FINAL ASSIGNMENT

Level 4

Full name: Fathima Rifkha Abdul Cader

Learner ID: EDTM/025
Qualification Number: ICN191019

[email protected]
1. What are the benefits of sensory play?(50words)
Sensory play stimulates a child’s senses. They build nerve connections in the brain’s
pathways, which builds a child’s ability to compete more complex learning tasks. Sensory
play supports language development, fine motor skills, cognitive growth, problem solving
and social interaction. Sensory play also enhance memory power. It also calms a frustrated
kid.
2. Does sensory issues affect children with Autism? (50words)
Sensory issues often accompany autism. Children with autism show unusual response to
sensory experience. They find it hard to process the sensory information. It may be over or
under sensitive for them or both at different times. These sensory difference can affect their
behavior and can cause withdrawal, challenging behavior or meltdown.
3. Why is the training on senses important? (50 words)
Through training the senses a child builds interaction with the environment as senses are
point of contact with the environment.
Exposure to stimuli through sensorial education can assist child’s development.
Practice and experiment lead to perceptual discrimination, cognitive development and
abstraction. It also prepares of learning aesthetic, moral, scientific and mathematical.

4. Describe the presentation and usefulness of below materials.

a) The Pink Tower:
Presentation (10 Pink cubes smallest 1cm cubed and the largest 10cm cubed.)
This is an individual exercise which is done on a floor on a mat.
The teacher carefully places the cubes on the mat and then
begins to build a tower, placing each cube centrally on the
previous one. When the tower is built pause for a moment and
then take it down and invite the child build it. It is important to
hold each cube so that the fingers and thumb grasp four face. The
reason for this is to give the child a muscular impression of the
size of the cube.

Usefulness –It develop the child’s visual perception of dimension.

It develops child’s coordination of movement. It provides useful
experience of cubes of different sizes, the cube being an important solid in later
mathematical work.

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 b) Knobbed cylinders
Presentation –
There are 4 types of knobbed cylinder blocks. They
are used for different purposes.
Block cylinder 1
Bring the child to the mat and make the child to lift
all the cylinders out of their sockets and line them
up in order, pick up the first cylinder and trace
around the base with the index and third finger, using the same finger trace around the
edge of the socket, slowly lower the cylinder in to socket, repeat with other cylinders.

Usefulness –
Knobbed cylinders introduce the visual discrimination of size. They develop the child’s
coordination of movement. They also refine the child’s perception of dimensions and
prepare the child for mathematics. The blocks provides a control of error.

c) Color tablets –
There are 3 boxes of colour tablets.
Box 1:- 6 tablets, a pair of each primary colours (red, blue, yellow)
Box2:- Contains 22 tablets, representing the full color range, with
pairs of each of the following colours: red, blue, yellow,
orange, purple, green, pink, grey, brown, black, and white.

Box3:- A box with 9 partitions, each partition holding 7 tablets in

shades of one color. Seven
shades of each of the following: crimson red, scarlet red (both shading to pink), blue,
yellow, purple, green, orange, brown, and grey.

Presentation - Matching the color tablets

This is an individual exercise which should be done on a neutral coloured table. The
teacher takes out the colour tablets and mixes them on the table. The child study the
tablets and match their right one with the first one. Continue until all pairs had been
matched.

Usefulness-
It gives an idea of the ranges of colour.it teaches the child the colour names. It gives the
child experience in matching. To develop child’s fine motor coordination and to
indirectly prepare the child for controlling a pencil. It would lead him to observe the
environment with the range of colours he has learnt. It would also prepare the child for
art work.

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5. What’s the purpose of mystery bag activity?
The purpose of the his activity is to help children develop their stereognosis senses, ability to
identify the objects based on touch alone and support their material visualization.

6. What are the three sensitive periods?

Montessori sensitive periods are referred when a child shows interest in developing a
particular skill or knowledge. Below are three sensitive periods.
Order: A child forming routine. They enhance visual harmony, mathematical variances and
base ten, systematic, logical, sequential,
Movement: though children are born with a limited control of movement, it develops faster
in a child. Trips to shelf, manipulating materials, differing sizes, control/grace of movement.
Language: Vocabulary comes after experience, accurate terms used,
comparative/superlatives, sound discrimination, three period lesson, motor skills for writing,
form discrimination.

7. Give two examples of memory games.

1. Memory tray – the adult places few objects on the tray. Make the kids look at it and
memorize the name of the objects as much as possible. Then take away the tray and let
the child say as many names as possible. Whoever says the most number of names wins
the game.
2. Cups - Line up 3 cups on a table. Place a small object under one of them and start
moving the cups back and fourth. The child must observe the cups carefully and points
in which cup the object is.

8. What’s the role of an adult in sensory education?

 As an educator an adult must encourage the child to interact with the environment. He/
she should prepare and maintain a clean environment to stimulate children to take part in
positive learning. Reinforce the language taught after every activity through various
games. Allow time after a presentation for children to experiment the nature.

9. Explain the 5 purpose of practical life in detail.

 Concentration: Concentration is the key to all learning. Practical life improves their
concentration skills that are necessary to observe the world around them, through practice
and repetition of everyday real life activities like transferring beans from one bowl to
another, promote concentration
 Co-ordination- Co-ordination is necessary when learning writing & art skills balancing while
working and everyday tasks like tying the shoe lace, lifting a pong pong balls with a tong
improves their hand & eye coordination.
 Practicing control: An element of control is necessary in co-ordination skills. Control enable
the ability to manage the amount of force used in day to day activities they also need
control over their muscles. Practical life activities allow the child to experiment the control.

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 Independence: A child’s main goal is to develop the independence. Practical life teach
child to enhance the independency. In their everyday living skills through activities like self-
care and serving food in practical life activity they learn to be independent in their life.
 Order in the environment: Children aspire order in the environments and lives the
practical life is set up with a definition order. The activities on the shelves are from left to
right and top to bottom which teaches them to read and write from left to write.

10. Give 5 example activities for each of the following below areas.
 Care of self :
o Changing shoes
o Blowing nose and coughing
o Do and undo buttons
o Care of teeth
o Washing hands
 Grace and courtesy :
o Greeting people
o Apologizing
o Waiting turns
o Serve and share food
o Coping with an offence
 Control of movement :
o Opening and closing
o Playing the silence game
o Threading and cutting
o Walking on the line
o Pouring and transferring

11. What are the main component of the lesson plan?

A lesson plan should have a major components.
 Cover sheet :
 Lesson Development
 Evaluation
 Related materials

12. Why is planning is important.

Lesson plan gives a concentrate direction of what to teach. When the plan is
ready they can focus on implementing it efficiently in the classroom. Teacher’s lesson
plan and students learning has a correlation. Through a lesson plan a whole lesson can
be covered comprehensively within a given time with step by step instruction.

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13. Name and explain in detail the four types of aims with example.
Aims focus on what we want the students to learn or be able to do by the end of the
lesson or a series of lessons. Aims concentrate on different things. Eg: They can focus on
language and grammar. It could also be listening to a story for fun or encouraging more positive
behavior in learning a foreign language. There are 4 types of aims. They are
 Main aim
 Subsidiary aim
 Personal aims
 Stage aims
MAIN AIMS
Main aims are use to describe the most fundamental thing that we want to achieve in a lesson.
EG: Sometimes we want the children to understand the detailed concept the lesson taught. We
may also want the students to reinforce what they have learnt by practicing further or revising
what they have learnt. When drawing a lesson plan the main should include an example of
what we are targeting and planning to teach.

SUBSIDIARY AIMS
Subsidiary aims deliver the language or skills that the students must use properly to achieve the
main aim of the lesson. Having subsidiary and main aim is essential in a lesson plan to make
sure that the lesson we have made focusses on what we teach the students. It helps to see how
the lesson is carried to reach the students.

PERSONAL AIMS
Personal aims covey on what we would like to build upon in our own teaching. For example to
get students engage well in during your instructions. To make anchor charts and phonemic
charts on your lessons to deliver your teaching in efficient way to the students.

STAGE AIMS
Each part of your lesson is stage. For which you need to think about what you want to achieve.
There should be a logical progression on the lesson to achieve the main aim. The stages on the
lesson will depend on the type of lesson you are doing.

14. Name four principles of classroom management.

 Students follow rules when they understand and accept the rules.
 Aims for maximizing time spent in productive work rather than stressing control
behaviour.
 Establish self-control by authority.
 Problems are minimized when students are engaged in work that match their interest
and attitude.

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15. Illustrate 5 different types of classroom seating arrangements and discuss the advantage
and disadvantage of each type.

I) Traditional Rows Advantages: Traditional rows are best for teacher centered
learning. As the teacher is in front the
students can focus on the teacher. It is also
good for a large class.
Disadvantages: Students who are at the back can be easily
Distracted. It will be limited interaction
among the students. . Social learning
becomes difficult.

II) U Shaped Advantages: This seating encourages the students

Discussion and interaction. It is easy to
observe students. Can assist one on one if
needed. Good view helps to control behaviour.

Disadvantages: Shy students may feel anxious being in a

large group. It will be only applicable for
small number of students. Lack of gaps
between the tables make it difficult foe the
students to reach their seats.

III) Cluster / Groups Advantages: Safe area for the students to interact.
Students can share their knowledge and
do group work. It is easy to monitor
students and their work.

Disadvantages: There are possibilities students can copy

each other’s work. Class disruption will be
there as students will be talking to others
in the group. Sometimes they wouldn’t
work as group.

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IV) Circle or O shaped layout Advantages : It is good for the whole class
discussions. Middle space can be
used for demonstrations.

Disadvantages: Too much talking will be in the class

and it may lead to behaviour issues.
It takes up too much space in the
classroom.

V) Pair up Advantages: It is good for think pair share activities.

It is good for shy students. Control of
classroom is easy.
Disadvantages: There is not much floor space. Group work
will not be possible for students.

16. Why is nutrition important in early years?

A child’s early years begins before birth when it comes to nutrition. It is very important
to have a very good nutrition throughout the pregnancy for a healthy fetal growth. Lack
of nutrition may lead to poor brain development which would later effect the
child. After the birth of a baby it is very important for the baby to have breast milk from
the mother inclusively for the first 6 months as breast milk contains all the nutrition that
a baby needs for its growth. Breast milk helps the baby’s development and protect the
baby from the illnesses such as diarrhea, bacterial infections etc. So it is important that
mother have a balanced diet which would include all the necessary nutrition.
As toddlers and children it is essential to consume the nutrition necessary for
their growth. Better nourished kids have natural ability to fight infections. Their bodies
develop anti bacteria. A complete nutrition helps the kids in their academic
performance. Under nutrition can cause poor brain development which in later life can
adversely affect the kids in many ways. For example Iron is very important nutrition
which is linked with the brain. Iron deficiency can cause behavior changes and delayed
development. Therefore having a nutrition diet influence in a child’s cognitive, physical,
emotional and social development.

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17. What should be considered when giving food to young children?

Food is essential for the vital growth of young children. However there are several
factors an adult should consider while offering food to the children. Nutrition is compulsory in
the young child’s food menu. Food should consist all required nutrition needed for the child’s
healthy growth. Lack of nutrition may lead to poor growth. Besides nutrition fact, cultural and
religious factors should be taken in to mind. Certain cultures and religions avoid certain kind of
food therefore before offering food to the young kids it should be considered.
Quantity and quality food is also essential while serving food. Young children
should be given appropriate quantity of food according to their age level. Quality food is also
should be taken to consideration.
Some children prone to allergies at young stage. Hence the adult should be
aware if the child has any allergies or intolerance before offering food. The food must be
presentable for the kids to like it before they eat. These are some factors that should be
considered while serving food to the young children.

18. What type of foods has to be avoided for babies?

o Salt – Should be avoided as the babies’ kidneys are not fully developed and salt
may harm the kidneys.
o Sugar – Sugar may lead to tooth decay at early stage.
o Honey- Honey may contain a bacteria which affects the intestine.
o Nuts – Some babies prone to nut allergies.

19. Research about the below philosophers and create a fact file. (250 words)
(Fact files from the below page)

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Dr. Maria Tecla Artemisia Montessori
Known for: Founder of the Montessori Method of education.

Synopsis.
Born : 31st of August 1870, chiravalle (Arcona) Italy.
Died : 06th may 1952, at the age of 81, in Noordwijk,
Netherlands.
Husband : Giuseppe Montesano.
Children : Mario.
Nationality : Italian.
Educated at : University or Room Medical School.
Occupation : Physician and educator and known for
founder of Montessori Method of education.
INTERESTING FACTS
Early life: Soon after graduated in medical school she become
involved in women’s right movements. Then joined the
research program at psychiatric clinic of university of Rome as  She was the first
a volunteer. During this period she initiated a deep interest in
women in Medical
the need of children with learning disabilities.
school in Italy.
Maria’s influence in child education in today’s world
 First female physician
In 1901 Maria began her own studies of educational educated in Italy.
philosophy and anthropology. Aria started working some of  She was a three time
the children who were left alone at home when their parents
nominee for the noble
were away for work with her materials she introduced. In
1907 Maria found her “Casa dei Bambini (Children's House)” peace price( 1949, 1950
by bringing some of the educational materials she had & 1951.
developed at the Orthophrenic School. During this period her  Pioneer of theories in
notes converted as a book of The Montessori method. Maria early child hood
and her son Mario established the Association Montessori education and inventor
International (AMI) to perpetuate her work. Many Montessori
of Montessori
societies, training programs and schools followed all over the
world after this. Maria’s contribution to the modern education education method.
world is immense.

“The goal of early childhood education should be to activate the

child’s own natural desire to learn.”

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Sigmund Freud
Known for: The founder of psychoanalysis,
Synopsis.
Born : 06TH May 1856, Freiberg. Austria.
Died : 23rd September 1939, England.
Nationality : Austrian
Educated at : University of Vienna,1873.
Occupation : Psychologist, Medical doctor.

Early life: Freud was born to Jewish parents he was the first of
the eight children.in 1882, Freud began his medical career at the
Vienna General Hospital, over three year period, Freud worked
on various departments of the hospital. His time spent in
psychiatric clinic and as a locum in a local asylum led to an
increased interest in clinical work in 1886. Freud resigned his
hospital post and entered private practical specialization in
“nervous disorders”.

Freud’s Theories.
BOOKS OF SIGMANT FREUD

Freud’s psychologist theory posited that neuroses had their

origins in deeply traumatic experience they had occurred in Freud published number of
the patient’s past, important books on
Some of Freud’s most discussed theories psychoanalysis.

ID, EGO, and SUPER EGO: - These are the three essential parts Psychopathology of everyday
of human personalities. life (1901)
Psychic energy: - Freud postulated the force that drives all • Three essays on the
mental process is psychic energy. Theory of sexuality (1905
Oedipus complex: - As a part of the development, kids are  Studies in Hysteria (1985)
sexually attracted to opposite sex parents.
 The Interpretation of
Dream analysis: - Interpretation of dreams. Dreams (1900)
 The Psychopathology of
everyday life (1901)
“The voice of the intellect is a soft  Three essays on the

one, but it does not rest until it has gained a

hearing.”Freud

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Wilhelm Wundt
Known for: The Father of psychology
Synopsis.
Born : 16th August 1832, Neckarua, Baden, German.
Died : 31st August 1920, Grobothen, Saxony,
Germany.
Nationality : German
Educated at : Heidelberg University, Humboldt University
of Berlin,
Eberhard Karls University of Tubingen.
Occupation : Doctor.

Early life: Wundt grew up during a period in which the

reinvestment of wealth in educational, medical and INTERESTING FACTS
technological development was a common place. In the year
1864, he become the associate professor for anthropology
and medical biology. However his main interest was
psychology and related subjects. His lecture on psychology
were published as lectures on human and animal psychology
in the period of 1863- 1864.
Wilhelm Wundt s work received recognition starting 1879,
that the university and the world formally recognize his work
and the term psychology. In 1881, Wilhelm founded
Philosophical Studies, psychology field’s first journal, where he
published works such as Outline of Psychology and Ethnic
Psychology, as well as research results. By 1883, the eleven-
room laboratory was known as the Psychological Institute.
Wundt ‘s contribution to the field of psychology
He was one of the founder of modern psychology, he
differentiated psychology as a science, from philosophy and
biology he was the first to call himself a psychologist.

“We speak of virtue, honor, reason; but our thought does not

translate any one of these concepts into a substance. Wundt

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Jean Piaget
Known for: Theory of Cognitive Development of
children.
Synopsis.
Born : August 9, 1896 in Switzerland.
Died : September 16,1980 in Geneva
Family : Father, Arthur Piaget ( Literature professor)
Nationality : Swiss
Educated at : University of Nuechatel
Occupation : Developmental psychologist and a philosopher

Early life:
Piaget showed an early interest in in biology and natural world
THIORIES OF JEAN PIAGET
at the age of 11. Evan as a young student he wrote many
philosophical papers but they were rejected initially.

Career :  Children and adults

Piaget worked for a year at a boy’s institute and eventually have different cognitive
began his studies on children’s mental development. From process.
1925 to 1929 Piaget was professor of psychology, sociology,  Cognitive development
and the philosophy of science at the University of Neuchâtel. abilities progress as
Achievements children age.
 Early cognitive involves
Jean Piaget influenced greatly in the modern developmental
psychology. He founded the International Centre of Genetic processes through
Epistemology at Geneva in 1955 and became its director. His actions while late
contributions towards psychology in various areas are processors through
immense. Piaget took ideas from biology, psychology and mental operations.
philosophy and investigated the method by which children
learn about the world. He formulated an outstanding theory
of cognitive development of children. Piaget’s theories
continued to be studied in the areas of psychology, sociology,
education and genetics. Piaget held many chair positions
throughout his career and conducted research in many
psychology and genetic researches. ‘

“Intelligence is what you use when you don’t know what to

do.” - Piaget
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Erik Erikson
Known for: Theory of psychosocial development
and the concept of the identity crisis.
Synopsis.
Born : June 15, 1902 Frankfurt , Germany.
Died : Massachusetts, 12th May 1994
Family : Karla Abrahamsen (Mother)
Nationality : German
Educated at : Certificate from Montessori Ass.
Occupation : Teacher / Psychologist

Early life: Erikson was brought up by his single mother before

she got married to a doctor. His biological father was INTERESTING FACTS
concealed from Erikson for many years. When he finally got to
know the truth, he had a feeling of confusion of his identity for
many years. This early experience sparked his interest in the
formation of identity. It served as one of the key forces behind
 Erikson treated himself
his interest in identity formation. He never received a formal for his mental problem
degree in medicine or psychology from a university. from his friend.
 He has published
Theory of Psychosocial Stages
powerful
Erikson was a Neo-Freudian psychologist who accepted many psychoanalytic books
theories from Sigmund Freud. His theory of psychosocial
which serves the
development proposes that all people go through a series of
eight stages. At each stage people face crisis that needs to be
modern psychology.
successfully resolved in order to develop the psychological  His psychotherapist
quality central to each stage. These eight stages are prominent daughter described her
in the field of psychology. father as plagued by ‘
Contribution to Psychology life long feeling of
inadequacy’.
Erikson’s contribution to the understanding of personality as it
is developed and shaped over the course of the life span.
Erikson powerfully advocated for a “new education of
children” based on self-knowledge and a complex world view
that reviled. He also coined the term “Identity Crisis” to describe what happens when someone
does not achieve ego identity during adolescence.

Healthy children will not fear life if their elders have

integrity enough not to fear death. Erik Erikson

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20. Explain about the 4 different types of classroom management profiles.

1. Authoritarian
The authoritarian teacher places strong limits and controls on the students. Students will
always have assigned seats for them for the whole year. This teacher prefers that her
students must be in their seats at the beginning of class and they normally remain there
throughout the period. Authoritarian teacher is mostly reluctant to give hall passes and does
not recognize excused absences. This teacher does not like her students interrupting her
while she is teaching. Therefore the classroom is mostly quiet. The students in her class lack
communication skills as they are not allowed to discuss and exchange what they have learnt.
This teacher disciplines the students vigorously and if the student failed to do so he/ she will
have to face consequences like detention on a trip. Students are not allowed to ask why they
are following the set rules and regulations in the classroom. This teacher gives no indication
that she cares for her students. She does not like to organize any field trips as she thinks that
these events distract the students from learning.

2. Authoritative
The authoritative teacher places rules and controls the students but at the same time
encourages independence. This teacher frequently explains the reasons behind the rules and
decisions set in the classroom. If a student is troublesome, the teacher gives a polite, but
strong, warning. This teacher sometimes implement discipline, but only after careful concern
of the circumstances. The authoritative teacher prefers open conversation and verbal
interaction. The students can interrupt the teacher while she is teaching if they have a
question or a doubt. This classroom provides the opportunity for the students to learn and
practice communication skills. She displays a kind and cherishing attitude toward the
students and expresses genuine interest and affection. She often gives positive feedbacks to
the students for their positive behavior. This authoritative teacher encourages independent
and socially capable behavior and fosters higher achievement motivation. Authoritative
teacher guides the students rather than leading them.

3. Democratic
The democratic teacher enforce few or no rules in the classroom. "Do your own thing,”
describes this classroom. This teacher does not bother about the impulsive action and
behaviour of the student. This teacher is concerns not to hurt the student's feelings and
rarely says no to a student. This teacher accepts the behavior of a disruptive student. She
approves when students interrupt her when she is teaching. Her classroom discipline is
inconsistent. She is more concerned with the students' emotional well-being than she is with
classroom control. This teacher’s classroom decisions are mostly based on students feeling
rather than academic concerns. This teacher is mostly a student friend. However, this style of
teaching ends up in lack of social competence and lack of classroom performance. It is
difficult for students to learn socially acceptable behavior when the teacher is so permissive.
These students have lower motivation to achieve as they have few demand in the classroom.

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4. Laissez-faire
The laissez-faire teacher does not involve much in the classroom. This teacher impose just
few demand and expectations in the classroom if any, on the students and is mostly
uninterested. As such, she is not concern about any classroom preparations as she feels they
aren’t worth. Students does not get any opportunities for field trips or any other projects.
This teacher does not take preparation time. Mostly she does not upgrade her materials or
her teaching styles. Also, her classroom lacks discipline. This teacher does not have enough
skills, confidence, or courage to discipline students. The students in her classroom adopt the
same laissez –faire attitude. Accordingly very little learning takes place in the classroom and
lot of time killing would take place like watching videos or slideshows of what was taught. In
this environment students get very little time to observe and practice new skills. There will
be very little discipline in the classroom as the teacher has placed just few demands. Lack of
motivation can be seen among the students.

21. What are the 3 stages of speaking?

I) Fluency: It’s a skill the child possess to speak the language very well. It is associated in
spoken English.
II) Appropriacy: Speaking the language using appropriate words and sentences.
III) Accuracy: The child can speak the language accurately with grammatical structure,
proper pronunciation and using good vocabulary.

22. Name 5 kindergarten materials.

I. Wooden cylinder, spheres and cubes
II. A large cube divided into eight smaller cubes
III. Quadrangular and triangular tablets for arrangements
IV. Various materials for drawing, paper folding, and so on
V. A large cube divided into eight oblong blocks

23. List two principles of Reggio Emilia Approach.

 The children should be able to learn through their senses by touching, listening,
observing and moving.
 They should have freedom to express themselves in various creative ways.

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24. Explain the three period lesson in detail using examples and illustrations.
Three period lesson in Montessori education helps child to learn the concepts step by
Step. These steps or periods are
a) Introduction (naming)
b) Recognizing
c) Remembering
Example and Illustration for three period lesson
Materials needed: 3 colour tablets from the colour box1.
Colours used: Yellow, blue and red

 First period (Identification):

The teacher points to the tablets and names them one by one. Let the child repeats after you.
Thus the child can identify the names of the colours.

 Second period ( Recognizing)

The teacher would then ask the child, ‘show me the red colour.’
The child would point to the colour. The teacher would do this
few times with the child. Then mixing the colours again she
would then ask the child to show the colours she says. In this
way the child would recognize the colours and their names even
though they are mixed up.

 Third period (Remembering)

Place the colour tablets in a row and ask the child, ‘what colour
is this?’ Then the child should be able to say the colour you are
pointing at. Mix the colours again and ask the same question
again. In this way the child will be able to remember the colours
and their names.

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25. Choose any one of the following Approaches and explain about it. (200-250words).

Maria Montessori Method

The Maria Montessori method of education is formed and developed by Dr. Maria Montessori.
It is a child centered education which is approached based on scientific observation on children.
This approach has been practiced for over 100 years in many parts of the world.
Maria Montessori education is created on self-directed activity, hands on
learning and shared play. Montessori classrooms are designed in such a way where children can
make creative choices in their learning process. The classrooms are carefully designed to meet
the need of children with different age groups. Children work with concrete materials which
are scientifically designed. They are designed in such a way that the child can identify his error
where he becomes responsible for his own learning.
Montessori education builds a child’s ability to become dynamic adult. This
approach of Dr. Maria Montessori supports children’s natural development to reach their full
potential in life. Children become more independent active and motivated learners if their
emotional, Behavioral and morel foundation are met.
In this approach, these human characteristics are seen as driving behaviors in every stage of
developments and thus education must respond and facilitate their expression. The
characteristics are:
a) Abstraction b) Activity
c) Communication d) Manipulation
e) Order f) Orientation
g) Repetition h) Self-perfection

MONTESSORI ENVIRONMENT

Montessori environment is spacious, tidy and a pleasing place where every material that exist
has a reason that helps the child development. The tables and chairs are of child height and
shelves are low so that the child could reach the materials by himself. This environment makes
the child independent and the child can explore the process of learning himself.
The directress observes each child’s needs, capabilities and interests and offer him the
learning material so that the child can work intelligently and with a solid purpose. The
classroom curriculum is divided into four working areas for children from 3 to 6 years.
 Practical life
 Sensorial
 Language
 Mathematics

The Maria Montessori method emphasis child’s learning through independence, corporation,
active learning in their own pace.

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26. Explain the below:
 Reading for GIST:
Reading for GIST is a sub skill which involves glancing through a text to get a general idea of
what it is about. This is also called skimming. In this skill we do not read the whole text
rather only refer what we actually need. For example, you quickly go through a text book
reference and decide which part of the text will help you for an essay.

 Coherence :
Coherence is a quality which involves connection between each text. Every sentence of
a text should be organized in a manner which logically connects and make sense to the
reader. Standard of coherence is one of the major factors which influence the reading
comprehension. Ordering the statements in a sequence helps the reader to move from
one text to the next smoothly.

 Inferring
Making an inference means to get a meaning from the text from what you know to
make a guess about what you don’t know. Inference is mostly about prediction. We can
predict the events and actions but to confirm we need to read along until the end of the
text or story. When we use this strategy on reading we make meaning of the text which
are not explicitly stated. This can be also said as reading between the lines. For example
in a book a character is introduced with a diaper in a hand, spit up on her shirt and
feeding bottles in the room, we infer that this character is a mother.

 Deducing meaning from context

This is a skill in reading which helps the reader to understand an unknown word in the
text by reading the context itself without referring to the dictionary or any other
reference resources. For example, when you read a passage you circle the new words or
the words that you don’t know. Then look in the context to find clues or phase that
gives a hint to the new word. ‘My father told me he would take us to the creek during
the weekend. I can’t wait to go there and play and swim in the creek. But I am worried
I would get a sunburn.’ We understand the meaning of creek could be a stream or a
lake as the boy states that he can swim in it.

 Graded reading
Graded readers are language books which is made easier for students who learn English
as second language. These books help the learners in extensive reading practice and
builds up their confidence in learning language. Graded readers books simplified and
adopted for children limiting the vocabulary of the text and controlling grammatical
structures.

 Guided writing
Guided writing is a small group approach when a teacher meeting with a small group of
students who needs help in writing. The teacher can use writing strategies and mini
lessons according to the challenges faced by the students. The aims of the tasks are
based on what they have previously learnt about writing process.

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27. What is the purpose of Seguin board?
The purpose of Seguin board in Maria Montessori method is to learn “teen” and “tens”
numbers. Seguin board 1 helps the child to learn the number symbol, number name of the
teen numbers while Seguin board 2 helps to learn tens. The numbers 11 to 19 are difficult
for the children. The Seguin board helps to develop a true understanding of how these
numbers are formed. Seguin board activities can be used with ten base and unit beads.

28. What is process of writing?

Writing process involves a series of steps to follow in producing a finishing piece of writing.
By breaking down the writing process step by step the learners can enjoy their writing.
a) Pre writing – This is the process before writing. This involves brainstorming, gather
ideas for writing, drawing diagrams and maps.
b) Drafting – students create their initial composition by writing down all their ideas in
an organized way to convey a particular idea.
c) Revising – Students review their writing by adding, editing and deleting any contents
if needed.
d) Drafting- At this point the writers proofread and correct errors in grammar and edit
to improve style and clarity.
e) Publishing – This is the last process of writing. In this process the writers share their
writing with others.

29. Distinguish between intensive reading and extensive reading.

Intensive reading involves reading involves getting the meaning of every word in the text.
Sometimes we read from word to word to get the exact meaning of the text this is
intensive reading. For example we ask the learners to look for a words in a related topic.
The aim of this is to make the students aware how language is used. Extensive reading is
when you read a text for pleasure, it involves reading a novel or an article. In extensive
reading sometimes you read the whole text or read some part of the text while skimming
the others. This does not have any language purpose.

30. Elaborate how introduction to quantity is done using Montessori Method.

Quantity can be introduced to children in different ways in Montessori Method. A child can
master the area of quantity by breaking down the task into smaller steps and concepts and
allow the child to master the skill. One such way of introducing quantity to children is using
Golden Beads.

Materials needed: A tray containing 1 golden bead unit, 1 golden ten bar, 1 hundred
square, 1 thousand cube.

Presentation:
1. Invite the child to come and work with you, have him roll the
small mat on the table.
2. Take the unit, feel it and name it ‘ This is a unit.’
3. Now it’s the child turns to feel it and name it.
4. Next do the same with ten bar, make the child place the bar on the mat and count the beads.
5. Repeat for the hundred. Use the ten bar to count how many tens make a hundred.
6. Repeat it for the thousandth cube. Use the hundred to count how many hundreds
make a thousand.

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31. What is a short bead stair and what is its purpose?
The short bed stair is a Montessori material that helps children to have an idea of the
concept of quantity. They can hold it, feel it and arrange it. The bead stair clearly distinguish
each number up to 9 as separate entities of different quantities. It prepares the child for
addition using bead bars.

32. Explain in detail how to use a multiplication board and a division board.
Multiplication board
This activity helps the child with comprehension and memorization of
multiplication facts. This activity could be done on a table or on the floor.
The multiplication table to be practiced is represented by a number placed in
a hole in the board on the left. In this case we are going to practice the table
of 4. A red disc will be placed on top of the first column, then 4 beads are
placed in column one to represent 4X1. The answer 4 is placed on the table.
The 4x2 equation is represented by moving the red disc to the second column. Four beads are
added and then all the beads are counted. 4x2 is 8. The process continues until the table of 4 is
completed.

Division Board
To work with this activity we need to have a division board, 9 green
skittles and a box of 81 green beads. The child can work either on a table
or on the floor. The trainer will then write 12÷3 =, next let the child count
out 12 beads in to the bowl. Place three skittles at the top of the board. Tell
the child they are dividends. Place the green beads along the top of the
board in a row. Continue until all beads are placed on the board. Ask the
child how many beads each skittle has. Write the answer on the paper.

Reference : Pictures and some facts derived from Google

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