of 6 years of age has become physically independent. On this basis, he can continue his
drive towards adult independence. By 12, he will make his own moral decisions and by 18 he will
become socially and perhaps economically independent. By 6 years of age, the child in a Montessori
environment will be normalised. His ability to concentrate will be established, as will his power of
self-discipline. His attitude to work and his sense of self-responsibility will be fixed. He has developed
a love of learning and enjoys work. Once established, these attitudes are his for life. Due to the cosmic approach in education, the child has had a broad introduction to knowledge. Later in life, he will
find his own particular fields of interest and will have the confidence and knowledge to choose. As
a member of society by cohesion, his care and empathy for his group has laid the foundations for a
strong social sense and an ability to adapt to adult life in society. Through the freedom and
independence he has experienced in the nursery class, the child of 6 years has established self
confidence and self respect which will help to carry him through any obstacles or problems he will
meet in life. He has been respected and valued as a unique individual in the nursery and in turn, he
has learned to respect his peers and adults, his own work and theirs, and his environment.
All this can be achieved in a relatively short span of years, given the proper environment. These
formative years can never be regained; opportunities missed in this first period can never fully be
compensated. If we want our children to develop their full potential as adults, we must not wait until
they are nearly adults. Maria Montessori, among others, has shown how each stage of development
is dependent on the previous and all hinges on these vital early years. How better can we prepare
the next generations than by giving them a prepared Montessori Nursery environment?
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UNIT 6.4
Children at Risk
Violence within a family context is not a new or unknown phenomenon and it occurs across all social
classes and cultures (Orr 1985). Essentially it can be seen as a misuse of physical and economic power
and, therefore, the main victims within a family context are women, children and the elderly.
Child abuse is one type of violence within the family. It falls into four main categories, though
often these overlap.
1
Physical violence
2
Physical and emotional neglect
3
Emotional abuse
4
Sexual exploitation, which includes incest, child rape, paedophilia and child prostitution.
Initially child abuse was described in terms of physical injury. Kempe 1962 described the ‘Battered
Child Syndrome’—any child with unexplained bruising, wounds, fractures or brain injuries that did
not correspond to the explanations given by the parents. That definition has been considerably
widened and today it includes children who are the victims of acts that are more difficult to prove
because they leave no physical trace. Recently professional awareness of sexual abuse of children has
developed. It has now been recognised as a separate and significant problem in its own right, albeit
linked to the well-documented phenomena of physical and emotional abuse of children.
Child abuse is nothing new. Art and literature clearly indicate a pattern of cruel and violent
behaviour towards children. For example, Dickens and Bronte describe, very graphically, the
ill-treatment of children in the 19th Century. There has been a change from the time when children
were thought of ‘as small immature adults who wore adult clothes and shared the games, stories,
work and sexual jokes of adults’ (Aries 1973) to the angel face full of innocent pranks. Freud had a
role in this when he pointed out the importance of early childhood experience for later development.
Childhood is now recognised as an important stage in man’s development, a stage to be protected.
“They were married and lived happily ever after.” There is a tendency, even amongst professionals,
to cling to this stereotype, even though evidence shows that often family life can be stormy and
dangerous. Conflicts can arise in the ‘normal family’ for many different reasons. For example, it is
difficult, not easy, to live intimately and loving with others in the family (Roberts 1982). We bring to
our new family our past experiences of our family life. This can lead to different expectations and
cause conflict. Society also places certain expectations on the family. There are certain roles for men
and women. Men are expected to work, therefore, unemployment is a severe blow to social status.
Again is it a normal expectation that family members continue to have power over, and have a right
to influence other family members? Maybe if the expectations of the more powerful members are
not satisfied they may resort to force in order to get the desired response. “Because I say so,” is a
common saying. Physical discipline is used in our culture to socialise children. John and Elizabeth
Newson in their study found that 97% of the children they studied in Nottingham were hit every day
and this was seen as normal child rearing practice (Newson 1968). So one can see that abuse in
families cannot be explained simply by saying that it is the result of individuals who are selfish, sick,
mad, violent or sadistic. This would explain only a small part of it. Most abuse is much more
complicated and to try and explain it requires us to examine not only individuals, or specific families,
but also the wider social context of family life and also to understand the nature of conflict and
violence. One must recognise the inherent conflicts, frustrations, and therefore, threats that are built
into family life. As Kempe stated, it is surprising not that there are so many battered babies that there
are so few.
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How can we help avoid the problem or prevent it?
1
By educating young people about the frustrations and difficulties of parenting.
2
By antenatal preparation for the emotional aspects of childbirth and childrearing.
3
By identifying potentially abusing parents and helping towards reducing stress.
Educating young people about the frustrations and difficulties of parenting:
By being involved in Health Education in schools we can stress the skill and hard work involved in
obtaining a fulfilling and emotional relationship. It is important not to confine the teaching of
children about parenthood to ‘mothercraft’ this rarely touches on what you do if you find your child
detestable and unlovable. To expect that family life will be a bed of roses will prevent the teaching
skills for coping with family conflicts. Again if children are to be protected more effectively against
sexual abuses they have to recognise when they are at risk. By just saying beware of strangers leaves
them more vulnerable.
Antenatal preparation for the emotional aspects of childbirth and childbearing:
There is evidence to suggest that many women do not know what to expect in relation to
pregnancy, labour, childcare and breastfeeding. Adequate preparation for motherhood is vital.
Kempe states that a lot is taught about “Mothercraft” but very little about mothering. By this he
meant the sensitive, generous and individualistic approach to the young child by a very tender
mother or father prepared to give promptly and predictably whatever the baby needs in the way of
individual attention, food and comfort. (Kempe)
Family
1
Chaotic—with social and familial chaos and multi agency involvement.
2
Conflict avoidance—with rigid personal boundaries and difficulties in relation to sex.
Social Factors
1
While child abuse occurs in all sections of society without distinction (Kempe 1971) the
lower socio-economic groups seem to be subject to special environmental stresses and
strains associated with socioeconomic deprivation and discrimination. Middle-class
parents are spared the daily tensions and pressures of life in poverty. It is not surprising
therefore that child abuse is more common in the former.
2
Abusing families tend to be isolated physically and emotionally (Schneider 1972) so they
have no one to trust or to call in a crisis. They tend to use social, family and
professional support systems poorly.
It is important that the “at risk” factors are identified as far as is possible in the neonatal period.
Kempe states that 76% of potentially abusing parents can be identified within 24 hours of birth. In
a study in Oxford over half the women later referred by a social worker for actual or threatened
abuse had been seen in hospital at the time the abused child was born. (Lynch 1976)
Some examples of programmes which could help towards preventing abuse are those which deal
with community awareness, e.g. involvement with women’s groups, or holding workshops to
educate parents, teachers and other concerned adults about child abuse. As stated earlier, often
potentially abusing parents have little understanding of child development. One excellent
programme which addresses this issue in Ireland is the Early Childhood Development Programme.
The Early Childhood Development Programme which Public Health Nurses in the Eastern Health
Board have been involved in since 1981 is a far reaching initiative which gives skilled support to
parents of young children at the most vulnerable time in their lives, before childhood and in the early
years of childhood. The focus of the programme is on nutrition, language, social and cognitive
development as well as health and self-esteem.
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UNIT 1
Practical Life Exercises
Recommended Reading
The Discovery of the Child
Secret of Childhood
The term ‘Practical Life’ is used to describe exercises which help the child to develop the skills
needed for everyday practical living. They form the foundation of the Montessori system. Just as the
Nursery classroom is an extension of the home, these exercises are an extension of the work of the
home. Between 2 1/2 and 3 1/2 years of age, the child has an intense interest in practical
housework. In the Nursery class, he is shown how to carry out these exercises in the best possible
way. Because of his independence the child builds up a good self image, a sense of self worth and
an attitude of responsibility. These simple exercises help the child to gain independence within a
prepared environment, to have control of the movements and help him take care of the
environment. The teacher first should carry out the exercises himself, using little movement and as
few words as possible before demonstrating the exercises to the child. He should look at the
movement through the eyes of the child and try to anticipate difficulties. The teacher should
familiarise himself completely with the exercise, then demonstrate it to the child.
These exercises develop the human function of the unity of thought, will and actions. In carrying out
those exercises, the child forms a habit of conscious constructive activity. These exercises encourage
a sense of order. A sense of order is necessary for growth and communication and is important for
the child between the ages of 3 - 6 years.
Everyday habits and customs vary in each part of the world so each teacher will decide the Practical
Life Exercises that are the most suitable to her environment. Dr. Montessori saw that all cultures have
their own Practical Life activities. “The adult perfects the environment. The child perfects himself.”
(The Absorbent Mind)
The adult does the exercise for the sake of looking after the environment and the child does the
exercise for inner development. However, it is important to note that the older child does the
exercises for a tangible purpose. The purpose of the exercises is not only the visible end result, but
the invisible—the psychic construction going on within the child, evidence of which we seen in the
child’s desire to repeat the exercise and his growing ability to concentrate.
Movement
Voluntary repetition of movement is of the utmost importance for mental development. The hand
should be active in any learning experience. One knows from one’s own experience how frustrated
and upset the child becomes when the adult prevents him from carrying out what nature has
decreed and how persistent frustration may induce deviation in behaviour.
“Man takes possession of the environment by the hand and transforms it as his mind
directs, thus fulfilling his mission on the great stage of the Universe.”
(The Absorbent Mind)
Dr. Montessori used the term “synthetic movement” when speaking of the exercises in Practical Life.
This is a movement directed and ordered by the intellect to an intelligible purpose.
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Normalisation:
Practical Life exercises are a major factor in a Montessori classroom and promote mental, physical
and moral development and help normalise the child. The normal child is capable of standing alone,
possesses self image, self knowledge, is independent and has self- esteem. Normalisation comes
through concentration. The child is provided with motives for activity by the practical material which
provokes his interest. The Practical Life exercises guide independence, control of movement,
concentration, inner discipline and a sense of order, all of which bring normalisation, which is the
basic foundation for complete development. A normalised child can help other children, learn to to
appreciate his own culture, learn skills which enable him to cope in his own culture, learn to use tools
of different trades. Each exercise is a real piece of work, thus lending itself to purposeful activity in
the environment; for example, sweeping the floor, arranging flowers, washing dishes, polishing a
mirror, etc.
The teacher should “teach teaching—not correcting’ (The Absorbent Mind). By this, Dr. Montessori
meant that the imperfections of a child when carrying out an exercise should not be corrected in the
middle of such an exercise. To be corrected at this time may result in the child developing a
defensive reaction. Another lesson at a later date, without reference to the imperfection, should help
the child. As the child works with the Practical Life Exercises the motive for perfection may take place
as the ‘synthetic movements’ develop and the child begins to concentrate and discovers the control
of error in his materials.
The Practical Life exercises are numerous and cater for the children from two and a half years
upwards, becoming more complicated as the child matures. Dr. Montessori said:
“The more complicated civilisation becomes, the more important it is to give our
children a particularly prepared environment.”
The exercises are divided into four main groups, though some exercises may overlap.
1
Care of the Person
2
Care of the Environment
3
Movement
4
Social Skills
General Note on the Practical Life Exercises
•
The teacher demonstrates each exercise with the minimum of essential movement,
using as few words as are necessary.
•
Most of the exercises are presented to the individual child.
•
Order. The teacher is the custodian of the prepared environment and should see that
all materials are complete, clean and kept tidily together.
•
Materials are set out in the classroom according to the group to which they belong, i.e.
Care of the Person.
•
An intelligent approach sees that the material is well handled and used only for the
purpose for which it is designed.
•
Observe the child and guide where necessary.
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The Functions of the Practical Life Exercise
•
To grow in self knowledge
•
To develop self esteem
•
To grow in independence
•
To gain knowledge of the environment
•
To develop motor perception and perfection of movement
•
To develop a sense of responsibility
•
To absorb the cultural habits of one’s own society
•
To foster cooperation
•
To establish order
•
Through repetition of an exercise, concentration is developed
•
Normalisation, which is developed through concentration
Care of the Person
These exercises isolate and teach skills which the child needs to be able to look after himself, thus
fulfilling his need for independence, developing self-esteem and maintaining his dignity.
List of Suggested Exercises:
Personal Hygiene
1
Washing hands
2
Brushing teeth
3
Brushing/combing hair
4
Blowing nose
5
Proper use of toilet
Care of Own Property
1
Hanging up clothes
2
Folding clothes
3
Polishing shoes
4
Using fastenings on clothes and bags. (Dressing frames are provided to help the child
develop skill with many types of fastenings.)
5
Rolling up sleeves for messy work; using aprons and mats for same.
6
Sewing (for the older child). Preparatory exercises are introduced in the nursery.
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Hand Washing
MATERIALS
Apron
Table at the child’s height in a permanent position
Soap and a soap dish
Small attractive basin and jug
Fingernail brush and container
Hand towel
Bucket for used water
Sponge
Notes: There are a number of preliminary exercises needed for this exercise, e.g. filling a jug,
carrying and emptying a bucket, folding a towel. The wash table should be set up in a peaceful
corner of the room with a picture or a mirror on the wall.
Presentation
Put on the apron.
Fill the jug three quarters with water. Pour the water slowly and directly into the centre of the basin.
Pay special attention to the spout and watch for the last drop of water.
Place the empty jug next to the basin on the table. Listen for the sound of the jug as it is placed on
the table.
Immerse hands in the bowl palms up and then palms down. Give brisk downward shakes to get rid
of excess water.
Pick up the soap and rub on the hands. Rinse soap, give a shake and replace in dish.
Lather the hands, unhurriedly, washing all parts, paying attention to individual fingers, between the
fingers and wrists. Rinse all soap off thoroughly. Shake excess water off the hands.
Take the fingernail brush in dominant hand and the soap in other hand.
Wet both by dipping into water.
Rub a little soap on the brush with brush facing down.
Shake soap and replace dish.
Clean nails of one hand and then the other.
Rinse brush, shake, replace in dish.
Rinse excess soap off the hands.
Place palms together and fingers downward, watching the water drip off into the basic.
Open the towel.
Dry hands individually and thoroughly. Hang or fold the towel. Replace with a dry towel if needed.
Pull out the bucket
Grasp bowl with both hands and empty the water slowly into the bucket, watching for the last drop.
Pour the rest of the water from the jug into the basin then pour it into the bucket.
Hold the bowl with one hand and wipe it out with a sponge or cloth. Look to see if the bowl is dry.
Place the jug inside the basin.
Move the material to one side of the table. Wipe the table with a sponge or cloth using a downward
motion from top to bottom.
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Pull all the material back in its proper place. Take a floor cloth, look for drips on the floor and clean
floor if necessary.
Carry the bucket with both hands to the sink and empty it.
Wipe the bucket dry.
Hang up the apron.
Exercise:
The child does the exercise as presented.
Control of Error
The size of the jug for the source of water should be smaller than the bowl.
Seeing water spill on the table, floor, etc.
Sound of jug when placed on the table.
Amount of soap used.
Points of Interest
Pouring of water—watch for last drop.
The feel of the soap
The soap bubbles
The scent and colour of the soap
The scent and softness of the washed hands
The feel of the water
The order of the material when finished
Putting soap on the nail brush without spraying
Purpose
To teach the child to attend to his personal hygiene.
To give the child a peaceful activity where he can get into a meditative mood.
To develop: a) Order; b) Co-ordination; c) Concentration; d) Independence.
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Washing the Hands
2.
1.
3.
5
4.
6.
96
1.
Nail Brush
2.
Soap
3.
Jug and Bowl
4.
Cloth
5.
Towel
6.
Bucket
Care of the Environment
The children are shown the routine tasks to be performed in the environment. Through freedom to
carry out these simple tasks they become responsible. A ‘job rota’ can be made out by the teacher
so that each child has a responsible task to perform for the good of the whole. Can anything be
more satisfying to a child than the knowledge that “I did it myself.”?—a satisfaction which Dr.
Montessori described as ‘valorisation of the personality’, giving the child a sense of his own value or
worth.
List of Suggested Exercises:
Scrubbing tables / chairs
Washing / drying dishes
Putting away / tidying
Mopping up
Sweeping / dusting
Caring for plants and animals
Arranging flower
Scraping / washing vegetable
Pouring and spooning
Polishing
Washing and hanging out clothes, etc.
Caring for the garden
Setting a tray
Folding
Ironing clothes (the iron for young children is light and kept at a very low temperature.)
Folding
Material:
One set of four squares of plain material where the line to be folded is marked in stitching.
Another similar set of 4 squares of plain material (different colour) unmarked.
Presentation:
Take the first square of Set 1 to the child’s table. Having introduced the exercise, show the child how
to fold the material, carefully placing corner to corner and running fingers along the crease.
Exercise:
The child does as shown. When he can fold this piece, one unmarked square from Set 2 introduced
and he is invited to fold it in the same way. As the child is ready, the next pair of squares is added to
the exercises.
Eventually he is shown how to fold a variety of clothes.
Control of Error:
If properly folded, the stitching in Set 1 will be on the fold.
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Purpose:
Care of the self and environment
Co-ordination of movement
Independence
Concentration
Note:
The child uses his new skills in the classroom, folding towels, polishing cloths, clothes, etc.
Folding
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Practical Life Exercise for Movement
These exercises aim to develop the child’s manipulative skills. “The hand is the instrument of the
brain.” Maria Montessori
Movement is basic to all intellectual development. We start by training the gross motor movements
and as the child’s co-ordination improves, introduce exercises which develop and refine the finer
movements.
List of Suggested Exercises
1
Rolling and unrolling (floor mats at first, then table mats)
2
Sitting on a chair
3
Moving quietly in the classroom
4
Carrying chairs / tables / books / scissors
5
Handling books
6
Pouring
7
Folding
8
Opening and closing doors / boxes / bottles / nuts and bolts
9
Using keys
10 Hanging up things
11 Threading (large objects at first, then progressively smaller)
12 Sharpening pencils
13 Exercises with various sizes of tweezers (training the pincer grasp).
14 Squeezing with the whole hand
15 Cutting with scissors
16 Walking the line
The Scissors
Show the child how to handle and use a pair of scissors. These scissors should have a rounded point
and they must be quite sharp. Make sure the scissors are child-size. Talk about the scissors amongst
the children; show them how to pass them. Emphasise the correct purpose of a scissors in the
nursery—cutting paper, etc., which has been designated for use.
Material for Cutting Exercises
Heavy card and sharp scissors
Presentation:
Hold the scissors in dominant hand and piece of card in the other. Open and close scissors on the
edge of the paper in order to make a fringe.
Exercises
The child does as shown.
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Stages of cutting:
Cutting around a page—fringing
Cutting along a straight line
Cutting along a line as far as a dot (the dot is the control)
Cutting a zig-zag line. Cutting a zig zag line as far as dot.
Cutting along a curved line. Cutting along a curved line as far as dot.
Control of Error:
The paper is cut along the line.
Note:
Cutting requires good co-ordination and strength. These skills are practiced first before cutting is
introduced.
1
2
3
4
5
6
7
100
Social Skills:
These exercises help the child to conduct himself politely and with dignity in society and in
company. They vary according to the accepted norm of the child’s native culture.
Suggested List of Exercises
1
Table manners
2
Polite greeting
3
Shaking hands
4
Asking for something
5
Expressing thanks
6
Apologising / excusing oneself
7
Knocking door
8
Speaking softly yet audibly
9
Approaching person to speak / not shouting across the room
10 Waiting turns
11 Sneezing/coughing/yawning in company
12 Helping people if they drop something
13 Moving past blocked space
14 Respect for others’ work and possessions
15 Walking in line or in twos
16 Disposing of litter
17 Avoiding waste—food, water, paper, etc.
Walking the Line
Material
A line one inch wide, painted or taped in white on the floor in an ellipse as large as the
classroom will allow.
Small flags of different nations
Small bells
Weights on the end of string (i.e. small bags filled with sand)
Smaller cubes from the pink tower
Shallow flat baskets
Small wine glasses filled with coloured water
For Outdoor Use: A raised plank 10 cm high.
Presentation
The teacher shows a few children how to stand on the line, and space themselves at equal distances
around it. She shows the children how to walk along the line, placing the whole of the foot on the
line. They are encouraged to take smaller and smaller steps, until they can walk slowly, heel- to- toe.
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Over a period of time, they are introduced to various exercises which keep their interest and
encourage them to walk correctly.
a)
They are given a flag to carry. They are told to hold it high. This helps them to walk with
their heads up, without looking at their feet.
b)
They are given a bell, they must carry it without letting it ring.
c)
They have a weight on a string to hold out vertically to one side, they must not let the
weight swing.
d)
They have flat baskets to carry on their heads without using their hands.
e)
They carry a few of the smaller cubes of the pink tower with two hands, without
dropping any.
f)
They have a small wine glass filled with coloured water, without letting any water spill.
The objects should be kept where the children can choose the ones they want and change them
when they wish to do so.
This is NOT a musical exercise but quiet tunes, without any marked rhythm, can be played at the
same time. The exercise can also be done without music.
Another Exercise
The teacher shows the child how to walk on the plank. This may be used indoors or outdoors.
Exercise
The child does the exercise as demonstrated.
Purpose
To develop perfect balance.
The Silence Game
Children love the silence game. They are interested in silence. They like to listen to noises which one
does not normally hear, i.e. the ticking of a clock, shuffling of feet etc.
When you wish to introduce the game, ask the children to be really quiet. When there is no talking,
or movement, you can commence. The children must understand that to get silence they all must be
very still. Call the children’s names one by one and they come quietly. It is important to call every
child. If someone does not hear his name, call some of the other children, then call his name again.
The children need to listen in order to hear their names. It is important that the teacher allows
enough time for each child’s name to be called. The teacher should aim at the maximum silence
possible in any class.
As soon as the children understand the exercise a card on which the word ‘silence’ is written is hung
face to the wall in the classroom. The teacher or one of the children can turn it around when they
want to play the silence game. Silence will quickly spread through the room without a word being
said. There is no need to draw attention to the silence sign. The teacher herself must call the
children’s names.
The silence game must never be played in order to get peace in a noisy classroom. It is not possible
to play it with a new class that is still disorderly. Before a child can play the silence game, he should
have the ability to keep still. He should have done the exercises for the control of movement, e.g.
moving chairs quietly, scrubbing tables without spilling water etc. The teacher should be familiar to
the children so that they trust and obey her.
The children should have developed a social conscience and be kindly towards each other before
joining the games. They then contribute to a collective silence.
According to Dr. Montessori, the Silence Game is a spiritual, relaxing experience which must not be
broken off abruptly and she said it left the children happy, calm and rested.
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Stereognostic Exercises
The stereognostic sense is the sense by which we recognise size and shape in space, i.e. by using
both tactile and muscular senses to gain sensorial impressions.
Sorting
1
Use objects of three dimension such as Cubes, Spheres, Cylinders, Prisms. Each set should
be a different size, shape and colour.
2
Various sets of objects similar in shape but not in size or colour. For example, buttons.
Each size should be in a different colour.
3
Objects differing in size and shape, such as beads, grain etc. Each set should be kept on
a sorting tray.
Presentation
The child is shown how to feel each object and separate them according to shape. He may close his
eyes or use a blindfold.
Trays 2 and 3
These may be introduced to the child when the teacher observes that he/she is ready for them.
CONTROL OF ERROR: Colour for Tray 1 and 2. Shape for Tray 3.
Secret Bag or Mystery Bag
Material
Small or large bag with a drawstring
A blindfold
A variety of objects that appeal to children, e.g. model animal, a car, a shell, a spoon, a lock, etc.
Presentation
Group exercise
The material should be between the teacher and the children on a table.
Introduce the the lesson as a game.
Take the objects out of the bag for the children to see.
Get the children to identify the objects.
Place all the objects in the bag, reminding them of the names of the objects.
With eyes closed, take an object out of the bag and feel carefully along its surface, using the
stereognostic sense.
Identify the object. Invite a child to repeat your action.
Give each child the opportunity to identify an object making sure every child has a turn. A blindfold
may be used instead of closing the eyes.
At a later stage, the teacher changes the objects in the bag and asks the child to identify them
without seeing them.
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Use any three dimensional shapes (that the children would be familiar with) that differ in size and
shape. Allow the children to work together if they are familiar with the secret bag.
Purpose
Education of the stereognostic sense.
Development of the child’s power of discrimination.
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UNIT 2
Sensorial Education
The child in the first stage of development, 0 - 6, has a different type of mind. The child learns about
his world through experience gained by interaction with his environment. He constructs his
intelligence through his senses. To help the child learn to his full potential, we should help to
educate and refine his senses.
This new approach to education was regarded by Maria Montessori as her ‘initial contribution to
education and the key to the continuation of her work”.
When the child comes to class (about two), he has got these impressions from the environment via
his senses which are his points of contact with the world. Often these impressions are not ordered
or organised. The child must know what he is experiencing, otherwise he has “eyes that do not see
and ears that do not hear”. He must be educated to discriminate and appreciate the vast range of
sensorial knowledge which he has accumulated subconsciously. He is now ready for the rediscovery
of his environment, and his inner wealth of impressions. Our role is to educate these senses through
the material. The materials aim at refining the child’s senses (the mans by which he understands his
world) and at assisting the child’s self-construction and psychic development. They help his growth
by providing the child with stimuli that capture his attention and initiate a process of development.
“The first essential for the child’s development is concentration.”
(The Absorbent Mind)
In order to serve the purpose of internal psychic development the material must correspond to the
child’s inner needs. This means that any individual material must be presented to the child at the right
moment of his development. Montessori suggested age levels for introducing each of the materials
to the child. However the sensitive moment for the introduction to any individual child must be
determined by observation and experimentation. The Teacher watches for the quality of
concentration in the child and for the spontaneous repetition of his activities. This indicates the great
work of construction that is going on within the child.
Suggested Reading
The Absorbent Mind
The Secret of Childhood
The Discovery of the Child.
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The Sensorial Materials
The material consists of a series of objects grouped together according to some definite quality
which they possess, e.g. colour, shape, dimension, sound, texture, weight, temperature.
The aesthetic quality appeals to the young child.
It lends itself to purposeful activity, removing, replacing, grading and matching. Children learn
through activity.
When Dr. Montessori first started to work with the materials she noted:
a)
How often the child returned to it.
b)
What was the child’s reaction.
c)
The effect it had on the child’s total development.
The materials have specific aims:
a)
To isolate the sense being taught (refined).
b)
To be activity provoking.
c)
To be self-correcting.
d)
To lend itself to grading and pairing.
e)
To be attractive to the child and draw him to work.
Because of this, they must by used to in a specific way. Maria Montessori realised that by
developing to the fullest the potential of each sense, we could then introduce their interactions with
one another and their coordination. He absorbs the basis of the decimal system.
The aim of the sensorial materials is twofold:
1)
To make the children aware of everything around them, by sharpening the senses.
2)
To help the child’s inner development.
In this way the senses are naturally stimulated and the intellect will develop naturally. “Nothing
comes into the mind that does not first come through the senses.”
In using the Sensorial materials we must remember:
a)
Never to overload the child (as this may distract the attention of the child and render
the exercise mechanical) but build up knowledge systematically.
b)
To help the child to compare and discriminate the various impressions recorded through
the senses.
c)
The more the child repeats the more he stabilises his knowledge and develops his
psychic nature.
d)
It is essential that the teacher uses as few words as possible so that she more readily
conveys the quality in the material. (The lesson must be presented in such a way that
the personality of the teacher shall disappear.—The Absorbent Mind)
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The Cylinders
Material
Four plainly varnished wooden blocks containing ten cylinders each. The cylinders vary in dimension
regularly.
Block 1
The cylinders vary in all dimensions. Each cylinder increases or decreases by .5cm on each dimension
from the preceding one. The tallest cylinder is the thickest and the smallest is the thinnest.
Block 2
The cylinders vary in all dimensions as in Block 1, but the tallest cylinder is the thinnest and the
smallest is the thickest.
Block 3
The cylinders vary in diameter by .5cm from the preceding one. They are all the same height.Block 4
Cylinders vary in one dimension: height. Each cylinder increases or decreases in height by .5cm from
the preceding one.
Presentation
It is not essential to present the cylinders in any particular order but Block 1 and Block 2 are the
easiest and Block 4 is the most difficult. The control of error is clear in 1, 2, 3 but not so obvious in 4.
Invite the child to come to the shelf, take a block to the table. Sit beside the child and place the block
of cylinders between the child and teacher with sufficient space in which to work.
Take out the cylinders beginning at the left and holding the knob of each between thumb and first
two fingers. (Mix the cylinders on the table in front of the block.) After a short pause replace the
cylinders in correct holes choosing them carefully in order of size, from left to right. Invite the child
to try.
Exercise
The child does the exercise as shown. He can now use any set without a further lesson. When a child
can do each set well, he can be shown how to use two sets together, placing the blocks in an
inverted v or parallel mixing the cylinders from both in the limited space thus made and then
replacing them.
Then he can work with three sets. Place them on the table in the form of a triangle, mix and replace
them.
Finally he can use all four sets which he places in the form of a square, mixes all the cylinders inside
the square and then replaces them.
Purpose
Visual perception of differences in dimension.
Awareness of dimension, leading to observation of the environment.
Coordination of movement.
Indirect preparation for writing. (The fingers and thumb which hold the pencil are used to hold the
knob.)
Concentration.
Sense of order.
Control of Error
In Blocks 1, 2, 3, the cylinders cannot all be replaced unless each is in its correct socket. In Block 4
all can be replaced , so the control of error is visual alone.
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1
2
3
4
108
The Pink Tower
Materials
Ten pink wooden cubes varying from 1 cubic cm. to 1 cubic decimetre.
A floor mat
Presentation
Ask the child to spread mat on the floor. Mix the cubes on the mat. Build a tower beginning with
the largest cube. Choose with deliberation.
Grasp cubes from above with one hand—(with thumb and two middle fingers on opposite sides,
index and little finger being on the other sides) giving a muscular impression of size.
Place each cube concentrically on the previous one in one movement.
Observe the tower when built.
Take the tower apart before inviting the child to work.
Exercise 1
The child repeats the exercise as shown.
Exercise 2
When the child has mastered this exercise, show him how to build a tower with two ledges towards
the child and two other ledges exactly even. Move the smallest cube around the the ledges from the
bottom to the top. (Relationship in cubic size.)
Purpose
Visual and muscular perception of dimensions.
Awareness of dimension, leading to observation in environment.
Coordination of Movement.
Concentration.
Sense of Order.
Indirect preparation for Mathematics (decimal system).
Control of Error
The tower will fall over if badly built.
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Pink Tower
110
The Broad Stair or Brown Stair
Material
A floor mat
Ten brown wooden prisms which are all the same length but vary in height from 1 cm to 1
decimetre
Presentation
Ask the child to place mat on the floor and help to carry the prisms. Mix them on the mat. Arrange
them in order of size to form a stair starting with either the narrowest or broadest prism. When the
stair is built, run your fingers lightly down the stair and along the edge to make sure that it is even.
Later move the smallest prism along each step of the stair in turn to show the relationship in size of
the prisms.
Purpose
Visual and Muscular perception of dimension.
Awareness of dimension leading to observation in environment.
Coordination of movement.
Indirect preparation of Mathematics (decimal system).
Concentration.
Sense of order.
Control of Error
Visual perception of error. The child also can feel any irregularities.
Broad Stair
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Long Stair or Red Rods
Material
A floor mat
Ten red wooden rods of the same thickness which vary in length from 1 decimetre to 1 metre.
Presentation
Ask child to place mat on the floor and help to carry the rods vertically to mat. Mix the rods on the
mat. Build the rods in order of length to form a stair beginning with either the longest or the
shortest. The ends on the left side must be exactly even.
When selecting a rod, place it on the mat and bring the first two fingers of the dominant hand
exactly along it, from left to right, to get a muscular impression of length; then place it in position.
Exercise
The child does the exercises.
Later, the teacher moves the shortest rod up the stair to show that the difference between any two
rods in succession is always one rod. (Indirect preparation for counting.)
Purpose
Visual and muscular perception of length.
Awareness of dimension in the environment.
Coordination of movement.
Indirect preparation for Mathematics (decimal system).
Concentration.
Sense of order.
Control of Error
Visual perception of error. The child also can feel any irregularities.
Long Stair
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Using the Pink Tower, the Broad Stair and Red Rods together
The child is encouraged to use these materials together to constructively explore dimension.
The child may build the Broad Stair then the Pink Tower beside it to see the relationship between the
cube and the prism.
Later he may take the 3 sets, Pink Tower, Broad Stair, and Long Rods together and build all of them
side by side. He compares size and dimension.
These are exercises in comparing and discriminating, usually carried out by the older child.
Knobless Cylinders
Material
4 Boxes, each containing a set of 10 cylinders—colour coded.
Boxes relate to cylinder blocks 1 - 4.
Presentation
Show the child how to use one box.
The cylinders may be compared to the corresponding block.
The cylinders may be graded on a table or built into a tower on a mat on the floor.
Later several boxes may be used together.
Purpose
Exploration of dimension.
N.B.
This material is introduced at a later stage than the cylinder blocks.
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Box 1
Primary Colour Red Blue Yellow
Box 2
Box 3
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The Colour Boxes
Material
Box 1
3 Pairs of wooden tablets finely wound with silk thread or painted in the primary colours - red, blue,
yellow.
Box 2
11 Pairs of Tablets in red, yellow, blue, orange, green, purple, pink, grey, brown, black, white.
Box 3
Tablets in six to eight shades of nine different colours in a box with a partition for each colour: crimson, brown, grey, purple, orange, green, yellow, red, blue.
Presentation
Box 1
Select a suitable table. (Neutral colour)
1
Familiarisation
Take Colour Box and, removing the lid, place the tablets in disarray on the table. Hold each tablet by
the lower corner using the thumb and the first two fingers of the dominant hand. Do not touch the
coloured section when holding the tablet. Replace in box and invite the child to do.
2
Matching
Ask the child to remove tablets from Colour Box 1 and place in disarray on table. Then show how
to match the 3 pairs. Child repeats the exercise.
Box 2
Exercise 1
When the child can do Box 1, he progresses to Box 2. He is invited to match the 11 pairs of tablets
in the same way as he did with Box 1.
Exercise 2
When the child can match and pair the colours, he is taught the names of the colours by using the
Three Period Lesson.
Exercise 3
The child is invited to choose a colour and remove the set of tablets. Teacher shows how to arrange
them in gradation, beginning with either the lightest or the darkest. Work from left to right.
The child uses just one set of shades at a time.
Later he is shown how to make a wheel of colour.
Exercise
The child uses the boxes as shown.
Purpose
Perception of colour
Aware of colour in the environment
Appreciation of Art work
Coordination of movement
Concentration
Sense of order
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The Three Period Lesson
The purpose of the Three Period Lesson is to teach new concepts in a repetitive way, thereby
helping the child to better understand the materials as they are presented. This also aids the teacher
in seeing how well the child is grasping and absorbing what is being shown to him. These three steps
should be used with every initial demonstration of the materials. If the child does not seem to
understand one of the periods, begin again, always making sure that one step is fully understood
before going on to the next.
First Period—Naming of Object
Each object is shown in isolation. The child is given the association between the object being shown
and its name.
This is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Second Period—Recognition of Name
Two or three objects are shown. The child is asked to make a choice.
Show me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Third Period—Recall of Name
Each object is shown in isolation. The child is asked to remember the name himself.
What is this? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Sound Boxes
Material
A box containing 6 red cylinders. Each cylinder makes a different sound when shaken.
A box containing 6 blue cylinder, identical to the 6 red ones in all aspects except colour.
Presentation
Familiarisation
Using one box, the teacher demonstrates how to handle the material.
Exercise 1
Take the two boxes to the child’s table. Take out two red cylinders as different in sound as possible,
and the corresponding two blue cylinders. The red ones are placed to one side of the table and the
blue one to the other. The teacher than asks the child to shake one of the red boxes, listening to the
sound it makes and place it in the centre of the table; then shake the blue boxes in turn until he finds
the one which sounds the same as the red one. The teacher then shows the child how to put the
two together and how to find the other pair. When the child can match the two most contrasting
cylinders, his given the complete set to match.
Exercise 2
The teacher takes one box of cylinders to the child’s table, saying that she is going to show him how
to grade them.
She will then shake each cylinder in turn and place it to the left or right, according to whether it is
loud or soft. When she has them all in a row, she shakes each in turn to check that they are
correctly graded.
116
Purpose
To train the ear
To interest the child in sounds
Sound Boxes
Smelling Bottles
Material
Set 1
6 Pairs of opaque bottles containing liquid substances with distinctive smells, e.g. peppermint,
essence, coffee essence, lavender, eau-de-cologne, antiseptic, vanilla essence, etc. Place one or two
drops on the cotton wool ball in each bottle. The inside lid and base of each pair of bottles are
marked with a matching coloured disc.
Set 2
6 Pairs of opaque bottles with air tight stoppers or lids. The bottles are filled with dry substances
which have distinctive smells; for instance, dried lavender, herbs, coffee, spice cloves etc. There are
also matching discs on the lids and base of the bottles.
The dry substances can be sewn into a muslin bag.
Presentation
Familiarisation
Using one set, the teacher demonstrates how to handle the material.
Exercise 1
The child is shown how to match the two most contrasting pairs of smelling jars.
Purpose
To train the sense of smell
Aware of smell in the environment
Control of Error
When the exercise is finished, each pair should have the same colour disc on the base of the bottles.
117
The Fabrics
Material
A box with matching pieces of fabric cut into the same sized squares. Use various materials, e.g. silk,
nylon, linen, cotton, etc. Each set is a different colour.
Presentation
Familiarisation
The teacher shows the child how to feel fabric, using one set.
Exercise
Take two or three fabrics from each set, which are completely different in texture. Silk, muslin and
wool are suitable. Place pairs in disarray and show the child how to match them by touch. He is
encouraged to pair them with his eyes shut or by using a blindfold. When he can do this he can
match the complete set. Later he may learn the names of the fabrics using a 3 period lesson.
Exercise
The child does the exercise as shown.
Purpose
Development of the sense of touch.
Awareness of texture in the environment.
Control of Error
Each fabric is a different colour.
Fabrics
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The Rough and Smooth Boards
Material
Four wooden rectangular boards
Board 1
A board mounted half with very smooth paper and half with the finest sandpaper.
Board 2
A board with six strips of paper alternating rough and smooth.
Board 3
A board mounted with three or four strips of paper of different graded smooth textures.
Board 4
A board mounted with three or four strips of papers of different graded rough textures.
Presentation
Board 1
The child washes his hands in warm water, gently rubbing the tips when drying in order to increase
sensitivity. The teacher shows the child how to feel the first half of the board very lightly from the
top to the bottom, and then the other half, with the fingertips going over the whole area. He then
is given the terms rough and smooth.
Board 2
The child lightly feels the alternate rough and smooth strips of paper.
Board 3 and 4
The child feels the different textures lightly. These boards are used for vocabulary work: smooth,
smoother, smoothest, rough, rougher, roughest.
The child can be encouraged to close his eyes or use a blindfold and touch the boards, saying the
words to himself.
1
2
3
Exercise
The child does the exercises as presented.
Purpose
Lightness of touch
To refine the tactile senses
Awareness of texture in the environment
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The Touch Pairing Tablets
Material
Box of tablets mounted with strips of material of different textures and colours in matching pairs.
Presentation
Using the two most contrasting pairs, the teacher suggests to the child that he should shut his eyes
or wear a blindfold and, touching each tablet, should find a pair that feels alike and place them
together. When he can do this, he can work with the complete set.
Exercise
The child pairs the tablets.
Control of Error
Each pair is a slightly different colour.
Purpose
To refine the tactile senses.
Touch Paring Tablets
120
The Baric Tablets
Material
3 sets of wooden tablets of the same size which differ in weight by 5 grammes between each set.
Each set has a different colour.
Presentation
Familiarisation
Using the lightest and the heaviest set, sit opposite the child at his work table. Ask the child to hold
his hands off the table with his palms up and his fingertips bent slightly and spread out.
Place one tablet from the heaviest set and one from the lightest set on the fingertips of the child’s
left and right hands. Point to the light tablet and say “light” and likewise point to the heavy tablet
and say “heavy”. Repeat several times. Then ask the child to show you the heavy tablet and then
the light tablet. Get the child to place the heavy tablet in one pile and the light tablet in another pile.
The child must repeat the exercise in order to understand it.
Exercise 1
The teacher then does the exercise with the child mixing the two sets and asking the child to
identify the heavy and light tablets which are placed in separate piles. Two tablets must be used at
all times.
When the child is familiar with the baric tablets he then does this exercise with his eyes closed or
with a blindfold.
Exercise 2
The teacher does the same exercise, first using the lighter and medium tablets, then using the
heavier and medium tablets.
Exercise 3
The exercise is done using the light, medium and heavy tablets, which are sorted into three separate
piles.
Control of Error
Each set of tablets is a different colour.
Purpose
Perception of a small weight difference
Awareness of weight in the environment
121
Taste Bottles
Material
Box containing 2 matching sets of bottles. Each set contains substances which represent the range
of the human sense of taste.
Presentation
1
Take one set to the child’s table and show him how to use the material.
2
Take two pairs of contrasting tastes to the child’s table for matching.
3
Match the complete set of bottles.
Purpose
To develop the child’s awareness of taste.
Thermic Tablets
Material
Box containing 2 matching sets of materials, each with a different temperature to the touch, e.g.
metal, cork etc.
Presentation
1
Take one set to the child’s table and show him how to experience the temperature
with the flat of the hand or against the cheek. A blindfold may be used.
2
Take the two most contrasting pairs and show the child how to match them.
3
Take the complete sets to match.
4
One set of tablets may be graded from warm to cold or vice versa.
Purpose
To develop the child’s thermic sense.
Thermic Bottles
Material
Box containing 2 sets of thermic bottles, to be filled with liquid of varying temperatures.
Presentation
As thermic tablets.
122
The Bells
Material
Set 1
Eight white-based bells, one octave from middle C on the piano, a striker and a damper.
Set 2
Eight brown-based bells, giving the same notes as Set 1.
Set 3
Five black-based bells and five more brown-based ones, giving the sharps and flats.
Set 4
Board, coloured to correspond with a keyboard instrument.
Presentation
1
Using Set 1, show the child how to carry one set at a time so that the metal part is never
touched. Show how to hold and swing the striker freely so that it makes contact at the
rim. Show how to use the damper to stop one sound before striking the next bell.
Encourage the child to hum each tone as he strikes the bell.
2
Take four bells to the table, the white and brown G and C of sets 1 and 2. Strike one
bell then find its match. Put them together. Repeat this for the other pair. Then mix the
bells and encourage the child to pair them. When the child understands the exercise he
can work alone.
When the child can pair four bells, he can take more pairs. The teacher encourages him
to hum the note the bells make, as he strikes them.
3
When he is pairing all the bells well, he can have Set 3—the black and brown bells then
correspond to the sharps and flats—to pair as well.
Exercise
The child does the exercises as shown.
e
Purpose
Musical training.
123
The Geometric Cabinet
The Presentation Tray
A wooden tray with a hinged flap. It contains three flat solid sections and three wooden frames with
insets—a triangle, a circle, a square.
Geometric Cabinet
A wooden cabinet with five drawers. Each drawer contains a tray of wooden frames with insets.
–
Six circles arranged in order of size.
–
Six rectangles arranged in order of size.
–
Six triangles—a right-angled scalene triangle, and acute-angled scalene triangle, an
obtuse-angled scalene triangle, a right-angled isosceles triangle, and acute-angled
isosceles triangle, an obtuse-angled isosceles triangle.
–
Six polygons—pentagon, hexagon, heptagon, octagon, nonagon, decagon.
–
Two curved figures—an ellipse and an oval.
–
Four quadrilaterals—rhombus, parallelogram, trapezium, trapezoid.
The Presentation Tray
Presentation
Remove the three insets, one at a time, and place on flat solid sections. Then demonstrate how to
take each inset, lifting it with pincer grasp by the knob in the centre, and feeling around with the
fingertips of the opposite hand. Then replace it.
When the child knows this tray very well, the teacher may replace the insets with others from the
Geometric Cabinet.
The child may then take any drawer from the Geometric Cabinet and mixing up the insets on the
table, feel around them and replace them in the correct frame.
At a later stage the child learns with a three-period lesson.
Control
The insets will not fit correctly in the wrong frames.
Purpose
Tactile awareness of shape in the environment. Indirect preparation for geometry, reading and
writing. Visual awareness of shape in the environment. Coordination.
124
Cabinet of Geometrical Insets
Polished wooden cabinet of six
drawers, containing 36 wooden
geometrical insets and frames.
Tray containing wooden instes and frames of
triangle, square and circle.
125
The Geometrical Cards
Material
Three boxes of cards corresponding to each inset in the geometric cabinet.
Box 1
Contains white cards with geometrical shapes coloured in blue.
Box 2
White cards with geometrical shapes in a thick blue outline.
Box 3
White cards with geometrical shapes in a fine blue outline.
Presentation
The child takes a drawer from the cabinet and the corresponding cards from Box 1. Having laid out
the cards on the table, he takes the insets from the drawer and matches them directly over the
shapes on the cards. When he can do this well, he may use the cards from Box 2 and then Box 3.
The teacher may use the three sets of cards as a game—lay out a set of cards on the table at each
of three corners of the room. Then showing the child an inset from the Cabinet, ask him to go
around and collect the corresponding cards from the tables.
Purpose
To teach the child to recognise symbols of shapes thus leading to abstract conception of forms.
Indirect preparation for reading as it trains the eye to match shapes.
Solid Geometry
A solid is a three-dimensional form of a volume of matter. It consists of the same matter from any
point on the surface through to any opposite point or side. Some solids are named by the surface
that bounds them, e.g. cube, cone, sphere.
When thickness is added to surface, we leave the realm of plain geometry and enter that of solid
geometry.
Geometry is not new, it was found in many civilisations—3000 BC in the Pyramids of Egypt, and
4000 BC in the step Pyramids of Giza, the Sumerians in the city of Ur in the Middle East. These
civilisations did not know much about mathematical geometry, the great reason and logic came with
the Greeks around 600 BC. This civilisation was able to prove the truths of mathematical statements.
Thales—640 BC was a Greek who began the study of lines and angles.
Around 500 BC, Plato was the first to leave a description of a regular polyhedra—a polyhedron is a
many faced solid. There are 9 regular polyhedra and 5 of them were described by Plato.
Archimedes—studied semi-regular solids. There are approximately 80 but he described 13 of them.
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Regular Solids
*The five Platonian solids are polyhedra—Each surface or face is a polygon and all sides are
straight. They are named by the number of faces.
Tetrahedron = 4 faces, each an equilateral triangle.
Hexahedron = 6 faces, each a square.
Octahedron = 8 faces, each an equilateral triangle.
Dodecahedron = 12 faces, each a pentagon.
Icosahedron = 20 faces, each an equilateral triangle.
Curved solids:
Sphere, ovoid, elipsoid.
Semi-Regular Solids
*Curved Solids with Flat Bases:
Cylinder, Cone, Hemisphere.
*Prisms and Pyramids:
Named by their bases: Square based prism, hexagonal based prism, octagonal based prism, square
based pyramid, hexagonal based pyramid.
The Geometric Solids
Material
Five baskets, each with one set.
1
The hedrons, regular solids are named:Tetrahedron
Hexahedron
Octahedron
Dodecahedron
Icosahedron
2
The curved solids with flat bases:
Cylinder
Cone
Hemisphere
3
The curved solids:
Sphere
Ovoid
Elipsoid
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4
The Prisms:
Square based prism
Hexagonal based prism
Octagonal based prism
5
The Pyramids:
Square based pyramid
Hexagonal based pyramid
A second set of solids for pairing exercises. Extra baskets. A blindfold.
Presentation
1
Feeling—Take one set in a basket to the child’s table. Show the child how to feel each
solid stereognostically. The child can then close his eyes and feel them.
2
Explore some solids with the child—roll them on the floor—try a few different ones,
e.g. the cone, sphere—these orbit but the prism won’t. The child discovers that curves
move and straight lines do not.
3
Pairing—Take two baskets to the child’s table, each containing the same solids. Show
him how to match the solids by feeling them. He may use a blindfold.
4
Later teach the child the names of the solids with a three period lesson.
Purpose
Introduction to Geometry.
Develop awareness of geometric shapes in the environment.
Develop the Stereognostic sense.
Control of Error
Visual as the child will see his mistake when he removes the blindfold.
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The Binomial Cube
Material
A wooden box containing 8 blocks painted Red, Blue, and Black, together representing the cube of
a binomial equation (a + b).
Presentation
On the child’s table:
Place box in upper left hand corder of work space on table.
Hinged sides of box should face front and right.
Remove lid, open sides of box and place lid (with pattern showing) in angle made by opened sides
with the red square in the corner next to the box.
Remove the top layer of blocks starting with the red cube, placing them on the table.
Repeat with the second layer.
Beginning with the red cube, place blocks on the control on lid.
Place hand flat on this layer to indicate that they are all the same height.
Place second layer of blocks on top of previous layer.
Indicate that these are all the same height by placing hand flat across them.
Starting with the blue cube, place the first and then second blocks back in the box.
Fold up sides, replace lid and invite child to use the material.
Exercise
The child uses the cube as demonstrated.
Purpose
To develop the child’s perception of dimension.
To encourage the perception of a mathematical pattern.
To indirectly prepare the child for algebra.
Control of Error
Each coloured surface should be placed to touch only surfaces of the same colour.
Note:
The blocks are set out precisely like this because they correspond to the algebraic formula,
but do not teach this equation to the children.
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The Trinomial Cube
Material
A painted wooden cube divided to represent a trinomial cube (a + b + c). The parts of the cube are
painted with squares of red, blue and yellow and rectangles of black.
Presentation
On the child’s table.
Place the box in upper left hand corner of work space on table.
Hinged sides of the box should face front and right.
Remove lid, open sides of box and place lid (with pattern showing) in angle made by opened sides
with the red square in the corner next to the box.
Remove the top layer of blocks starting with the red cube which should be nearest the open side.
Remove the second layer.
Remove the third layer.
Beginning with the red cube, place blocks of first layer on the control of the lid.
Place hand on this layer to indicate that they are all the same height.
Place blocks of the next layer on top of previous layer.
Indicate that these are all the same height by placing hand flat across them.
Place blocks of last layer on top of previous layer ending with the yellow cube. Indicate that these
are all the same height by placing hand flat across them.
Starting with the yellow cube, place the first layer of blocks back in box.
Place second and then third layers of blocks from the lid into the box.
Fold up sides, replace lid and invite child to use the material.
Purpose
To develop the child’s perception of dimension.
To encourage the perception of a mathematical pattern.
To directly prepare the child for algebra.
Control of Error
Each coloured surface must touch only another surface of the same colour.
Note:
Unpainted Cubes
The binomial and trinomial cubes are available without colour coding also. They are given to the child
who is completely familiar with the coloured versions.
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The Constructive Triangles
Materials
4 Boxes, i.e. Rectangular Box, Triangular Box, one small
and one large Hexagonal box, each containing triangles.
Presentation
Triangular Box: This can be done on the table or on
the floor. Pick out the triangles which are alike
in colour, size and shape; call attention to the black
lines by drawing fingers down them. Put the triangles
together with black lines touching. Pause to allow the
child to grasp what has been done, and then mix up
the triangles and invite the child to do the exercise.
The child may use the other boxes in a similar way
when he can work well with the triangular box.
Exercise
The child now puts the triangles together as shown.
After the child has become familiar with the above, he
can be shown how to substitute the lined triangles with
the blue set without lines.
Purpose
Direct preparation for Geometry.
Exploration of Shape.
Tessellation
Material
Several packets, each containing many geometric pieces. Each packet contains just one shape—
isosceles triangles, pentagons etc.
Presentation
Take one pack to the child’s table and ask him to place the pieces side by side, so that there are no
gaps between them. If this is possible, we can say that the shape in this pack tessellates.
Purpose
To develop a knowledge of geometric shapes through exploration.
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UNIT 3
Literature for 0 - 6 Year Olds
Babies are born into a world of sound. All about them, in their environment, there is noise but their
attention becomes focused on one sound above all others—that of the human voice. Most parents
instinctively talk to their babies as if they understand every word, and the babies respond
accordingly with great joy and enthusiasm. Much time is spent in listening and absorbing the
language around them before they actually begin to talk. This time is most important and the basis
of all language development. The adults, in the babies’ environment, should keep this in mind and
let them hear the best language, clearly spoken.
We automatically say and sing rhymes to babies as we dress them—counting fingers and toes, as we
bounce them on our knees etc. We also have books suitable for the very young (either cloth or
board) which we look at with them and we talk to them about the picture on each page (usually an
animal or toy). Here starts a love of books by our handling of them and the joy and enthusiasm we
show when using a book with babies. When babies begin to talk, they will name the pictures and
discuss each, guided by the adult. Books for toddlers should be simple and attractive; picture books
with one clearly defined picture of something in the children’s’ environment on each page. They
need not have too many pages. As children progress, they enjoy a simple story. The best stories are
realistic, dealing with some experience which children can relate to—starting nursery school, a visit
to the museum/farm, baking a cake for tea. The text should be clear and simple, using good
language and the pictures (one per page) realistic.
In the nursery class, it is often more practical to have one large picture about which the teacher can
tell a story; e.g. a picture of a hen, which lives in the farmyard, lays eggs etc.
By this stage, children remember rhymes and also enjoy action songs. Every culture is rich in nursery
rhymes which have been passed down from generation to generation.
In the Montessori Nursery Class, the children are shown how to carry and handle books with care
and to turn the pages correctly (Practical Life Exercises). There is a library corner and the children are
encouraged to use it, as well as listening to stories which the teacher reads to the class as a whole.
It is important to have a time when each child can talk to the group and express his thoughts. It often
is as simple as, “I am going to Granny’s for lunch,” but free expression forms the basis for creative
writing at a later stage. While it is encouraged, it is never forced on an unwilling child—this child will
speak to the group when ready.
As the children begin to read, books are made available at their reading level. First, they will read
with help and then, when their ability and confidence grow, they will read independently, and with
comprehension.
The children up to 6 years of age, are exploring and absorbing the world into which they have been
born. We aim to give them a rich and stimulating environment in which to create themselves. The
language and books we offer them can help us greatly in our task. If later, the children are to exercise creative powers, they must now build up a store of realistic mental images about their world.
This can be done through real experience and good literature, based on these experiences.
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UNIT 4
Language
Language forms the basis of our civilisation. Without it, we cannot communicate. Children are more
interested in language than anything else. The sensitive period for language is 0 - 5. This is when the
child is intensely interested in language and absorbs good usage and vocabulary. They love to hear
new words. We should use a wide range of vocabulary when we speak to children under five years
of age because they are developing their language. They need to speak, be spoken to and to have
good stories and poems read to them. If they do not get this help in the first five years their language
usage will be poor.
In the first five years, they are able to learn two or more languages at the same time, if they are part
of the natural environment. Some children come to the Nursery school with very few words because
they come from non verbal homes. We must try to give them the rich language they are not getting
at home. We can do this by using full sentences when we speak and by using more and more words
every day.
Reading, writing, grammar, etc., are given to the children in the nursery class because of their
sensitivity to language. We take advantage of this to give them a solid foundation.
Reading Effectiveness
Dr. Montessori always spoke of the rights and potential of the child, and she set about to develop a
practical method of education which would help children to achieve their full potential. She wanted
to help all children to become competent men and women in the society where they would live. Over
the past hundred years, the Montessori method has established a record of success in tens of
thousands of schools all over the world. Its effectiveness has been demonstrated with children from
both poor and affluent homes as well as with children who are physically or intellectually
handicapped. The research and studies have helped to change the course of education today. Many
aspects of modern education have been adapted from Montessori theories. She is credited with the
development of the open and free classroom, individualised education, and manipulative learning
materials. Her success was given widespread notice when “deficient” adolescents from her schools
were able to pass the standard sixth-grade tests of the Italian public schools. This showed her that
public schools should be able to get far better results with normal children. She had a chance to
prove this when she started her “Children’s Houses” in the slum district in Rome. The conditions she
faced here were appalling, but she studied the children and they taught her how to teach them.
They begged her to teach them how to read and write and they learned to do so quickly and
enthusiastically, using special manipulative materials that she designed for maximum appeal
and effectiveness.
She discovered that writing came before reading. Through the practical life and sensorial exercises,
the child’s hand is prepared for holding the pencil (cylinders, geometric cabinet). He gets great
practice using the pencil when working out patterns and designs with the insets. These shapes
incorporate all the shapes needed to form the letters of the alphabet. When the child learns the
sounds of the letters, using the sandpaper letters, he is very quick to write them. The phonic method
of learning to read produces understanding because the child first learns the phonetic sound of each
letter. Then he learns how to build words by putting the sounds together. He has plenty of
opportunity to practice this using objects and picture cards. At this stage the child is not able to read
back the words he builds but he should hear the teacher reading them back. The more work they
do at this stage the better. When they continually hear the teacher reading back the sounds, their
ears get used to it and they begin to do it themselves.
Reading is the act of interpreting printed and written words. It is a basic tool of education and one
of the most important skills in our everyday lives. Through reading we acquire new ideas and obtain
needed information, it also adds to our personal pleasure and we broaden our interests. Through
reading we can share the knowledge and the lives of people of today and people of the past and
people throughout the world.
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Once a child knows how words are composed he is led very gently, at his own pace, through a
well-prepared reading scheme. When a little child begins to read he shows a keen interest and desire
to learn words. English is one of the richest languages in the world. It has more than 26 sounds we
get in the alphabet. It has Celtic words, Latin words from the Romans, words from the Anglo Saxons,
from the Vikings and also a French influence from the Normans, letters were combined to get the
new sounds like sh, th, etc.
First our children learn to read phonetically. Then they learn about thirty combinations and sounds
and practice with those. After this they can read anything but lots of practice is still important.
Reading does not depend on intelligence. Until a child can read he cannot be educated. Reading is
his first step in independence. Once he can read he can get any knowledge he wants from books.
In our Montessori schools grammar is introduced as an extension of the reading scheme. This helps
the child’s intellectual approach to language. He is not given definitions but he will discover the
definitions for himself. He will now be able to use his best words for the purpose of expressing
himself in language and in writing. He will also come to realise the syntax of the English language,
by the order of words in a sentence.
Comprehension is developed through use of the grammar material.
Reading comprehension cannot be established until the mechanics of phonetics and phonograms are
mastered and the reading rate or speed of reading cannot be improved until comprehension has
been developed. It is a love of reading and appreciation of literature that are the goal of an effective
reading programme. Parents and teachers can help to develop this love of reading by providing good
books, by reading good stories and poetry to them but at the same time we should not overdo
reading to them, we can also tell them stories. The teacher will be the child’s model for effective
reading. In the matter of reading aloud the teacher has an important task to accomplish. “Our
teachers should be cultivators of the fine arts ... it is the musical quality of the voice that will attract
the children.” Dr. Montessori ---- “The Montessori Elementary Material”
The cultural materials made by the teacher provide plenty of opportunity for practice in reading. The
teacher’s enthusiasm will spark off their interest in the subjects. They will want to read the simple
definition cards to get more knowledge and work cards give them a challenge. They need to
understand what they read to answer the questions. Their interest will take them much further than
one would imagine. The problem is keeping up with their interest.
It is wrong to force the child to read too young. Three and a half is time enough to teach the sounds.
It is also wrong to leave it too late. They must have learned by 6/7 years of age, otherwise it will be
a hard task for them.
Writing
Writing is miraculous. We see symbols on a page which create pictures in our minds and we can then
read out words. The greater part of the world cannot read or write.
For writing we need well-developed hands. The hands are the instruments of the will in a three year
old and by four he can work very well with them.
Civilisation depended on Man using his hands. There would be no civilisation if he could not because
the hands and the brain work together. Man is only happy when he is using his hands.
We should pay greater attention to the development of the hands of the 2 1/2 year old then by 4
they can do anything.
The mind develops in certain stages and if we help the child through these stages, by 4 years he will
have a rich language, about 3,000/4,000 words. He will understand more words than he uses. He
will have a respect for books. His hands will be well developed. His brain will be able to deal with
symbols and he will want to read and write himself.
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Introduction to Writing
It is very important that the teacher can write well. Children reproduce what they see. They have a
very strong visual image, so they should see good quality writing at all times. The teacher, therefore,
should take care with any writing on view in the classroom. It should be well written and unless she
can write well she should not write at all on any pictures or posters.
Writing is a complex activity, dependent on motor mechanisms and work of the intellect. The hand
must be prepared for the difficult task of holding the pencil, the child must be able to draw the
different shapes which represent the letters of the alphabet and he must also know the different
Phonetic sounds of the letters. The exercises with the sensorial materials give the child an
unconscious indirect preparation for writing. Control of the hand, lightness of touch and knowledge
of shape are all developed.
Cylinders
The fingers which hold the pencil are prepared by exercising with the Cylinders. The child uses the
pincer grasp to hold with the first two fingers and thumb, the knob of the cylinder which is nearly
the same size as the pencil.
Rough and Smooth Boards
The control of the muscular action needed for lightness of touch prepares the child for writing.
Geometrical Cabinet
Using the first two fingers the child feels the lines and curves which compose the letters of the
alphabet. In all other pieces of sensorial material the child’s coordination of movement necessary to
write are practiced. The child has to handle all this material properly, even his wrist is strengthened
while exercising with the Pink Tower, Knobless Cylinders, etc.
Insets for Design
This exercise is a direct preparation. The child has already felt round most of these shapes while exercising with the Geometrical Cabinet. Now he substitutes a pencil for his fingers. The child works with
these metal insets for a long time. First he outlines the shape and then he fills it in with parallel lines.
Children enjoy this exercise and after some time find that they can make very beautiful patterns and
designs. The child’s ability to draw or colour gives him an opportunity of moving his hands in a
controlled manner. Coordination of movement and hand-eye coordination are necessary as a
preparation for writing.
Sandpaper Letters
The child who repeatedly traces the sandpaper letters, saying the phonetic sound as he does so, is
preparing for writing. Through sight, touch and hearing the child familiarises himself with the letters
of the alphabet, obviously necessary before he can read and write.
Writing Practice
1
Sandpaper letter; blank paper. The child feels the letter and writes.
2
Pink and blue boxes; blank paper. The child draws the pictures and writes the words.
3
Lists; blank paper. The child copies list. He gradually progresses to lined paper and is
encouraged towards creative writing.
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Preparation for Writing
Insets for Design
Material
10 geometrical insets with their own frames. 2 stands; one for geometrical insets with straight edges
and the other geometrical shapes with curves.
Curved insets: Quatrafoil, Circle, Oval, Curved Triangle and Ellipse.
Straight edged insets:
Rectangle, Square, Triangle, Pentagon and Trapezium. The Quatrafoil and the Curved Triangle are
really two art shapes as opposed to being geometrical shapes.
Inset paper in different colours
A selection of coloured pencils in pencil holders
Trays for carrying materials.
Presentation
Stage 1
Take one inset, a piece of inset paper and 2 coloured pencils to work table; place the frame of inset
exactly over the paper and draw around inside of empty socket with one colour. Remove the frame
and fill the figure with light parallel lines moving from one side of the figure to the other side, with
the other colour.
Stage 2
Take any inset. Draw figure as before then turn frame once and draw the figure again. Fill in the
sections with coloured pencils to make a design.
Stage 3
Pattern using two insets.
Take any inset. Draw as before. Then take a second inset and superimpose it on the first. Fill in as in
Stage 2.
Stage 4 - Double Outline
Make figure with inset frame. Put inset down on outline and with a different coloured pencil,
outline the inset. This results in a double outline. Fill in as before.
Note: The first 4 stages are given to children under 6 years of age.
Control of Error
Frame exactly covers the inset paper.
Different Patterns (for older children)
•
Mirror image pattern. Turn inset so it is directly under the outline drawn.
•
Turn inset using the Diagonal.
•
Border pattern using tip of inset.
•
All over pattern—cover whole paper with shapes.
•
Can colour pattern in different shades of one colour.
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Purpose
Penmanship and dexterity of hand
Geometrical design and colour combinations
Understanding of symmetry.
Age
3 and half plus.
Further Work
Relate to art
Relate to environment
Draw attention to the design in pictures and on clothes.
Preparation for Writing and Reading
Sandpaper Letters
Materials
Each letter of the alphabet cut out in fine sandpaper and mounted on strong cardboard. The
vowels are mounted on blue and the consonants on pink. The letters are in the middle of the cards
so that there is a space on either aside for the child to hold the card steady. They therefore suit left
and right handed children equally well.
Presentation
The teacher takes any two letters to the child’s table. She chooses two which contrast in shape and
sound to give a three period lesson. She sits beside the child, places one letter between them and
feels the letter a few times in the direction in which it is written, saying the phonetic sound of the
letter as she does so. She then places the letter in front of the child and asks him to feel the letter,
showing him how to feel the shape with the index and middle fingers of the dominant hand. While
the child feels, the teacher repeats the phonetic sound of the letter and encourages the child to feel
the letter many times while she continues to repeat the sound.
The teacher puts both letters in front of the child and asks him to select and feel the one she asks
for. As he feels the letter, the teacher continues to say the sound. The child may spontaneously say
the sound after the teacher and this should not be discouraged.
She then gives the child one letter and asks him to feel it and say the sound. She gives each letter in
turn. At the end of the third period of the lesson she gives the child the idea that words are
composed of these letters and starts him analysing words into their component sounds. Suppose the
teacher takes C and M, she will say, “Listen for a ‘C’ when I say Cat.”
“Listen for a ‘C’ when I say Topic.”
“Listen for a ‘C’ when I say Car.”
“Listen for a ‘C’ when I say Act.”
When she has given a number of words with ‘C’ she does this with ‘M’, Man, Am. She should not
confine herself to initial letters.
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Exercise
The child takes any letters he knows, traces the form of the letters with two fingers and says the
sound of the letters. He may be given blank papers and a pencil to practice writing the letters. The
teacher gives him more letters as he is ready for these, or he can go to her to be shown how to feel
and sound them.
Purpose
Learning to recognise the forms by touch and sight and to know the phonetic sounds of all the
letters of the alphabet.
Gaining muscular memory of the form of the letters through touch, as a preparation for writing.
Understanding the composition of words and beginning to analyse them into their component
sounds.
Control of Error
If the child’s fingers move off the sandpaper he knows it at once by the different texture of the
surface.
Age
3 and one half years onwards.
The child learns through four senses: hearing, touch, sight and the muscular sense.
Great care must be taken when teaching the child to feel the letter to see that he starts where one
would normally start in writing and to see that he traces the letter through in the direction of
writing. He must keep his fingers on the letter from start to finish except for the dots on the i and j
and the cross on the t and f.
Phonetic Sounds
A Apple
H Hena
O Otter
V Van
B Bag
I Ink
P Peg
W Wet
C Cat
J Jug
Q Quack
X Ox
D Dog
K Kettle
R Rat
Y Yellow
E Egg
L Lamp
S Sun
Z Zebra Zoo
F Fish
M Mug
T Tap
G Gap
N Nut
U Up
If a word is to be phonetic, the letters in that word should have exactly the sound represented.
Thus “cup” is phonetic—C as in “cat, U as in “up”, and P as in “peg”, but “car” is not.
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Word Building with Large Movable Alphabet
Material
A large box with compartments, one for each letter of the alphabet, containing the letters cut out
in stiff cardboard or similar substance. Vowels are blue, consonants pink. The pink and blue dots are
separate.
Presentation
On a mat on the floor the teacher introduces the box. She accustoms the child to the position of the
letters in the different compartments by asking him to find various ones for her.
He may also be asked to match them to the sandpaper letters.
When the child is familiar with the material, the teacher starts to build words with him: “Now we
will make...”
She chooses any simple three-lettered phonetic word, e.g. “cat”” “What sounds can you hear when
I say ‘cat’?”
She enunciates the word clearly. The child says “c”. “Yes, find ‘c’.”
The child does so and puts it on the mat.
“What other sounds can you hear?”
The child nearly always says “t”.
“Yes, find ‘t’.”
The ‘t’ is found; the teacher accepts it but leaves a space between the ‘c’ and ‘t’ and the teachers
says that there is a sound between ‘c’ and ‘t’ which the child will hear if he listens distinctly until the
child hears the ‘a’. When the word is built, the teacher reads it back to the child. The teacher
continues to make words with the child in this way until he has understood. She always
completes the exercise by reading back what the child has built. This is an exercise in word
analysis and recomposition.
The child is never asked to read the words he has built.
Exercise
The child builds words with the movable alphabet on the mat. He is given words in the beginning as
they need to be phonetic, though at the same time he can try any words he wishes.
1
When he can work alone he is given pink boxes containing small objects, whose names
are three-lettered, phonetic words, e.g. box, hat, nut, pig,, jug. He places each object in
turn on the mat and builds its name beside it with the letters.
2
Similar pink boxes of collections of pictures, whose names are short phonetic words, are
used in the same way as the objects.
3
After much practice with 1 and 2, he has blue boxes with objects and then pictures for
longer phonetic words, e.g. felt, clip (one syllabled words at first, then multi-syllabled
words).
Purpose
Analysis of words as a preparation for reading, writing, spelling and alerting the child to the
sequence of sounds.
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Age
4 years onwards.
m
I
Phonetic Reading
Each teacher should make her own reading material for the child, writing with the same alphabet
used in the child’s culture.
To teacher must make certain that everything she writes for the child to read should be written
with great care and precision. She should always draw guide lines, equally spaced. For the
“phonetic reading” there should be 1 cm between each line. The lines are erased once the lettering
is complete.
Pink Material
1. Objects and Cards.
Material
Pink boxes with 6 - 8 objects representing two and three lettered phonetic words and word cards for
each object. Cards may be 6 cm square. All the boxes for the reading material should be of a
uniform size.
Presentation
The child identifies and lays out the objects in a row. The teacher puts the packet of cards on the
table in front of him and asks him to give the sound of each letter on the first card. He does this
slowly and is then asked to sound out the letters more and more quickly until he is saying the word.
When he can “hear” the word himself and recognises it, he is asked to put the card with the object
he has named.
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Exercise
The child works with the teacher on the first box, and is then allowed to take any other pink box of
objects and cards and work in this way by himself.
2. Pictures and Cards
Material
Pink cards with pictures of objects representing two or three lettered phonetic words and word cards
for each picture.
Presentation
The teacher shows the child how to lay out the picture cards; then asks him to sound out the words
one by one and place each word-card with the picture named.
Exercise
The child works with the teacher on the first box, and is then allowed to take any other pink box of
pictures and cards and work in this way by himself.
3. Sheets of Pictures and Cards
Materials
Sheets of pink card on which are mounted pictures of objects with two- or three-lettered names,
clearly spaced in two rows. The cards may be about 26 cm x 22 cm for six pictures and there should
be 8 cm between the two rows and between the second row and the edge of the sheet. At the back
of sheet, an envelope should be stuck, containing pink word-cards made as for 1 and 2.
Presentation
The teacher shows the child where to find the cards, and lets him read them and place them
appropriately.
Exercise
The child works with the other sheets by himself.
Purpose
For 1, 2, 3, the child learns to be confident in reading short words aloud. He learns that the written
word has a meaning and in each case he shows his understanding of the meaning he has read by
placement of appropriate objects or pictures with the words.
Control of Error
For 1, 2, 3, if the child makes a mistake, he will be left with a word which does not fit the last object
or picture.
Age
4 onwards.
Further Practice
When the child has become really confident with these three exercises, he may be given the following:
143
4. Word Lists
Material
Lists of two-and three-lettered phonetic words, clearly written on pink cards. (A suitable size for the
cards would be 26 cm x 9 cm).
Presentation
The child may read them when he likes. The lists may be hung around the room at points where the
children may gather.
5. “Secrets Box”
Material
A pink box with thin slips of folded paper each having a three-lettered phonetic words on it. Inset
paper, cut in 4 is suitable.
Presentation
The teacher shows the child how to put the empty lid beside the box; take one piece of paper, read
it, fold it again, and place it in the lid. She tells the child he may read them all and then put them
back in the box, but he need not tell anyone what he has read. It will be his secret.
Exercise
The child continues as he has been shown.
Purpose
For 4, 5. To become more confident in reading. To begin to “internalise” reading, that is, to read to
himself, without sounding out the words aloud.
Age
4 onwards.
Blue Material
The sequence for the presentation of blue material is exactly the same as for the pink material, plus
some extra exercises.
1
Cards and objects
2
Cards and pictures
3
Sheets of pictures and cards
4
Word lists
5
Secrets box
6
Capital letters
7
Sentence cards
Longer ‘phonetic’ words are kept in blue boxes.
144
6. Capital Letters
Before introducing Sentences, capital letters are taught to the child.
Material
Alphabet frieze, containing one picture per letter of the alphabet, A - Z, having the appropriate
initial letter under the picture in both capital and lower case. Separate cards to match frieze.
Presentation
Lay out the frieze and ask the child to match the corresponding card.
Exercise
The child does the exercise as presented.
7. Sentence Cards
Material
1
Boxes containing blue sentence cards about 8 cm wide. Each card has a picture and a sentence
about it composed of short and long phonetic words. “The” is taught by the “look and say”
method.
2
Boxes containing blue sentence cards with separate pictures to be matched to the sentences.
Presentation
1
The teacher gives the cards with the pictures to the child to read.
2
She shows the child how to match the pictures with the cards after reading each sentence.
Exercise
The child does the exercise as presented.
Books
Short phonetic story books are provided for the child to practice and enjoy reading.
Phonetic Grammar
The child is given experience of the function of words before he learns grammar formally.
First Introduction to the Noun: Noun Game
The teacher asks various children to bring her things in turn, e.g. “Mary, bring me a book.” “John,
bring me a rubber.” After doing this a few times she suddenly asks for something leaving out the
noun: “Bring me ......” “Bring me ......”
The children usually start guessing and bringing all sorts of things, but the teacher refuses each, “No,
I did not want a pencil.” “No, thank you, I did not want a flower.” etc. At last she tells them what
she wanted: “Bring me a bead.” This game is repeated many times.
Purpose
To get the children to understand the function of a noun. We cannot talk about anything until we
give it a name.
145
Phonetic Nouns
Material
Large black cards (11 cm x 6 cm) with the phonetic names of objects in the environment written in
white ink.
Presentation
The teacher indicates to the child that he can read the word and place the card beside or on the
object (e.g.) desk, insets, rods, magnets, etc. He may like to leave the cards out for a little while, but
it will be his responsibility to put them away eventually.
Exercise
The child uses the materials presented.
Purpose
To develop understanding of the function of nouns.
Formation of the Plural
Material
Black boxes, each containing two bundles of black phonetic Noun cards, each with a heading card
for Singular and Plural. The cards are 6 cm x 5 cm and written in white ink. The heading cards may
be in fawn or grey.
Objects corresponding to the singular and plural noun-cards such as clips, pegs, twigs and bands.
Presentation
The heading cards are placed at the top of the table and explained. The two bundles of cards are
placed in front of the child, singular to the left, plural to the right. The child reads the cards from the
Singular pile, i.e. “clip”, placing each card and appropriate object in a line under the heading card.
The cards from the Plural pile are placed in disarray on the table. The child works from here, placing
the appropriate plural opposite the singular card and under the plural heading card, together with a
number of objects to signify plural.
Exercise
The child does the exercise as presented.
Purpose
To give a visual picture of Singular and Plural.
Adjective
A group game. Ask a child for an object, e.g. “Can I have a small book?” Then ask for another object
without defining it, e.g. a box. When it is brought, refuse it by saying “I didn’t want a green box.”
The child gets another box and it is refused by saying, “I didn’t want a little box.” The child gets
another box and this time is told, “Yes, I wanted a large yellow box.” (Or whatever he brought that
was not like the first two items.)
146
Purpose
To get the children to understand the function of an adjective.
Phonetic Verbs
Material
Large red cards 11 cm x 6 cm with phonetic commands, e.g. “jump”, “skip”, “run”, etc.
Presentation
The child reads each word and does the action. A small group of children can do this exercise.
Exercise
The child uses the verb cards as shown.
Purpose
To understand the function of verbs.
Phonetic Farm
Material
A box which contains animals that have phonetic names. Word cards measuring 6 cm x 6 cm: black
for nouns, blue for adjectives and red for verbs. (The letters may all be in white ink.) Heading cards
(fawn or grey) for each part of speech
Presentation
1
The child is instructed to put out the objects on the table, read the black cards and place them
beside the animals.
2
When the adjective has been introduced, he is given the blue cards. He decides where to place
them. (The word “the” should be included, and taught separately if not already met in
“phonetic” stories.)
3
Lastly, when the verb has been introduced, he is given the verb cards, and encouraged to make
sentences, e.g.
“The fat pig grunts.”
“A black cat sits.”
“The big dog runs.”
Exercise
The child works with the farm as shown.
Purpose
To introduce Syntax sensorially.
147
Non-Phonetic Reading Material
When a child has mastered “phonetic” reading and has had plenty of practice, we introduce
phonograms. Phonograms are two or more letters together which make one sound e.g. ‘sh’ ‘ph’.
Later we introduce silent letters and irregularities.
Introduction
1.
Phonogram Boxes
Material
As many as possible green boxes, each having a “phonogram” written clearly on the lid. Each box
will have pictures mounted on green card and corresponding names cards. Phonograms are
highlighted in red. Writing is approximately 3/4 cm.
Presentation
The teacher takes one box to the child’s table, e.g. the box with ‘sh’ written on the lid. She says,
“When you see these two letters together say ‘sh’.” She opens the box and lets the child take out
the cards and then she replaces the lid. The child lays out the picture-cards. He reads the cards. “Sh”
on the lid helps him to remember the new sound.
Exercise
The child practices as shown. He gradually learns to read many combinations of letters.
Purpose
To extend his reading ability.
2. Lists
Material
Green cards about 13 cm x 30 cm with one picture and a list of words all containing the same
phonograms. The picture illustrates the first word and the phonogram is highlighted in red.
Purpose
Practice and development of confidence in reading.
3. Small Movable Alphabets
Material
2 boxes of small movable alphabets in two separate colours.
Presentation 1:
Child chooses any list. First he builds the phonogram and then builds the words using one colour to
highlight Phonogram and the other colour to complete word.
148
Presentation 2.
Child chooses any Phonogram box. He builds words to correspond to the pictures. He uses word
cards as a control.
Purpose
Extension of reading and writing scheme.
a b
4. Booklets
Materials
Small booklets with a phonogram clearly written on the cover and one word written on each right
hand page. Phonograms are highlighted in red.
Exercise
The child reads booklets and may like to write his own.
Purpose
Practice in writing.
5 Folders
Material
Green folders, each one containing a “family” of phonograms. Phonograms are highlighted in red.
While working through the materials the child discovers that many phonograms have the same
sound but are spelt differently, e.g. pail/pale. He is then introduced to folders containing families of
phonograms.
Exercise
The child reads and compares the lists.
Purpose
To help build up the basic understanding of the principles of English spelling.
149
6. Simple Sentences
a
Sentence with some non-phonetic words, all of which contain the same phonogram (highlighted).
b
Sentences containing several phonograms.
7. Interactive Reading
Passages for the child to read with comprehension.
Non-Phonetic Grammar
The Noun (Black)
Noun Cards
Non-phonetic noun cards are placed on objects around the classroom.
The Verb (Red)
Verb Cards
Non-phonetic verb commands which the children act.
Non-Phonetic Farm
Non-phonetic nouns, adjectives and verbs for the second farm.
Singular & Plural
Box 2
Non-phonetic words with a simple plural—add—s.
Rules for non-phonetic sounds
•
consonants followed by “h” are not phonetic.
•
two vowels together are not phonetic (course 1).
•
in a one syllable word: er, ir, or, ar, ur, are not phonetic.
•
in a multi-syllable word they might be phonetic.
•
“y” on the end of a word is not phonetic.
N.B. Remember, in the English language there are exceptions to every rule
150
Phonetic Words
a
e
i
o
u
pan
bag
cat
man
hat
van
hen
ten
bed
net
pen
peg
tin
kid
nib
lid
six
pig
pot
top
box
dog
fox
log
jug
gun
hut
nut
mug
tub
bat
tap
fan
rat
jam
map
egg
men
leg
red
web
elf
pin
tit
pip
bib
wig
ink
rod
pod
mop
cot
ox
dot
bud
sun
cup
rug
bus
sum
can
fat
ham
mad
bad
had
pad
rag
sat
ran
tax
pat
has
lad
sad
gap
wag
ant
dad
beg
fed
led
wet
let
pet
set
bet
get
yes
hem
yet
met
vet
wed
Ben
Ted
vex
den
Meg
elk
Ned
end
elm
keg
jet
vim
win
dig
hid
hit
sit
it
gig
mix
bit
big
hit
bin
fix
din
jog
nip
sip
lit
rid
tip
rim
if
in
rip
is
hod
cod
rod
bog
hog
fog
lot
not
nod
mop
mob
sob
hot
rob
odd
hop
don
on
got
bun
fun
dug
run
gum
hum
but
mud
rub
us
rum
up
pun
sup
rut
hug
hun
nun
cub
tug
pup
bug
ass
gag
lap
rap
sap
add
pop
sod
sop
of
jog
jot
151
a
e
yap
am
and
at
gas
an
lag
as
act
flag
lamp
hand
tram
crab
pram
stag
trap
band
stamp
glad
sand
cram
slam
pant
land
slap
flax
flat
plank
grand
stand
tramp
cramp
stab
slab
bank
scab
snap
rang
rank
damp
brag
clap
trap
bang
sank
belt
tent
vest
desk
next
stem
bend
send
lend
went
bent
dent
lent
rent
sent
mend
slept
wept
crept
swept
kept
self
tent
best
pest
rest
test
west
felt
i
o
did
dim
fit
him
kin
wit
dip
fin
lip
job
king
ring
milk
film
fist
blot
lift
twig
frog
doll
pond
hilt
wing
link
pink
drink
tilt
brim
dint
prim
sift
tint
grin
drip
loft
plug
scot
tongs
sock
clock
spot
plod
plop
clot
plot
stop
fond
bond
cost
flop
drop
soft
print
twist
from
silk
trim
hint
skin
grim
skip
spin
trip
sing
sink
prism
gift
wink
lost
frost
clogs
crop
slot
prod
prop
oft
romp
font
152
u
stud
pump
plum
drum
duck
grub
crust
trumpet
slug
club
stun
stub
dump
bump
hump
lump
huff
nuts
gust
must
tuft
clump
dust
rust
just
sung
hung
stump
slump
mumps
trust
stung
drunk
stunk
skunk
a
e
i
camp
melt
spend
swell
fled
fret
rink
mist
twin
swim
bill
strip
split
fling
bring
gilt
limp
steps
eleven
ss
ll
ff
kiss
miss
cross
loss
moss
toss
mess
less
bless
cress
fuss
hiss
mass
lesson
boss
ass
lass
press
gloss
ill
will
bill
sill
till
fill
hill
mill
bell
dell
fell
hell
tell
well
doll
pill
still
kill
grill
skull
dull
lull
gull
smell
swell
spell
dwell
sell
still
drill
puff
muff
gruff
fluff
stuff
huff
off
ruff
stiff
cliff
coffin
muffin
scruff
traffic
ing
king
wing
sing
ring
ringing
singing
running
stocking
skipping
fling
spring
sling
bring
swing
o
u
fund
hunt
grunt
bulb
jump
tusk
scum
glum
button
cotton
banns
rabbit
mitten
attic
bonnet
buzz
address
blossom
kitten
kennels
tennis
bottom
carrot
fizz
ribbon
squirrel
rotten
fossil
mutton
happen
turret
153
-ck
cock
tack
sack
sock
lock
duck
truck
stick
racket
clock
rock
brick
qu
quell
quest
request
banquet
quill
quilt
quit
liquid
equip
conquest
a
(neutral “a”
accepted as
phonetic)
ask
staff
raft
mast
cask
fast
glass
plant
last
task
past
brass
deck
trick
sick
tuck
back
smack
lick
prick
crack
neck
kick
peck
class
mask
cast
grass
half
slant
pass
fasten
basket
vast
craft
154
rack
pack
stack
mock
wick
stuck
stock
suck
locket
track
spick
smock
command
demand
Africa
extra
umbrella
delta
Canada
speck
rick
luck
block
lack
muck
ticket
packet
cricket
wicket
tick
flock
Phonograms and Silent Letters
Soft c
Soft g
-tion
princess
fence
pence
prince
office
since
scent
mince
cell
quince
dunce
civil
defence
hence
absence
pretence
sentence
gem
fringe
bridge
judge
hedge
sledge
cudgel
porridge
dodge
edge
plunge
fidget
fudge
college
grudge
regiment
cringe
wedge
tinge
pledge
hinge
sedge
action
fraction
mention
attention
addition
multiplication
affection
suction
subtraction
condition
ration
expedition
construction
justice
accept
except
excellent
success
accident
midget
rudge
lunge
lodge
smudge
dredge
nudge
magic
intention
infection
option
distinction
friction
diction
faction
fiction
function
section
question
155
innocent
cancel
acid
pencil
-sion
division
mansion
tension
vision
pension
mission
extension
session
passion
discussion
admission
compassion
oo
cook
book
foot
rook
hook
wood
footman
hood
brook
crook
wool
provision
invasion
good
look
nook
stood
took
156
ar
car
jar
star
tart
barn
card
lark
dart
cart
harp
ark
scarf
far
dark
scar
yard
park
tar
mark
bar
part
bark
hard
harm
start
mar
harvest
carpet
hark
spark
darkness
garden
smart
parting
arctic
darn
art
artist
barbed
regard
marvel
garment
remark
garland
darling
custard
beggar
target
vicar
market
ch
such
much
Dutch
hutch
chap
chill
latch
match
lunch
bunch
witch
switch
rich
chip
crutch
vetch
chest
children
hatchet
ditch
chop
fetch
catch
finch
quench
chit
bench
chapel
scratch
batch
chum
catch
wretch
drench
trench
notch
hitch
itch
stretch
satchel
hotchpotch
clutch
splotch
duchess
French
chestnut
chink
despatch
bitch
patch
crowd
bow
sow
row
down
howl
how
drown
growl
frown
now
scowl
prowl
allow
ch
ache
anchor
chorus
architect
monarch
chemical
echo
choir
-ow
cow
sow
brown
crown
owl
towel
clown
trowel
town
gown
fowl
vowel
157
pitch
hatch
ou
pound
hound
mound
cloud
spout
count
trout
round
found
loud
countless
out
al
talk
walk
stalk
walnut
bald
malt
caldron
almost
halt
salt
all
ball
hall
squall
all
tall
small
call
fall
wall
pall
stall
oi
poison
join
oil
soil
boil
toil
spoil
point
joint
coin
coil
moist
accounts
sound
proud
about
around
amount
ground
snout
stout
sprout
ointment
appoint
disappoint
hoist
joist
foil
loin
broil
quoit
avoid
158
bound
pout
lout
bout
mount
aloud
noun
-oy
joy
toy
boy
coy
alloy
employ
annoy
royal
loyal
ahoy
destroy
-ea
head
dead
lead
heaven
read
bread
tread
spread
dread
instead
dreadful
bestead
breast
dealt
meant
dreamt
peasant
pleasant
deaf
sweat
realm
-le
candle
apple
bottle
nettle
mangle
handle
saddle
rattle
bundle
bubble
kettle
cattle
paddle
little
middle
puddle
muddle
cuddle
brittle
tremble
bramble
tumble
grumble
sizzle
-o
love
sponge
above
once
come
glove
son
won
ton
London
Monday
mother
wonder
monkey
onion
month
other
plover
front
smother
monk
another
dove
159
nestle
riddle
puzzle
hustle
crumble
nozzle
spindle
jostle
humble
muzzle
gristle
rectangle
rumble
scramble
bristle
mumble
pebble
jungle
scribble
single
invisible
simple
possible
responsible
ph
prophet
telegraph
elephant
sphinx
phantom
graph
phlox
phut
Daphne
Philip
-er
fern
butter
slipper
duster
hammer
spanner
ladder
dagger
hamper
dinner
robber
letter
cobbler
lantern
sister
her
herd
clever
clatter
bitter
winter
-ir
bird
skirt
girl
fir
dirk
sir
first
swirl
squirm
affirm
smirk
flirt
dirt
twirl
squirt
kirk
firm
confirm
stir
-ur
fur
curl
burn
turn
Turk
hurt
furl
surf
burst
purr
blur
spur
cur
turf
burr
occur
curt
slur
scurf
turf
suburb
recur
gutter
better
160
mister
term
matter
otter
jerk
batter
ever
silver
stern
serpent
fatter
pert
offer
mutter
never
bladder
udder
perhaps
perfect
person
verb
desert
disturb
murmur
burden
furlong
turnip
absurd
-or
born
corn
cord
cork
ford
fork
form
fort
for
horn
lord
lorn
forlorn
morn
morning
pork
port
sort
torn
factor
tractor
import
important
export
distort
inform
ow
bowl
crow
pillow
window
yellow
bow
marrow
sparrow
snow
elbow
arrow
barrow
blow
low
mow
own
slow
glow
grow
flow
row
fellow
willow
hollow
tow
grown
mellow
stow
follow
flown
fallow
harrow
furrow
morrow
bellow
narrow
widow
borrow
sorrow
u-e
tube
cube
mule
duke
flute
tune
rule
rude
dupe
dune
brute
use
mute
Yule
ruse
rune
lute
volume
jute
fume
muse
dispute
excuse
Luke
June
fuse
amuse
confuse
costume
astute
-ew
few
stew
new
pew
screw
strew
crew
drew
Andrew
grew
dew
mews
news
blew
brew
Kew
flew
Jew
jewel
161
-ue
blue
hue
glue
true
duel
due
flue
clue
issue
subdue
rescue
value
continue
sh
ship
shop
fish
shed
dish
shell
brush
radish
ash
shrimp
shelf
shilling
shut
wish
shot
splash
bush
blush
crash
rash
rush
smash
shunt
flash
crush
shrub
shod
hush
gash
sash
shred
rubbish
sham
shun
shin
shrill
th
thin
throb
think
thud
broth
thump
moth
smith
thank
cloth
thrill
thing
width
depth
froth
method
sixth
tenth
then
that
thrust
them
theft
fifth
seventh
a-e
gate
cake
spade
drake
snake
ape
rake
plate
slate
crane
lake
cape
flame
grate
tape
take
tame
lane
bake
lame
wake
made
name
late
162
brave
label
raven
ale
make
pale
blame
blaze
cable
slave
hate
maze
fate
stake
wade
ate
mane
scrape
mate
grave
trade
came
save
babe
flake
safe
cash
slush
mesh
flush
vanish
banish
finish
rave
lemonade
same
grapes
cane
fade
pave
stale
Jane
scale
ai
pail
nail
rail
tail
maid
rain
Spain
snail
train
paint
sails
-ay
mail
laid
raid
aim
brain
trail
strain
sprain
waist
fail
wail
saint
wait
grain
taint
faint
gain
drain
bait
pain
gait
stain
again
afraid
explain
claim
frail
railing
contain
obtain
quaint
maiden
maintain
bay
hay
may
day
say
gay
lay
pay
way
stray
tray
play
spray
stay
jay
clay
bray
ray
crayon
fray
pray
gray
Sunday
payment
sway
display
delay
relay
array
essay
midday
decay
slay
dismay
ashtray
playing
ea
pea
meat
seat
bead
bean
team
leaf
seal
stream
beak
teapot
peacock
neat
cream
lean
reap
speak
read
dream
steam
clean
weak
eat
meal
beast
yeast
seam
season
mean
veal
leak
scream
leap
feat
peat
plea
least
treat
beat
squeak
squeal
east
feast
bleat
creak
beam
heal
ee
bee
tree
reel
sweet
sweep
street
eel
feet
toffee
queen
green
seeds
heel
reed
peel
wee
seem
been
deep
peep
week
seen
feed
creep
steep
weed
sleep
greed
tee
fee
deed
feel
free
bleed
meet
tweed
need
keep
preen
creed
weep
sleet
deem
heed
coffee
sixteen
keen
keel
163
-ie
field
yield
priest
brief
fiend
grief
pier
tier
-ey
abbey
alley
valley
donkey
hockey
jockey
cockney
key
-y
holly
dolly
candy
bunny
penny
golly
teddy
berry
sixty
seventy
sentry
pansy
putty
Betty
inky
sorry
softly
happy
sunny
Bobby
Tommy
pity
jolly
empty
puppy
very
entry
merry
witty
ditty
fifty
merrily
petty
sandy
Molly
Polly
silky
ugly
body
sadly
rusty
crusty
i-e
pine
five
hive
lime
spike
bride
vine
stile
kite
slide
pipe
spire
bite
wide
dine
ride
wipe
size
like
hide
wife
line
dive
mile
nite
time
pile
smile
pride
file
bribe
crime
side
pike
fine
mine
drive
life
ripe
wives
lives
tile
-i
mild
pint
kind
mind
find
wild
rind
blind
bind
unkind
grind
wind
164
-ie
lie
tie
vie
die
tied
lied
pie
flies
cries
magpie
cried
tried
fries
dries
fried
pied
spied
allied
applied
relied
replied
satisfied
-igh
flight
fight
night
high
fright
blight
light
sigh
might
right
tight
bright
slight
plight
lighten
sight
delight
frighten
nigh
brighten
alight
lightning
midnight
-y
o-e
oa
rope
stone
stove
mole
clove
globe
bone
smoke
note
cone
pole
robe
coat
by
cry
fry
dry
spry
sty
fly
my
try
spy
pry
sky
reply
apply
typist
ply
trying
cypress
defy
ally
supply
deny
hope
hole
slope
spoke
joke
vote
tone
stole
poke
home
cove
dome
moat
dote
owe
trove
dope
rove
strove
grove
mope
elope
wove
hope
code
165
satisfy
multiply
occupy
qualify
boat
goat
soap
oak
stoat
coal
foal
toad
loaf
road
cloak
o
mb
(silent B)
roast
coast
moan
load
soak
groan
goal
toast
float
croak
oats
boast
goad
roan
roam
foam
loam
coax
gloat
Joan
loan
soapsud
old
fold
roll
so
cold
hold
swollen
stroll
oval
go
Mexico
bold
sold
post
no
fold
ago
host
bomb
lamb
dumb
numb
limb
crumb
jamb
debt
plumbing
166
gold
golden
scold
told
bolt
colt
folk
both
silent g
sign
gnome
gnaw
gnu
feign
gnarl
gnash
reign
sigh
deign
hedge
ledge
judge
wedge
grudge
midget
badge
trudge
bridge
midge
porridge
silent h
whip
whizz
whim
whisk
whist
when
whiff
whitsun
honest
which
wheel
whack
what
white
whale
whine
wheat
while
whisky
whisper
wheeze
honour
hour
heir
whit
whistle
silent k
knob
knot
knoll
knit
knelt
knack
knee
knock
knife
knowledge
kneel
know
knead
knave
knew
knapsack
knotty
knuckle
knight
silent t
castle
gristle
thistle
jostle
wrestle
rustle
bustle
listen
silent w
wren
wrap
wreck
wrist
wrong
writ
wrung
wrath
wreak
wreath
wrench
write
wretch
wrote
sword
answer
wrapper
167
-ar
war
warn
ward
warp
wart
wardrobe
toward
warbled
quart
quarter
awkward
warder
swarm
reward
-au
Paul
haul
fault
haunted
fraud
gaunt
daub
daunt
jaunt
taunt
vault
exhaust
aw
straw
saw
paw
fawn
pawn
lawn
claw
hawk
raw
draw
jaw
yawn
caw
drawn
brawl
crawl
awl
awful
awning
brawn
dawn
drawl
flaw
law
prawn
-oo
boot
pool
loop
root
hoop
moon
roof
spoon
stool
loom
broom
balloon
cool
tool
stoop
noon
food
mood
roost
soon
fool
zoo
proof
hoof
boon
168
-ture
lecture
fracture
adventure
culture
disfigure
fixture
imposture
scripture
sculpture
structure
texture
signature
picture
-are
compare
snare
Clare
prepare
stare
fare
ware
bare
hare
mare
scare
air
fair
air
hair
lair
despair
stair
affair
unfair
pair
flare
rare
care
dare
spare
blare
farewell
welfare
square
169
UNIT 5
Introduction to Numbers
Maria Montessori said that the sensitive period for Mathematics is from 4 to 7 years of age. During
this time, the child has a keen interest in number.
From an early age, however, we give the child the language of mathematics. We count with the small
child and sing number rhymes. In daily life, we talk about our system of weights and measurement
e.g. buying a litre of milk, etc. But it is not until the child reaches the sensitive period that we begin
to educate an understanding of number.
The Number Rods
Material
Ten wooden rods which differ in length from 1 dm to 1 metre. Each decimetre is coloured either red or
blue. The first rod is only one colour. The second rod, for example, has one red and one blue section.
Presentation
1
The teacher and the child take the rods to a floor mat and place them in random order.
The teacher says, “Today I am going to show you how to count. Build a stair in the same
way as you built the long rods, starting with the smallest and keep the red ends
together.” The teacher takes the first three rods and, using the three period lesson,
shows the child how to count them.
2
Continue until the child can count all 10 rods.
Purpose
To learn the quantities 1 - 10 and associate them with their names.
The Sandpaper Numbers
Material
10 cards with the numbers 1 - 10 cut in fine sandpaper and mounted separately on green card.
Presentation
Take either two or three sandpaper numerals to the work table.
Hold the card with the non-dominant hand and trace the outline with the first two fingers of the
dominant hand tracing the number in the direction in which it is written: This is how we write one.
The child traces the number a few times and the teacher says the name of the number, e.g. This is one.
Carry on with the three period lesson getting the child to feel the numeral at each stage in the
direction in which he will write it.
Put them in sequence when finishing the exercise.
170
The next day check if the child knows what has been taught. Continue in this fashion until he knows
the numbers from 1 - 10.
Purpose
To learn symbols 1 - 10 and associate them with their names.
1 2
The Number Rods and Cards
Material
The number rods and a set of cards on which are written the number 1 to 10. A floor mat.
Presentation
1
Place the rods on a mat in disarray. Place the numeral cards on a table. Show the child
a rod and ask him to count it. Ask for the corresponding numeral. Put the numeral card
against the last section of the rod. Repeat until each rod has the correct numeral
against it. Teacher always completes exercise by placing rods and cards in sequence.
2
Show the child a numeral. Ask him to name it and then to get the corresponding rod.
Teacher completes exercise by placing rods and cards in sequence.
Purpose
To associate the numerals with quantities for the numbers 1 to 10.
Note
Before starting this exercise, match the sandpaper numerals with the laminated numerals, so child
becomes familiar with them.
171
The Spindle Box
Material
A small box containing 45 spindles.
A long deep wooden box with ten compartments marked with the numerals 0 - 9 in order, at the
back.
Presentation
The teacher asks the child to name the numerals as she points to them at random. She points to one
and asks the child to name it. She then counts one spindle into her hand and places it into the
compartment. She continues and invites the child to take over the exercise.
The teacher gives the child time to discover the empty compartment. She can then say to him that
zero gets nothing.
Exercise
When he understands the exercise, the child can work alone, returning the spindles to the small box
after he has completed the exercise.
Purpose
To make the association between the numbers 0 - 9 and their corresponding quantities.
The first introduction to “zero”.
Control of Error
There are just enough spindles to do this exercise correctly, therefore, if there are any left over at the
end, or if there are not enough to finish the exercise, the child knows he has made a mistake and
can correct himself.
172
The Numeral Cards and Counters
Material
10 numeral cards with numbers from 1 - 10.
55 counters all the same size and colour.
Presentation
Exercise 1:
The cards are on a table in disarray. The teacher asks the child, “What do we begin with?” “One.”
(child) “Find it.” (teacher) The child finds 1 and is shown where to place it.
The teacher gives the child the box of counters and asks the child, “How many counters do we need
for that number?” “One.” She shows the child where to place it. The teacher asks the child, “What
comes after 1?” The child answers “Two.” She continues teaching the child in this manner until the
exercise is understood.
Exercise 2:
Even/Odd numbers.
If the child does not notice the pattern of odd/even the teacher draws his attention to it at a
later stage.
Purpose
Recalls the sequence of numbers for first time.
Has a visual impression of Odd and Even numbers.
Control of Error
Sufficient number of counters to correspond with cards.
1 2 3
174
Number Games
Material
Trays
Slips of paper with numbers 0 - 10 written on them. Various coloured counters.
Presentation
This number game is done as a group exercise. Introduce by saying, “Today we are going to play a
game.” Give each child a tray and get them to choose a slip of paper. Tell them to read this slip of
paper, but tell no one what it says and get whatever number of counters it says on the slip of paper.
The children get their own number of counters and bring them to the teacher to verify their answer.
Game No 2: I CAN COUNT
Material
Box of different objects that appeal to the child.
Laminated cards which have written on them the numbers 1 - 10.
Purpose
The number games reinforce what they already know.
Control of Error
The control of error in the number games is the teacher.
Individual Exercises with the Number Rods–Addition:
Material
10 wooden rods, varying from 1 dm. to 1 m. in length. Alternate decimetres painted red and blue.
Presentation
1
The number rods are built in a stair on the mat. Take the 10 rod away from the others and ask
the child to count it. Take the nine rod and put it under the 10 rod and ask the child to count
it. Ask, “What can be put with 9 to make 10?” Child finds the 1 rod and puts it at the end with
the 9 rod to make 10. Reiterate, “Yes, 9 and 1 makes 10.” Continue with the other rods, (Note:
5 cannot be done as there is only one 5 rod.)
Next day use the proper mathematical terms: 9 plus 1 equals 10, etc.
The numbers which compose 9, 8, 7 etc. can also be given.
2
Same exercise as above except child may wish to write down the sum on blank paper. If so,
teach the meaning of the symbols “+” and “=” using the three period lesson.
Purpose
Practice in addition. The idea that 2 quantities together make 1 larger quantity.
Control of Error
Correct sums are equal in length to the first rod.
175
Subtraction
Material
10 wooden rods varying from 1 dm. to 1 meter in length. Alternate decimetres painted red and blue.
Presentation
1
Take the rods and build the combinations of 10, i.e. 9+1, 8+2, 7+3 and 6+4, into a rectangle.
Now teacher takes 4 away from 10 and asks the child, “How many are left?” Child says “6”.
Teacher: “Yes, we had 10, we took 4 away and we have 6 left.”
2
Do the same exercise as above, writing the sum on blank paper. Teach the symbol “–”.
Decomposition of other numbers can also be shown (9, 8, 7, etc.)
Exercise
Practice in subtraction. When you take one quantity away, you are left with a smaller quantity.
Control of Error
Block of 10, etc.
The Short Bead Stair
Material
9 different coloured bead bars (each number is a different colour).
Presentation
The teacher shows the child how to count the bead bars and make a triangle. The child builds
several bead bars into triangles to become familiar with the material.
Purpose
Preparation for further number work, i.e. sequin boards, etc.
176
Addition Using the Short Bead Stair
Material
Two sets of short bead stair
Slips of paper with written sums
Mat
Presentation
1
Ask the child to build 2 triangles with the beads and read the sum on the first slip.
She shows the child how to use the bead bars to find the answer.
The child records the answers on the sum slip.
Slips consist of paper marked in squares of about 1 inch with one square for each numeral and
symbol. The square in which the answer is to be written is edged in red.
The sum is kept under 10 until the child has worked with Sequin Board A.
Purpose
To reinforce the child’s knowledge of Addition.
Subtraction Using the Short Bead Stair
Material
One set bead bars
Mat
Subtraction Sums Slips
Presentation
The teacher asks the child to build the triangle and read the sum. She shows him how to do the sum
using the bead bars.
The child records the answer on the slip.
Purpose
To reinforce the child’s knowledge of Subtraction.
177
Coloured Bead Stair
Stages of recording for:
4+2 =
Last box outlined in Red.
3+5 =
Last box outlined in Red.
Space between sums.
1+6 =
8+1 =
7+2 =
3+3 =
6+4 =
2+6 =
9+1 =
Last box outlined in Red.
No Space between sums.
No Red boxes.
No spaces.
178
Presentation of the Decimal System
Golden Beads
1. Teaching the Names
Material
1 gold bead, 1 ten bead bar, 1 hundred square, 1 thousand cube, 1 small felt mat, a small tray.
Presentation
The beads are brought to the table on a tray. They are laid out in order on the tray with the unit on
the right. The teacher teaches names using the three period lesson.
Purpose
The child learns the names “unit” “ten bead bar” “hundred and “thousand” in association with the
quantities.
The child understands the relative values of one, ten, hundred and thousand by sight, feel and weight.
2. Counting Through
Material
9 unit beads, 9 ten bead bars, 9 hundred squares, 1 thousand cube, 1 large felt mat, a tray.
Presentation
Take the material on the tray to the child’s table and spread the mat on the table. Put the unit beads
on the mat and ask the child to count them one by one, placing them one under the other as if
making a ten bar.
When 9 is reached, ask “If I had one more unit how many would I have?” “Yes, ten.” The 9 beads
are taken away. Continue with ten bars. Count the nine 10s with the child, putting them side by side
as if making a hundred square. When nine 10s have been counted, ask “If I had one more 10 bar
how many would I have?” “Yes, 10.” The teacher explains that ten tens are the same as 100, so put
the 10 bars away and take out the 100 squares. Count the hundred squares with the child one by
one, placing them on top of each other as if making a thousand cube.
When all nine have been counted, if there were one more, it would make ten hundred. Teacher
explains that 10 hundreds are the same as one thousand. Teacher takes away the hundreds and puts
out a 1000 cube.
Purpose
To understand the functioning of the decimal system — concrete form.
One
thousand
One
hundred
179
One
ten
One
unit
Recognising Quantities
Material
9 unit beads, 9 ten bars, 9 hundred squares, 9 thousand cubes. Small felt-lined trays.
Presentation
Place the material on the table with the units on the right. Give the child a tray. Ask the child to bring
a quantity on his tray. At first ask for a quantity of one group. E.g. “Bring me six units,” then “Bring
me five tens,” etc.
Gradually add one more group until the child is bringing a quantity from all four groups, such as one
thousand, five hundreds, four tens and two units.
Do the reverse exercise. The teacher places not more than nine units, tens, hundreds, or thousands
on a tray and the child counts the beads and tells how many there are. Gradually more complicated
amounts can be given.
Purpose
To associate the name with the quantities.
To understand the decimal system.
180
The Large Numeral Cards
Teaching the Names
Material
A set of Large Numeral Cards on which are written the numerals 1 - 9 in green.
The numerals 10 - 90 in blue on cards twice the width of the unit cards.
The numerals 100 - 900 in red on cards three times the width of the unit cards.
The numerals 1000 - 9000 in green on cards four times the width of the unit cards.
Presentation
Use the three period lesson to teach the names of the written symbols 1, 10, 100, 1000. Finish with
all the cards placed in front of the child with 1000 on the far left.
(The child already knows 1 and 10 from previous exercises.)
1000
2000
3000
4000
5000
6000
7000
8000
9000
100
200
300
400
500
600
700
800
900
10
20
30
40
50
60
70
80
90
1
2
3
4
5
6
7
8
9
Note:
The colour green is repeated for the thousands because it represents units of thousands. Tens of
thousands will be blue, hundreds of thousands will be red.
181
Counting Through
Presentation
Take all the cards to a large table or use a floor mat. Show the child how to place the unit cards one
below the other on the right side. Get the child to name them as you do so. “One. Two.” When 9
is reached ask, “If there were one more how many would it be?” The child says “Ten.” “Yes, so we
will count the tens.”
Place the ten cards one below the other on the left of the units, naming them with the child: one
ten, two tens.... When nine tens have been counted, ask the child “If I had one more ten how many
would I have?”
Child says “Ten tens.” Teacher: “Ten tens are the same as one hundred.”
Place the hundred cards one below the other to the left of the tens, naming them with the child as
you do so. When up to nine has been counted say “If I had one more how many would I have?”
Child: “Ten hundreds.” Teacher: “Ten hundreds are the same as one thousand.” Place the thousand
cards one below the other, naming them with the child.
Purpose
To illustrate the functioning of the decimal system — symbolic form.
Recognising Numerals
Material
Large Number Cards
Trays
Presentation
All cards are set out on a table. Ask the child to fetch a card on a tray. E.g. “Bring me 700.” At first,
ask for a card from just one group, gradually adding until a card from each group is asked for.
The reverse exercise is also given by putting the cards on the tray and asking the child to read them.
Purpose
To associate the names with the written symbols.
To understand the decimal system.
Combining Quantity and Symbol
Material
Set of numeral cards
Unlimited golden bead material
Felt-lined trays
Presentation
Individual or Group Exercise:
The large numeral cards are laid out in their columns on a large table or floor mat. The golden beads
are on another table in the correct order, with the units on the right.
182
1
The teacher puts a quantity of beads on the tray of each child and asks him to count them and
put the matching card below.
2
The teacher puts a large numeral card on the child’s tray and asks the child to get the same
quantity of beads and put them above the card. The exercise continues until the child brings
beads from all four categories together.
Purpose
To give the child practice in associating the quantities with the numerals and with understanding the
place value.
Combining Quantities and Symbols
Bird’s Eye View
Materials
45 unit beads, 45 ten bars, 45 hundred squares, 3 or more thousand cubes. A set of large numeral
cards.
Presentation
Ask the child to lay out the green numeral cards for the units one below the other and to place
beside each card to the right of it the correct number of unit beads, building up the units in columns
one unit below the other.
To the left of these, starting at the top again, the child should lay the blue numeral cards for the tens,
placing beside each card to the right of it the correct number of ten bars building them towards a
square by placing them side by side.
To the left of these, starting at the top again, the child should lay out red numeral cards for the
hundreds, placing beside each card the correct number of hundred squares, piling them up towards
a cube.
To the left of these, starting at the top again, the child should lay out green numeral cards for
thousands, placing beside each card the correct number of thousand cubes, using as many cubes as
are available up to 9000, if possible.
The child then has laid out before him a Bird’s Eye View of the decimal system.
Purpose
To associate the concrete quantity with appropriate numerals.
Learning the Names of Numbers 11 - 19
Material
9 ten bead bars
1 set of coloured bead bars (1 - 9)
Presentation
The child builds a triangle with coloured bead bars. Take the one, two and three bars and 3 ten bars
aside and using the three period lesson, teach 11, 12 and 13. To begin, take a ten bar and a one
coloured bead bar and say, “This is eleven. Ten and one makes eleven.” Count through. Do likewise
with 12 and 13.
183
Summary
Teacher places them in sequence 11, 12 and 13.
Check that the child knows what has already been taught the day before and teach the names 14,
15, 16, 17, 18 and 19. Take two or three numbers at a time. Always finish in sequence.
Exercise
The child composes the numbers 11 - 19 with the bead bars and names them.
Purpose
To learn the names of the quantities 11 - 19.
Learning the Written Symbols 11 - 19
Material
Sequin Board A
Set of Number Cards 1 - 9
Mat
Presentation
This exercise is done on the floor.
Point to the first ten and ask the child if he recognises it. The child knows it is ten. Remind him that
ten and one are eleven. This is how we write 11 and slip card 1 over the 0 of the first ten.
10 and 2 and 12 (Slip in card 2)
10 and 3 and 13 (Slip in card 3)
10 and 4 and 14 (Slip in card 4)
The teacher builds the numerals from 11 - 19 in this way and uses the three period lesson to teach
it to the child.
The lesson is always ended by counting in sequence.
Purpose
10
10
10
10
10
To learn the symbols 11 - 19.
10
10
10
10
184
3 79
Combining Quantities and Symbols 11 - 19
Material
Sequin Board A
9 ten bars
1 coloured bead stair
Presentation
The cards are stacked to the right of the board. The coloured bead stair and the ten bars are laid out
to the left. Ask the child to make eleven with the beads and place them to the left of the board and
eleven card on the board. Continue until the number 11 - 19 are made.
Purpose
To learn association of numeral and quantities 11 - 19. To learn to count 11 - 19.
Learning the Names of the Quantities 20 - 90
Material
45 ten bars
A mat
Presentation
Take 6 ten bars out of the box. Put one ten bar in front of the child and ask if he recognises it. Using
the three period lesson, teach the quantities twenty and thirty. When these are known continue until
the child knows 10 - 90. The teacher always finishes lesson in sequence.
Purpose
To learn the names of the quantities 20 - 90.
Learning the Names of the Symbols 20 - 90
Material
Sequin Board B
A floor mat
Presentation
Place the board on a mat on the floor. Teach the names of the numerals
20 - 90 using the “Three Period Lesson”. Repeat the lesson on subsequent
days until the child is sure of the names.
10
20
30
40
50
60
70
80
90
Purpose
To learn symbols 20 - 90.
185
Combining the Quantities and Symbols 10 - 90
Material
Sequin Board B
45 Ten Bead Bars
A floor mat
Presentation
Place the board on the mat. The ten bars are placed to the left of the board. Point to the top
numeral and ask the child to read it. It is 10. Ask the child to place 10 in beads beside the numeral.
He continues by placing two ten bead bars to the left of the board beside 20 and so on until
he reaches 90.
Purpose
To associate the quantities with the numerals 10 - 90.
To Learn the Names of Numbers 11 - 99
Material
Sequin Board B
Cards 1 - 9
9 Ten Bars
9 Golden Bead Units
Floor mat
Presentation
Place the board in the centre of the mat, with the numeral cards stacked to the right in sequence.
Place the beads on the left of the board.
Get the child to read the top numeral, “This is ten.” Ask him what comes next. Get him to make 11
with beads and numerals. Help him to continue in this way until he has composed the quantities to
19 and the corresponding numerals to 19.
The child sees if one more unit were added there would be a ten bar and ten unit beads; so the child
removes the 9 unit beads and replaces it with a ten bar. There are now 2 ten bars which makes 20
and these must be moved down to the left of the numeral 20.
The child puts another unit, making 21. He now forms the corresponding numeral by slipping the 1
card over the 0 of the 20. He continues in this way until 99 is reached.
Purpose
To associate the quantities and numerals 11 - 99.
To learn to count 11 - 99.
186
Chains
100 Chain
Material
10 golden bead 10 bars linked to form a chain
Numeral Cards 10 - 100
Mat
Presentation
After associating the chain with the 100 square (golden beads), lay it out in a line on a mat on the
floor. Ask the child to count the beads and place the appropriate numeral card at each ten until 100
is reached.
Purpose
To count 1 - 100.
1000 Chain
Material
100 golden bead 10 bars, linked to form a chain
Numeral Cards, 10 - 1000
Mat
Presentation
After associating the chain with the 1000 cube, lay it out in a line on a mat on the floor.
The child counts the beads and places the appropriate numeral cards at each ten until 1000
is reached.
Purpose
To count 1 - 1000
187
The Bank Game
Material
Set of large number cards
Unlimited golden bead material
Felt-lined trays
Presentation
Group Exercise
The large number cards are set out in their columns on a large table or floor mat. The golden beads
are on another table, in the correct order, with the units on the right.
One child takes charge of the beads, another takes charge of the cards.
The teacher asks each child who is playing the bank game to:
1
Go to the bank and ask for a certain quantity golden bead on his tray.
2
Go to the child in charge of the cards and ask for the same quantity in large number cards. The
child then returns to the teacher with his completed tray.
The exercise is later done in reverse.
Purpose
To prepare the child for group operations with the golden bead.
Changing Exercise with Golden Bead Materials
Material
Golden Beads
Large Numeral Cards
Tray
Large Mat
Ask child to lay the cards out on the table starting with the units on the right, then tens, hundreds
and thousands.
Place the bead material in the same order on another table. This is called the bead bank.
Presentation
Teacher puts a random number of beads on a tray.
Get the child to sort them, putting all the units together on the right hand side, etc.
Child counts units into a line; when he comes to ten he goes to Bank and exchanges them for a ten
bar. He places the 10 bar on the tray above the other tens.
The child continues to count units, changing them as necessary until there are not sufficient units
left to make up ten. He puts the corresponding numeral cards below them.
The child will then count the 10s in the same way, changing at the Bank for a hundred square every
time the 10s are reached.
The hundreds and thousands are counted and changed and the final quantity is made up with the
numeral cards below the beads.
188
Exercise
The child takes a quantity of beads, sorts and counts them, changing them where necessary and sets
out the appropriate cards.
Purpose
To give further practice with the decimal system.
To promote the understanding that there must never be more than nine in any group.
Group Operations with the Golden Bead Material
Note:
Each of these exercises is a group exercise. One child will act as banker and is in charge of
the bead material, which is placed on a table.
Another child is in charge of the Large Numeral Cards, which are on another table, and is
responsible for keeping them in order and giving them to children as requested. Another child
is in charge of the Small Numeral Cards, which are on yet another table. Children do the sum.
Addition Without Change
Material
Large quantity of unit beads, ten bars hundred squares, thousand cubes.
Large numeral cards up to 9000
Sets of small numeral cards up to 9000
Felt-lined trays
Presentation
The teacher introduces a sum that does not involve change.
The teacher asks each child to go to the bank and ask for the small number cards and beads for each
addend e.g. 1431, 2243 & 1211.
Each child goes to the bank and gets the corresponding quantity of golden bead material.
The teacher checks each amount as it is brought to the table. She places each quantity of beads and
cards one under the other, beads to the left and cards to the right.
The teacher then adds all the units, tens, hundreds, and thousands together.
The first child is now asked to count the units. The child counts 5 units. The teacher then asks the
child to fetch the Large Numeral Card of five.
The second child counts the ten bars and gets the corresponding Large Numeral Card.
The third child counts the hundred squares and gets the corresponding Large Numeral Cards for the
hundreds etc.
The answer formed with the Large Numeral Cards is superimposed by the teacher and placed below
the three sets of Small Numeral Cards e.g.
1431
+ 2243
+ 1211
----------4885
1431, 2243, 1211 are the addends. 4885 is the sum.
The teacher recaps on the operation (“When we added.....”) and result, using appropriate
mathematical language throughout.
189
Addition with Changing
Material
Large quantity of unit beads, ten bars, hundred squares, thousand cubes
Large Numeral Cards up to 9000
Sets of Small Numeral Cards up to 9000
Felt-lined trays
Presentation
Introduced when the children have done several sums that involve no changing.
The teacher introduces a sum that involves changing e.g. 3433, 3317 and 1573.
She proceeds as in last exercise until units, tens, hundreds and thousands are put together.
The first child is now asked to count the units. When he counts ten he exchanges them at the Bank
for a ten bar. This ten bar is placed above the rest of the ten bars. The teacher now asks the child to
count the remaining units. The child counts and gets the corresponding Large Numeral Card.
The next child counts the ten bars including the 10 bar exchanged at the Bank and exchanges them
for a hundred square, which he places above the other hundred squares. There are only two ten bars
remaining so that child fetches the corresponding Large Numeral Card for 20.
Continue until all the beads are counted. The answer, formed with the Large Numeral Cards is
superimposed and placed below the three sets of Small Numeral Cards e.g.
3433
+3317
+1573
-----------8323
with the Golden Bead Material to the left.
Subtraction Without Change
Material
As for addition
Presentation
1
At first, choose sums which do not involve changing, e.g. 465–212. The teacher asks the
child to go to the bank and ask for the minuend, e.g. 465 in golden bead and large
cards. The teacher checks the amount when it is brought and places it on the table,
beads on the left and cards on the right.
She asks the child to put 212 in small number cards on the table and to take away this
amount in beads starting with the units. The children count what is left (as they remove
each hierarchy) and place small numeral cards under each hierarchy to record.
The teacher superimposes the small cards and places them under the other cards.
Teacher recaps on the operation using mathematical language throughout.
190
Subtraction With Change
2
When the children have done several sums without change, give them sums involving
“changing”, e.g. 6214–1256.
The child subtracts this quantity from the minuend in golden beads, changing where necessary.
Purpose
To show the working of subtraction sums so that the children can really understand the process.
Terminology: minuend – subtrahend = difference.
Multiplication Without Changing
Multiplication is similar to Addition
Material
Large quantity of unit beads, ten bars, hundred squares and thousand cubes.
Large Numeral Cards up to 9000
Sets of Small Numeral Cards up to 9000
Felt-lined trays
Presentation
The teacher asks the children to get the same number in small numeral cards, e.g. 123. Each child
gets the corresponding amount of bead material from the Bank.
The teacher checks the quantity that each child brings her arranging in sequence with units on the
right, then tens, hundreds and finally thousands. The quantities are arranged on the work table one
below the other and the Small Numeral Cards, one below the other.
The first child counts the units and fetches the corresponding Large Numeral Card etc.
The teacher superimposes the Large Numeral Cards which form the answer, e.g. 369 under the Small
Numeral Cards, e.g.
123
+123
+123
--------369
The teacher recaps on the operation using the appropriate mathematical language.
123 is the multiplicand
369 is the product
The multiplier is 3
Purpose
To learn multiplication
191
Multiplication With Changing
Material
Unlimited amount of unit beads, ten bars, hundred squares and thousand cubes
Large Numeral Card up to 9000
Sets of Small Numeral Cards up to 9000
Felt-lined trays
Presentation
Introduce when the child has had plenty of experience doing multiplication with no changing. The
teacher gives each child the same number, e.g. 1715.
Child proceeds as before, changing where necessary.
1715
+1715
+1715
------------5145
Purpose
To learn multiplication.
Division
Material
Unlimited amount if Golden Bead Material
Large Numeral Cards
Set of Small Numeral Cards
Felt-lined Tray
Presentation
At first choose sums which do not involve “changing”, e.g. 9636 ÷ 3.
Ask the children to place 9636 formed with the large number cards and the corresponding
quantity of golden beads, on the table. As the quantity is to be divided by 3, have 3 children with
trays.
Explain that you are going to divide the beads exactly amongst them.
There are 9 thousand-cubes, so give each child one cube in turn until all nine are used. Child gets
the corresponding small number card. Continue in this way until all beads are divided.
Teacher then explains the answer to a division sum is always the quantity which any one of the
children has on his tray.
Teacher recaps on the operating using mathematical language throughout.
Dividend - divisor = result or quotient
Purpose
To show the working of the division sum.
Note:
Sums involving ‘changing’ and then ‘remainders’ are introduced as the children are ready.
192
Snake Game
Material
Coloured bead stairs
Golden bead ten-bars
One set of black and white bead bars 1 - 9. These are black to bar 5, then 5 black beads, and 1 white
bead for 6, then 5 black and 2 white beads for 7, etc. in order to make the bars easier to recognise.
A felt mat
Presentation
Spread the mat on a table
Make a “snake” with the coloured bead bars of the short bead stair. The bars are arranged in any
order; but, to make checking easy, if there is a 9 in the snake, have a 1 also, etc. e.g.
1+6+2+8+2+5+4+6+5+3+9+7+8+4
The set of black and white beads are formed into a triangle by placing the bars in order from 1 - 9
at the top of the mat.
Count the bars, beginning at one end of the snake. Count until 10 is reached. (In this case on the 8
bar.) Continue to count to the end of the bar, starting at one again. There will be 10 and 7.
Replace the 1, 6, 2 and 8 bars by a golden ten and a black and white 7 bar.
Continue to count from the end of the 10 bar, first the black and white 7, then the 2 bar, then the
5, making 10 and 4.
Replace the black and white 7 bar in the triangle. Place the 2 and 5 bars with the other coloured
bars, replacing the 7.2 and 5 bars by a golden 10 and a black 4.
Continue counting the snake from the end of the golden ten bars and so on until the whole snake
has been turned into golden tens. In this case, 7 ten bars.
To check, form tens with the coloured bars which had formed the snake, e.g. place 9 and 1
together, 8 and 2, etc. Check these against the golden tens of the answer.
Later on, a “snake” which does not work out exactly in tens may be introduced.
Purpose
Preparation for learning the addition tables.
Black and white bead bars.
193
Sequence of Mathematics Exercises
Course One
1 - 10
•
Number Rods
•
Sandpaper Numerals
•
Matching Sandpaper numerals to laminated numerals 1-10 (Familiarisation)
•
Matching number rods and numerals
•
Spindle Box
•
Cards and Counters
•
Number Cards
Parallel Exercises
Colour Beads - Introduction
Composition and Decomposition of number 1 - 10
Introduction of + and =
Simple Addition with coloured beads
Simple Subtraction with coloured beads
Decimal System
Golden Beads
Naming
Counting through
Combining Beads
7 Cards
Number Cards
Naming
Give beads to get
cards.
Counting through
Bring me
Give cards to get
beads.
Bring me
Bird’s eye view
Bead Chains
11 - 19
20 - 20
11 - 99
Beads
Beads
Sequin Board A
Sequin Board B
Sequin
Beads
Combining Both
Combining Both
Group Operations:
Addition, Subtraction, Multiplication, Division
Snake Game
194
Board
B
&
UNIT 6
Cosmic Education
Suggested Reading
To educate the human potential — Maria Montessori
The sensitive period for acquiring culture is during the child’s second period of development, 6 - 12
years of age. At this time all the cultural subjects — History, Geography, Biology, Science are learned
in great detail with great eagerness. But as with every area of development, the basic preparation is
done during the formative period, 0 - 6, when the “seeds” of all subjects are sown.
To help the child gain a clear and meaningful identity within the natural order of things, Dr.
Montessori developed the cosmic approach to education. We start by giving the child “a vision of
the whole universe. The universe is an imposing reality and an answer to all questions.” —Maria
Montessori, To Educate the Human Potential
We give the child the broadest view possible of his cosmic environment and help him discover the
nature of all its components—their interrelationship and interdependence. We present the child with
his world in such a way as inspires him with awe and wonder, and gets him emotionally involved
with all he learns.
1
The result is that the child sees the struggle of life to develop itself. This struggle and
long labour has benefited him. He has a place in the development and a responsibility
to further it. Therefore, life is full of meaning instead of being meaningless.
2
To achieve this the teacher must make the right use of imagination in awakening
interest. She must sow endless seeds and stimulate the seeds of interest already sown
with attractive literary and pictorial material, all correlated to a central idea, i.e. The
Cosmic Plan in which all of consciously or unconsciously serve the great purpose of life.
3
Each individual life on earth is seemingly selfish, fighting for its own survival, but in
reality each serves the good of the whole. Every living this has a part to play and work
to do. Plants supply oxygen to the air and food for herbivores. The soil is teeming with
living creatures who spend their lives keeping it fertile for the plants to grow in. Some
animals are scavengers, carnivores keep a check on the number of animals so there
won’t be too many for the forage available. All living things help the plants by
converting oxygen to carbon dioxide. And so the balance of nature is maintained with
every living creature fulfilling its role. Only man can and too often does destroy his
environment and jeopardise the careful balance of nature.
4
Man has constantly changed and enriched his environment. This ability is what sets him
apart from animals. Unlike animals who are born with a behavioural pattern, man
develops his behaviour through experience and interaction with the environment; in
short, through education.
5
In the Montessori curriculum Biology, History, Science and Geography are all
interrelated and they cannot be divided into separate subject areas. They constitute a
truly integrated curriculum. The interrelationship and interdependence of all things is
stressed.
6
History follows the development of the Solar System, life on earth, the development of
man, early civilisation and recorded history. The child sees the long labour of man to
accomplish all that is here for present day mankind to enjoy.
7
Biology gives the child a means of classification so he can structure and relate the facts
he discovers about all living things. The ultimate goal is an ecological view of life and a
feeling of responsibility for the environment.
8
The study of Geography is designed to show how the physical configurations of the
earth contribute to the history of mankind. The study of physical geography is the basis
for the study of economic geography—which shows the interdependence of all men.
9
The first Science experiments are designed to give the child the basic knowledge which
will make possible the understanding of the natural laws.
195
10 Dr. Montessori’s objective is to prepare children for life and to help them understand
their role in the history of mankind; to make them aware of their obligations to their
environment and their contribution to maintaining the conditions necessary for the
future existence of mankind in using the cosmic approach to education.
History
History is the story of life on earth.
Our aim in teaching history is to transmit knowledge of the past with special awareness of the
evolution and progress of all living things. We highlight man’s role and his contribution to evolution.
But, as he is the only animal consciously capable of changing the environment, we must not forget
to stress his responsibility to the natural order. We keep war and disaster in proper perspective,
regarding them as failures. We highlight the many signs of positive progress. With an understanding
of the past, how man fails and achieves, the child can build up the future.
We are born in time, we have to fit into our era in history. The young children are prepared
indirectly so their minds will be ready to comprehend what we mean by “the past”. Then as always,
the Montessori method of teaching history begins with a general view. With the whole picture as
the backdrop, particular events are studied later in detail.
In teaching history, we must keep in mind the natural order of the universe, the tendency to evolve
and the guidance of an all-powerful force.
There is a basic force which enables life to grow and evolve, not only as the individual, but also the
species, so that each adapts to the local environment, thus bringing about new forms of life, which
are different from the old.
All living organisms are descended from one primeval cell. We must emphasise that evolution does
not mean that monkey became man but that both had a common ancestor.
Living organisms develop from one generation to another. There is constant change. We must
emphasise that creation is still going on—it is a process that is behind us and before us.
There have been many theories on the process of evolution. Darwin made a major contribution with
the theory of natural selection. His theory is being constantly revised. We have learned a lot about
life on earth but nothing is proven and is forever open to revision.
Direct Preparation for Pre-History
Concept of time
The child is made aware of time passing, using the classroom clock, from his earliest days in school.
Succession of time
The child will already have some notion as to what comes after what, simply from living. He gets a
broad notion of the yearly cycle, e.g. his birthday in August, Daddy’s birthday in October, then
Christmas, etc. He gets an idea that the weekend follows the week. The calendar and weather charts
will help the child gain a clearer idea of the succession of time.
Duration of time
The child’s notion of duration of time is very vague. Help the child to have a concept of the duration
of time. Talk to him about the length of time it takes to do certain things throughout the day.
Pictures of the child’s day
Pictures denoting the activities of the child’s day, from rising in the morning to going to bed at night.
Information cards and simple work cards for the older child when he is reading.
196
Interest in the past
Pictures and objects to be discussed and explained in order to arouse the child’s interest and
awareness of the Past.
Information cards and simple work cards for the older children.
Golden bead time line — introductory lesson
Box of golden unit beads; mat; blank name slips.
Heading card reading “Present Day”.
The teacher sets out beads to represent the ages of the children.
Children who have worked with and understand “tens” and “units” can set out the ages of the
members of their families, using 10 bead bars and unit beads.
Pre-History Time Line
‘Black Tape’ Time Line
Material
A length of black tape about 1.5 inches wide. One tenth of an inch of white tape attached to one
end of black tape.
Presentation
Tell the story of creation as you unravel the tape.
Purpose of the ‘Black Tape’
To give the child an idea of all the time that has passed before man came on earth as his first
introduction to a pre-history time line.
Pre-History Time Line
Evolution of life
Materials
Time line of differently coloured lengths of paper, fabric or some such material, each length
measured to scale, representing the various eras that have passed since the formation of the earth.
Models and pictures.
The complete exercise is done in one lesson. The story of creation is given in more detail than with
the Black Tape time line.
Name slips, definition cards and sample work cards for the child who is reading.
The Eras
Azoic Era
–
no life
Proterozoic Era
–
proterozoic life
Palaeozoic Era
–
old life
Mesozoic Era
–
middle life
Cenozoic Era
–
recent life
The white tape represents when Man appeared on Earth.
197
Diagram of the sun and the planets
SUN
MERCURY
VENUS
EARTH
MARS
JUPITER
SATURN
URANUS
NEPTUNE
PLUTO
198
Geography
The study of Geography deals with a physical description of the Earth.
Following the cosmic approach, we first give the young child a vision of the whole universe.
From this we isolate our planet, look at the elements which constitute it, its physical features and
political divisions. We prepare the child so that later he may study his world in detail, having first
been introduced to the whole.
The Sun and Solar System
Discuss the importance of the Sun.
The Sun is a medium-sized star which gives us light and heat.
Without it we cannot live, plants cannot grow.
Planets
Nine planets orbit the sun. We live on Earth. We can tell in brief the origin of our Solar System and
the Universe. Through working with pictures of the Sun and Planets, the children discover some basic
qualities of each.
The Dance of the Planets
Sandpaper Globe
Material
A small globe painted blue with land areas denoted by sandpaper.
Presentation
Bring the Globe to the child and tell him that it is a model of our Earth. Feel the Globe all over and
then invite the child to feel the shape of the globe, using the stereognostic sense. Invite the child to
feel the smooth parts of the globe. Tell him that these smooth parts represent the water and the
rough parts the land. Let him discover there is more water than land.
Purpose
To introduce the child to the shape of our planet.
To show him two main divisions—land and water.
To show more water than land.
Relief Models of Selected Physical Features
Land and Water Forms
Material
Relief trays, plastic cloth, sponge, jug of water coloured blue.
Presentation
For the presentation bring along two contrasting models, e.g. a lake and an island. Pour the water
into two trays. The various features appear. Invite the child to feel the land and the water areas in
each tray, giving the name for each feature.
199
Excerise
The Child can work the relief models by himself in this way.
Gradually the other models are presented in the same way.
Relief Cards
Diagrams corresponding to the relief models.
1
Relate the cards to the models.
2
Match the two sets of cards
3
At a later stage, teach the names of the forms by three period lesson.
4
When the child is reading, add name slips, definition cards and simple work cards.
Land, Air and Water
Three containers, each holding one of the elements, to teach the basic components of our biosphere.
We relate these to our surroundings and show how we need them in everyday life. Packs
containing pictures and photos are available in the classroom for the child’s use. Later information
cards and work cards can be added.
Coloured Globe
Material
A small globe (like the sandpaper globe) with each continent painted in a different colour. The
oceans are painted blue.
Presentation
Bring the coloured globe and the sandpaper globe to the child. Help the child to link the coloured
globe with the sandpaper globe which he already knows.
Explain to the child that the land masses are called continents. Each colour represents a different
continent.
The water is divided into oceans.
Exercise
After the initial presentation the child can work with the globe himself.
Purpose
To introduce the child to the continents, oceans, shapes and positions of the land masses.
200
Jigsaw Map of the Continents
Materials
Map of the world (corresponding to the coloured globe) into which the continents can be fitted as
in a jigsaw puzzle.
Presentation
Bring the jigsaw map and the coloured globe to the child’s table. Explain to the child that if the globe
was divided in two and each part flattened down that it would look like this—the two circles of the
jigsaw map. Help the child to relate the map to the globe.
Exercise
The child becomes familiar with the map by using it as a jigsaw. Teach the names of each continent
by the three period lesson.
Purpose
To familiarise the child with the continents.
Folders
Colour coded folders, each corresponding to a continent. Each contains a map of the world
(relevant continent highlighted) and pictures to represent that continent.
Scenarios
Models of life styles in different continents.
Maps
Sets of maps of the world
Continents and Oceans
1
The child matches the continents from the jigsaw map to the world map.
2
Two maps, one with continents named, one without names. Child places name slips on
unmarked map.
3
Two maps, one with oceans named, one without names. Child watches names using
name slips.
At this stage, children can use name slips on all materials.
Map of the World
Exercise
Children are encouraged to collect wrappers and stickers from food products and place on relevant
continents.
The Whole World Works
Many projects are carried out showing the benefit of one group of people’s work for the whole world
and the basic principles of the import/export trade. Pictures, charts and cards are available.
201
Biology
Bio logos — Knowledge of Life
Biology is the science of physical life. It deals with all aspects of living things. We help the young child
become aware of all living things in such a way that he may study them later in detail.
Biology divides into two branches:
Botany — the study of plants
Zoology — the study of animals
There are .25 million species of plants and more than one million species of animals, .75 million of
which are insects.
Man has always been interested in his environment. In earliest times, he drew pictures of animals in
caves. In the 17th Century Buffant wrote ‘L’histoire natural”. The voyages of the great explorers,
Columbus, Cook etc. brought new biological discoveries. Darwin’s theory brought a great change in
the science.
Nowadays, modern research is making new discoveries all the time.
The Teacher’s Task
1
To draw attention to the natural order: help the child to see that each animal and plant
has a function, each contributes to the good of the whole.
2
To emphasise man’s responsibility to nature: he is the caretaker of his environment, the
only animal capable of changing the natural order for better or for worse.
3
To cultivate a reverence for life by the teacher’s own example and by getting the child
emotionally involved with the wonder of nature.
4
To prepare the child for later, formal classification of plants and animals.
Ideally the classroom would be light, airy and attractive, with doors opening onto the garden, which
would be fenced in for the sake of hygiene. Work in the garden should coincide with the seasons.
Care of the garden
Raking leaves, taking dead leaves off plants, weeding, planting, etc.
The nature table
This is used to focus attention on particular aspects of plant and animal life. It is kept simple and
uncluttered. The items are changed regularly to coincide with seasons and work being carried on in
the classroom.
Care of the nature table
This is included in the daily routine of practical life.
— Washing the table
— Watering plants
— Arranging flowers
—
Discarding dead flowers
— Caring for animals
The Sun
The importance of the Sun and the dependence of all living things on the Sun, are kept in mind at
all times.
202
203
Botany
Work in Botany coincides with the Seasons.
Starting in Autumn
Materials
Charts and pictures for each month and season
1
Collect leaves for sorting.
2
Collect seeds—nuts, berries, etc.
3
Pictures of plants.
4
Sets of matching cards—trees, vegetables, fruit, wild flowers, cultivated flowers.
5
Set seeds and bulbs.
6
Study trees, leaves, flowers (real specimens).
7
Parts of the tree, leaf, flower—jigsaws
8
Parts of the tree, leaf, flower—matching cards.
9
Sets of pictures—flowering trees/plants, fruit bearing trees/plants, trees with cones.
Zoology
1
Model animals. Sort into categories: wild and domestic.
2
Pictures of animals: wild and domestic.
3
Sets of matching cards—wild animals, domestic animals, birds, fish, amphibians,
reptiles, insects, etc.
4
Families of animals.
5
Hibernating animals (November and March).
6
Nocturnal animals.
7
Tiny creatures.
8
Study real animals.
9
Parts of mammal, bird, fish, amphibian, reptile—jigsaws.
10 Parts of mammal, bird, fish, amphibian, reptile—matching cards.
11 Sets of cards. Animals with hooves, animals with claws, animals that eat meat, animals
that eat plants, animals with feathers, animals with shells.
Basic Classification
Living / Non-living
Chart with pictures.
The child begins to classify his environment.
Plant / Animal
Chart with pictures.
The living world is divided into these two classifications.
204
Zoology
Carnivore / Herbivore
Sets of pictures to be sorted into each category and heading cards.
Vertebrate / Invertebrate
Sets of pictures to be sorted into each category plus heading cards.
Botany
Seed Bearing and Non-Seed Bearing
Sets of pictures to be sorted into each category plus Heading Cards.
Note:
In all the above work the teacher uses the correct terminology to accompany the child’s sensorial
experience. The child hears rich language through the cultural subjects to aid his development in this
area (sensitive period for language is between 0 - 5 years).
No definitions or formal explanations are given at first, precise knowledge is for the older child.
The under fives learn through activity. All work must be accompanied by activity and handwork—
colouring, drawing, sticking, cutting out. Make wall charts, models, simple scenarios, e.g. “playdough” hedgehogs hibernating under a cluster of dead leaves.
Dr. Montessori’s is a discovery method—let the child discover or lead him into a situation in which
he cannot help but discover for himself. Then that knowledge is well and truly his own.
As the child begins to read and write, name slips, definition, information cards and simple work cards
are added to all packs of material.
Practical Science
Simple experiments can be carried out to help the child understand some basic natural laws in a
sensorial manner.
The following headings are a useful guide.
Liquid
Sink / Float Experiment
Heading cards and a variety of everyday items to test.
Soluble / Insoluble Experiment
Heading cards and a variety of substances to test.
Freeze / Boil Water
Discover the results.
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Gas
Air is gas.
Air occupies space.
Plunge a glass into a bowl of water.
Air moves.
A fan will illustrate this; also, a lighted candle in a draught.
Air can be used up.
Put a lighted candle in an inverted jar.
Solids
Gravity
Everything falls to the floor.
Magnets
Box of objects to test.
Light
Light is made up of colours.
If light is passed through a prism, the rays are broken up into the solar spectrum.
Light bends.
Look at a spoon in a glass of water.
Nature Study Experiments
A magnifying glass is essential on a nature table.
Many experiments are carried out related to the current work in Biology.
In all scientific studies, the teacher records the findings with the children in a methodical, orderly way.
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• Add Name Slips, Definitions and Simple
Workcards as child begins to read.
5/6 Years
• Era Time Line
Black Tape Time Line
Age in Golden Beads
Products of the World
Map of Continents / Oceans
• Folders
Jigsaw Map of World
Models Land and Water Forms / Coloured Globes / • Land, Air, Water
Matching Cards
Jigsaws for 'Part of'
Sandpaper
• Child's Day
4 Years
Matching Pictures
Dance of Planets
Interest in Past
Living / Non Living
Plant / Animal
Herbivore / Carnivore
Seed Bearing / Non Seed Bearing
Verebrate / Invertebrate
Packets for (Animals with Paws)
(Animals with Hooves)
(Animals that gnaw)
Matching Cards for 'Part of'
Pictures
Planting and Gathering / Animal
Sun
Concept of Time
Biology
Geography
History
3 Years
Solar System
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