PAKISTAN MONTESSORI

COUNCIL
InternatIonal montessorI
traInIng program

module 04

submItted by:

aqsa Hameed
reference no: dk2503
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assIgnment module # 04
questIon # 01
Cut out all the 10 shapes of metal insets on tough chart paper and
make creative designs of all levels as described in the book? Paste
the inset papers carrying your designs on your assignment.
answer:
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questIon # 02

Explain how word building is introduced to children using

Moveable Alphabet and Alphabet boxes at Pink, Blue and Green
Levels.

answer:
LARGE MOVABLE ALPHABETS (LMA):
When a child has learnt the phonetic sounds of the alphabet and has
developed the ability to identify them in words, he is ready to build words
with the large moveable alphabet.

Exercise: Material required includes a large box with 28 compartments, one

for each letter of the alphabet, stiff cutouts of plastic letters. Vowels should
be blue and consonants red for contrast. The directress starts by spreading a
mat out on the floor. She opens the box of LMA, allowing children to observe
the alphabets as she pronounces alphabets by sounds and asks them to find
the pronounced letter. When a child successfully does so, the letter is placed
on the mat and exercise is repaired for all the alphabets ensuring maximum
student participation

PINK LEVEL WORD WORK:

At this level, word activities involve three-lettered CVC (consonant-vowel-

consonant) and two lettered phonetic words. All the alphabets used in this
level should give their basic sounds.

Pink Level Segmentation:

Exercise: Materials required for this exercise are Pink boxes containing
attractive small objects whose names are three-letter phonetic words, for
example, cat, box, cup, pig, pot etc. The directress spreads out a mat on the
floor. The alphabet box is opened with its lid set aside. The teacher shows
the child how to take an object, put it on the mat and build its name beside
it, and then take another object and put it under the first one and build its
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name. As soon as the child has understood the exercise, he works alone. He
puts the objects down one at a time on the mat and builds their names. The
child can use any of the pink boxes in the same way.

Pink Level Blending (beginning phonetic reading):

Exercise: Materials required are a pink colour-coded box, containing objects

with three lettered names. Words including middle level graphemes can be
included such as ball, moon etc. Name cards of all the objects should be
printed on light pink paper card or laminated cardboard. The teacher takes
out all the objects one by one, asking their names or telling them herself and
placing them on the table. She then takes out the name cards one by one,
placing them in front of the child, pronouncing individual letters one by one,
pronouncing the whole word and asking the child if he could match the
name card with the object. Finally she allows them to do the same
independently.

BLUE LEVEL WORD WORK:

After the child has been successfully reading three letter phonetic words, he is
ready to begin building and reading four or more letter phonetic words in the
blue level.

Blue Level Segmentation:

Exercise: For this exercise, materials required are a large moveable box and
blue boxes containing small objects with names that are longer phonetic
words. The teacher places the LMA and the blue box on the mat, allowing
children to name the objects in the blue box. The teacher takes one object,
builds the name using the LMA, and pronounces it. Finally she allows the
child to do the same.

Blue Level Blending (beginning phonetic reading):

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Exercise: Materials required for this exercise are the same as for the exercise
above. Now the teaching aim is for the children to learn how to read the
phonetic words and give them ample practice through use of phonetic
booklets, secret boxes, sentence strips, word lists, picture cards etc.

GREEN LEVEL WORD WORK:

The child is finally introduced to the green level comprised of phonograms,
after the successful completion of the pink and blue level. In this level,
phonetic words with one phonogram are used. For example, while teaching
the phonogram “sh” the teacher introduces the child to words like brush,
shell, shrub, fish etc. Less common phonograms are only introduced to the
child as and when he comes across them.

Exercise: First off, green boxes containing green colour-coded picture and
word cards containing phonetic words with only one phonogram are
arranged. Phonogra ms themselves are in red while the rest of the
alphabets are in black. The phonogram is written on the top of the box.
Each phonogram has a different box dedicated to it. The directress shows
the phonogram written on the lid to the child. She spreads the picture cards
and piles the word cards on the table. Then she shows the word cards to
the student turn by turn, asking him to pronounce each word and then
place it beside the corresponding picture.
questIon # 03
Write a Comprehensive note on Exercises of oral language.
answer:
Exercises of Oral Language: Even before entering Montessori, most children
are already capable of constructing words and forming sentences through
communicative exposure to family and friends. This learning is however
unconscious and almost instinctive. What Montessori methods attempt to
do is basically equip children with the tools required for language
development in a scientific manner so as to enable conscious learning as
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well. The exercises in the Montessori are developed to improve speech

clarity, expand vocabulary, familiarise students with different aspects of
language so they may develop appreciation and enjoyment towards the
language so they may subsequently be prepared for more complex writing
and reading work.

There are two Montessori groups for teaching oral language to the child in
the appropriate manner:

1. The enrichment of vocabulary:

From the very initial days in the new Montessori environment,

children start gaining vocabulary naturally but systematically as the
teacher talks about the objects in their environment. For this part of
the lessons, the directress first begins with broad classifications that a
child is likely to already be familiar with before moving to sub-
classifications comprising of more complex vocabulary. Three Period
Lesson style is a very effective teaching method for this Montessori
group. Examples of relevant exercises for this group are presented
below:

Objects of the Environment: Materials required for this exercise are

objects already present in the classroom environment, for example,
chair, table and lamp etc. The directress starts by choosing three
words broadly representing a category, for example, floor, wall, and
ceiling etc. She uses the Three Period Lesson and asks students to
name one of the things, for example the floor. She will touch the floor
and identify it by calling it by its name, before asking students to do
the same, eventually repeating with all the words. Next, she will ask
the students one at a time to choose any one of the three objects and
ask them to name it, repeating this until all children are comfortable
with the three words. She may then move on to introducing students
to other word categories.
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The Sensorial Materials: For this exercise, the directress needs to

have the sensorial materials on hand so she can use the Three Period
Lessons to give language lessons introducing nouns and adjectives
relating to the respective sensorial material. This is normally done
when the child has already mastered handling of the material and
interest is waning.

The Classified Cards: The directress first arranges a set of labelled or

unlabelled picture cards representing a class of objects, for example
plants, furniture and animals etc. She starts the exercise by choosing a
set of cards and introducing it to the students by manner of casual
conversation. She shows the child the classification card and talks
about what he sees on that card, before placing it face down next to
the box of cards.

She does the same with all cards and then separates the one the child
knows from those he does not, so she can teach their names to them
and fill any learning gaps by way of Three Period Lesson until the child
can confidently identify all the cards.

The Nomenclature Cards: For this exercise, a collection of classified

nomenclature cards that illustrate geography, geometry, biology, and
other sciences is needed. She starts the exercise by choosing a set of
cards and introducing it to the students by manner of casual
conversation. She shows the child the classification card and talks
about what he sees on that card, before placing it face down next to
the box of cards. She does the same with all cards and then separates
the one the child knows from those he does not, so she can teach
their names to them and fill any learning gaps by way of Three Period
Lesson until the child can confidently identify all the cards.

The Vocabulary of Social Relations: The use of grace and courtesy

words are introduced and role-played by using objects already present
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in the environment around. The directress demonstrates the term and

acts it out herself before asking the child to repeat after her. This
helps expand children's vocabulary as they learn to classify things in
their environment as well as indirectly prepares them for other
cultural studies in the future.

2. Language training:

This part of the lesson is aimed at clarification of speech as well as

development of self-expression in Montessori children. Examples of
relevant exercises for this group are presented below:

Reading and Telling Stories: This exercise can be done with a group of
children or one-to-one. The directress makes students sit in a semi-
circle so that every child has a clear view of the teacher's body
language, gestures and facial movements, which can help the child to
understand the meaning of the story better. The stories should be
based in reality, whether based on true events or a work of fiction,
and not fantasy. She should avoid showing pictures during this
exercise so the child can use their own imagination. Children should
also be encouraged to share their own stories as well.

Once the story has been read out to the children, it is put back in the
Book Corner (explained below) where the children are free to look at
it. Story telling helps strengthen the teacher-student relationship as
well.

Books Corner: The book corner is a place where the child goes to read
a good book or just look at the illustrations in it. To make this corner
more inviting and interesting for children, it should be colourful and
equipped with a lamplight, floor mat, a couple of chairs etc. Books
with the least amount of text and more pictures should be placed on
the bottom shelf to make it accessible for the youngest children
whereas the books with more lengthy texts should be placed higher
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up for relatively older students. Quality of the books must also be

maintained.

Poetry, Songs, Rhymes and Jingles: Poetry is a mode of self-

expression and communication that attracts young children. The
directress should take special care while selecting a poem so as to
make sure it does not contain any explicit content or convey any
negative influence. She should start with shorter poem that are easier
to memorise, reading them aloud and asking the children to repeat
after her, until they have learned it by heart. She may do the same
with children's songs, rhymes and jingles to bring variety.

News Time: This exercise involves sharing news sporadically with

each other, i.e, students to directress and vice versa. This exercise
helps develop confidence and improves the story telling and
expression of a child. For the exercise to be effective in its goal
however, it is important that the directress listens to the child with
keen interest, and does not interrupt them except to encourage them
to share further details by asking questions etc if they are feeling shy
or lost for words.

Asking Questions Game: These are games which help children think
more deeply and exercise their brains in a fun way, played in groups
or even individually. An example of this would be asking questions
about the lunch a child brought to school, for example, a club
sandwich. The directress could ask a series of relevant questions like,
"What is the sandwich made of?" "Where do the ingredients come
from?" "What colour are they?" etc. The directress should repeat
these exercises regularly to encourage brainstorming and sharing of
ideas.

Grammar Games: These games are played to introduce parts of

speech and their proper use to a child informally by way of casual
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conversation.
questIon # 05
Write a short note on the following core concepts of Montessori
education?
answer:
Mixed Age Group

The mixed age class is a cornerstone of the Montessori system of

education at every level, as well as part of the secret to its success. Dr.
Montessori observed early in her work that children learn not only from their
teacher but also from their interactions with their peers. Learning in the
Montessori setting is seen as a highly social activity. The Mixed- Age class
allows the younger children to learn from the experiences and to inherit the
class culture from their older peers, while it allows the older children to gain
the experience of being leaders in the classroom.

At all levels of learning, the three year mixed age group community is a
fundamental characteristic of the Montessori classroom. Dr. Montessori
divided children into these groups based on her research that showed distinct
periods of cognitive development, each with its own specific needs and
behaviours. In a mixed-age group setting (ages 0-3, 3-6- 6-9, 9-12), there are
children at the beginning, middle, and end of each plane of development. From
a young age, a child gets to continually experience being a learner, an
observer, and a mentor. These learning environments are meant to mimic the
family or workplace environment, where members are different ages, have
diverse skill sets, and varying needs. As any parent of more than one child can
attest, there is a great contrast between the capacities of a six-year-old and a
nine-year-old. This is one of the reasons Montessori classrooms can
accommodate large numbers of children with two guiding teachers: all the
students are helping each other, in one way or another.

The interactions and positive communication also benefit all of the children;
older students exercise patience, compassion, and empathy through their
language, while the younger ones listen and engage in higher levels of
conversations than they are currently capable of. Social interactions between
peers involve kindness and grace.
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Spiritual Embryo

Montessori developed the concept of the spiritual embryo at the turn of

the century. She suggested that man develops through two successive
embryonic stages – the first (physical embryo) in the prenatal period from
conception to birth and the second during the period from birth to around
three years. She called this second stage ‘the spiritual embryo’ and regarded it
as the most significant phase in the life of the child. Montessori believed that
observations and understanding of this phase were of key importance to
education and could lead the way to a more profound understanding of
mankind – for in the small child is seen an all-encompassing attraction to the
environment and the people in it (she referred to this natural attraction as
love) and, above all, a tendency to want to belong to the group. The child
develops in the security and protection of the family. It is through the family
that he adapts to his culture to become as Montessori said, “…not just a man,
but a man of his race.” This means that it is through the family that all the
customs, behaviour, morality and religion of his cultural group are transmitted
to the child”.

There is increasing evidence to suggest that the most critical time for the
establishment of the foundation of these characteristics occurs in the early
years between birth and three. It is appropriate then that this be recognized as
an embryonic period.

Absorbent Environment

In her studies of educational philosophies, Dr. Maria Montessori focused

on the development of the child – the importance of the early years and the
way in which children, at a very young age, begin to absorb everything around
them. In observing child development, she recognized the significance of the
ability of the child to learn unconsciously from his environment, and defined
this as “The Absorbent Mind”.

The absorbent mind is the capacity for children to learn language from their
environment, without rules, instructions, or direct teaching. Every child learns
their mother tongue simply by being exposed to it on a daily basis. Up to the
age of 6, a child is able to effortlessly acquire language by absorbing words and
their meaning through the social constructs created within their environment.

Children unconsciously absorb social constructs and develop their personalities

during these formative years. While some things are consciously taught, a
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great deal of what a child learns is achieved through the observations of their
own surroundings. It is often said that the mind of a child is like a camera,
observing everything in its environment, and forms a clear picture of a fixed
record.

Dr. Montessori’s understanding of this sensitive period is significant, as it

frames our understanding of the development of the child. During this stage of
life, the young child, when given the opportunity to experience the wonders of
the world, is capable of acquiring significant knowledge. Her work illustrates
the importance of creating a prepared environment from which they can
absorb and learn with ease.

It is in this manner then, that the Montessori Early Childhood Method of

Education remains an ideal program to introduce children to a world of
discovery. Children are introduced to activities in language, mathematics,
science, history, geography, art, and music. Practical life skills are honed
through activities that replicate everyday tasks that are completed in their own
environment. Shelves within the classroom are filled with materials that
provide children the opportunity for purposeful activity.

An environment that promotes learning during this sensitive period when the
absorbent mind is developing is ideal, and the Montessori classroom does just
that. A young child’s capacity to absorb knowledge is limitless, and within a
carefully prepared environment, can provide them with remarkable
opportunities.

Focus on individual Progress

In Montessori Education, focus on individual progress and development,

children progress at their own pace, moving on to the next step in each area of
learning as they are ready. While the child lives within a larger community of
children, each student is viewed as a universe of one.

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