International Montessori Preschool Teachers Training Program

MODULE:11
Submitted by: Laila Anum

Roll No D15577

ASSIGNMENT # 11

Submitted to: MS Aysha Saddiqa

Program: Montessori Early Childhood

1. Write a note on Montessori Cosmic Education and how it can be introduced during the
early childhood years.

An Introduction to Cosmic Education

Cosmic Education is a cornerstone of the Montessori Philosophy. At its core, Cosmic Education
tells the story of the interconnectedness of all things. It describes the role of education as
comprehensive, holistic and purposeful; to encompass the development of the whole person
within the context of the universe. It also introduces the possibility that humanity might have a
“Cosmic task”, to better the world for future generations.

Doctor Maria Montessori believed that Cosmic Education was vital to early education because it
provides children with a framework to understand their world and their place within it. Children
learn to respect studies of the past, develop an understanding of ethics, and value the
contributions of others. In this way, Cosmic Education teaches children to become aware of the
interdependence of all things, and develop a sense of gratitude that comes from that awareness.
Within the Montessori classroom, Cosmic Education forms a platform for teaching children to
understand and adapt to their environment.

In the first plan of development (0-6), Cosmic Education introduces the child to the natural world
through experiences with nature and the sensorial learning materials. These experiences teach
children to refine their senses, and thus the way they process and understand their world. These skills
aid the child’s development and confidence with themselves, their society, and their world as a
whole.
In the second plan of development (6-12), Cosmic Education introduces the child to the
repeating natural cycles in our world, the fundamental needs that all humans share, and the
connectedness of all living things. In the elementary years, children begin to draw connections
between how each particle, substance, species, and event has a purpose in the development of all
others. These “Great Lessons of Cosmic Education” are taught as a whole curriculum to show
children how all content areas, such as the study of history, culture, science and the environment,
are all interconnected.

The criterion of cosmic education should be to inculcate cooperation as well as unity rather than
base-less competition. Also words like win or lose should not be used. Another important aspect
of education and providing the students with choices, from which they can choose, actually helps
them reach positive decisions.

When all children have access to early childhood education, it creates a ripple effect of
opportunity that influences generations to come. Education is a key condition for communities to
experience growth and stability.
According to the World Bank, more than 150 million children under the age of five in
developing countries do not have access to early childhood education. Investing in the early
years of a child’s life is one of the smartest things a country can do to eliminate poverty, increase
shared prosperity, and stimulate economies to diversify and grow.

Early childhood experiences have a profound impact on brain development affecting learning,
health, behavior and ultimately, income. Children who receive early learning in their formative,
pre-primary years gain social and emotional competence and improved health generally. They
also have higher school completion rates and higher incomes, and females are more likely to
participate in the labor force. Globally, children who receive this type of education are more
likely to send their own children to school, empowering them to create a generation of change
and interrupting cycles of poverty.

Going to school teaches students socialization, communication and community building skills
which they carry into their families and their futures. Girls who go to school are less likely to
marry early or against their will. Education empowers women to make life choices and
strengthens girls’ beliefs in their ability to achieve goals.

Most children 3–6 years old are very much absorbed in experiencing their immediate
environment. These children feel close to and connected with the natural world. To lay the
groundwork for cosmic education, it is enough for teachers to ensure that children experience
nature as much as possible and retain their connection with the natural world. It is important for
teachers to realize that in experiencing the natural world, the children are the teachers. Any
three-year old lying in the grass will see much more than a teacher will! The teacher’s role is to
not interfere with this experience, but allow it to happen.
To help the children retain their connection to nature and to appeal to their developing senses,
the Montessori equipment, materials, and activities involve as much as possible natural materials
such as plants, wood, water, and sand. When teachers and children are working with these and
other materials, teachers can link the materials to their origins. For example, the Montessori
Thermal Tablets, which are made of stone, wood, steel, and fabric, can be described as coming
from different kinds of matter produced by the earth. Teachers can also discuss with the children
what materials can be recycled, where the materials came from, and how the materials were
made, linking the materials in the classroom with their origins in the world. At the same time,
teachers can indicate the role of human beings in the collection and production of the materials.
Even simple objects can provide rich material for cosmic education. Examining and discussing a
simple block of cedar wood, for example, could guide the children to making many different
connections. In this way, each activity and material can be linked to the world beyond the
classroom.
Understand the connectedness of the universe. Children 3–6 are almost always open to being
outdoors. This makes it easier for teachers to support the children’s sense of connection to nature
in a direct, physical way. For example, a teacher might invite a few children to take a short walk
outside on a bright spring day, and then share a simple snack of fresh bread. The teacher could
initiate a story like the one below about the bread and all its connections with the world, inserting
many pauses and encouraging the children to contribute details. The point is for the teacher not
to make the situation into a fact-based cultural geography lesson, but to help the children link
where they are and what they are doing and experiencing to other people and places in the world.

2. Discuss Montessori peace program and its importance?

THE IMPORTANCE OF PEACE EDUCATION:

Maria Montessori was Italy’s first female physician and through her practice, she gained insight
into child development that was far ahead of her time. She believed that there were universal
tendencies in human psychology which, if properly nurtured through a constructivist approach to
knowledge development, would produce a new type of citizen who was able to care for both
themselves and their environment. Unlike most traditional approaches, her method of educating
very young children is rooted in a fundamental belief in the natural human desire for industry
and an understanding that the knowledge a person acquires in their first years will steer the
course of their life for the duration.

Dr.Maria Montessori believed her system would bring world peace and cause complete human
regeneration. As everything in the universe is interconnected untiring peace efforts are required
in all aspects of life to bring worldly peace. The existing bonds between people different
communities and cultures and the relationship between man and the environment must be
directed to a peaceful path.

Montessori system helps the child realize that the actions of even a single person may greatly
affect others and the enviorment.they are encouraged to explore the power and responsibilities of
each person and maintain the integrity of all life. The aim is to enable them to pursue, maintain,
restore and enjoy peace all their lives. Pursuing peace is inherent constant effort and the children
practice it during the most appropriate time period of their lives.

Montessori education has been addressing these issues for over a hundred years. Sometimes the
lessons are direct; at other times they are more subtle. The mission is always clear: we want
children to have a wide view of the world. We want them to appreciate the diversity of others.
We want them to have the tools to navigate this world peacefully.
Montessori schools teach peace both directly and indirectly. Sure, we talk about peace and its
importance openly and frequently. We talk about what it means and what it looks like and what
children can do to become peacekeepers. But, perhaps more importantly, we model. Through
our words, the tone of our voices, and with our actions, we show children what it means to be
peaceful.

Teaching a Global Perspective

Even from a very young age, Montessori children are taught geography through the lens of the
whole world. They learn about the continents when they are as young as three years old. These
studies often include learning about biomes, instead of an emphasis on political boundaries.
Teaching about the world in this way gives children a sense of the natural world and people as a
whole as primary to different countries.

Elementary-aged Montessori children enjoy many lessons with timelines. They learn about the
origins of humanity, and studying ancient cultures is fascinating for them.

Giving Them Tools

Montessori teachers are equipped to give children skills to resolve conflicts. We give children
tools, such as micro-mediation, and give them the words and actions to express their needs and
feelings while listening to those of others.

In Montessori classrooms, children often learn a variety of self-calming strategies. This might
include mindfulness meditation, yoga, breathing exercises, or the use of small hand-held tools
such as a finger labyrinth or polished stone.

For example, if a group of children are experiencing difficulty resolving a problem together, the
teacher is able to stop and sit with them. Without feeling rushed, they can take the time to figure
out what went wrong and how to make it right. Instead of an adult doling out consequences, we
have the time to sit and work through conflict authentically.

Giving to the Community

As Montessori children get older, they are encouraged to give back to their community. These
acts of charity will often be inspired by the children’s ideas. Children may collect food and
supplies for a local animal shelter, read stories and sing songs to residents of a nursing home, or
make and sell baked goods to benefit a cause they believe in.

By supporting children with logistics, we can encourage them to learn how to be active and
supportive members of their communities at a young age. They learn the importance of
volunteering and contribution to others.

Giving back is just one way a child begins their active role as a peaceful member.
Montessori's Message of Peace Through Education

A Day for Peace

Times have changed, and science has made great progress, and so has our work; but our
principles have only been confirmed, and along with them our conviction that mankind can hope
for a solution to its problems, among which the most urgent are those of peace and unity, only by
turning its attention and energies to the discovery of the child and to the development of the great
potentialities of the human personality in the course of its formation. ~Maria Montessori

Around the globe, September 21 is observed as the International Day of Peace. As designated
by the United Nations General Assembly, this day is a tribute to ideals as they relate to peace for
all peoples and nationalities worldwide. Also known as World Peace Day, the International Day
of Peace is also a celebration of history’s most influential peace advocates; among them, Dr.
Maria Montessori.

Q3: Write a comprehensive note on Montessori peace flower model and its constituent four
petals?

Peace Flower Montessori Preschool is a diverse educational community built on the Montessori
philosophy that fosters curiosity, creativity and critical thinking in students. At Peace Flower,
teachers attend to the student’s individual needs so that they achieve personal and academic
excellence and become lifelong learners who respect themselves, others and their environment.

Peace Flower Montessori Preschool uses the philosophy and the teachings of the Montessori
Method developed by Dr. Maria Montessori (1870-1952). Montessori education emphasizes
learning through all five senses - sight, touch, taste, smell and hearing. Children in Montessori
classes learn at their own pace and through their own choice of activities available to them,
thereby creating a myriad of possibilities. Peace Flower Preschool provides a carefully prepared
Montessori environment which promotes and fosters learning satisfaction through discovery and
joy in achievement. We focus on encouraging children to learn at their own pace.
 The flower of peace model

In the last few years, educators have become more conscious of the need to educate for peace.
Some say we need to give more attention to self-esteem development and character education.
Some say we need to work more with communication and problem-solving. Some say we should
pay more attention to the issues of diversity and tolerance between cultures. Some urge us to
attend more to environment-related issues. Some say we have it all if we just practice what
Montessori advocated. And some contend that peace education is too nebulous and should be
defined more clearly. As I see it, all of the above concerns must be incorporated in any model we
adopt for peace education.

As I have come to view the curriculum, peace studies fall into four general categories:

 Self-Awareness
 Community Awareness
 Cultural Awareness, and
 Environmental Awareness
At the core of each of these elements is a consciousness of and respect for its essential nature or
spirit. Each aspect of peace education can be seen as a petal of a flower whose center is spirit.
Each petal touches or overlaps the other three, symbolizing their interrelatedness

The more conscious we become of the essential nature or spirit of ourselves, others, cultures, and
the environment, the more respectful and thus peaceful we will become.

In our work with children, it is important that we include, thoughtfully, a variety of activities
from each of the four areas of peace education, on an ongoing basis. It is also important that we
continue this work throughout the four planes of development Montessori outlined:

 Early Childhood: birth to age 6

 Elementary: ages 6-12
 Adolescence: 12-18, and
 Adult: 18 throughout life.

Each of these planes of development can be seen as additional petals. This “flower of peace” can
be seen as expanding into a fuller and more beautiful flower, resembling the mysterious lotus.

Self- Awareness

Self-Awareness Activities are those that bring greater understanding, sensitivity, and
appreciation of the beauty, characteristics, and talents within each child. These activities help the
children connect to the dynamic center of balance within themselves and increase dramatically
their sense of well-being and self-confidence as they learn to identify with their spirit within.
Some of the areas that relate directly to this are Practical Life, character education, consciousness
of self, self-esteem, creative expression, and the Silence Game.

Practical Life. As children of all ages participate in the various activities of Practical Life, they
become more aware of themselves, strengthen their capability to master their environment, and
develop independence and confidence. In addition, they are empowered to be themselves in a
gracious and kind manner through the practice of Grace and Courtesy lessons.

Character Education includes specific work with the children in the area of moral training and
value clarification. Working with specific principles such as honesty, responsibility, love truth,
etc. Is a powerful way to bring greater awareness to the children of the importance of
incorporating these principles in their lives. In addition, biographical study of great men and
women brings positive roll models for the children to emulate. Providing children with
opportunities to “test their character” at the appropriate level is an important key to helping them
realize they are more than they think they are. Some examples of this include hiking, overnight
camping, outward-bound experiences, and ropes courses.

Consciousness of Self relates to the study of the relationship between body, mind, emotions, and
spirit. It is based on recognizing the spiritual essence of self and consciously manifesting this
aspect through understanding and learning how to work effectively with body, mind, and
emotions. Through developing grater awareness and understanding of this interrelationship,
children are better able to make conscious choices, manifest the greater self within, and gain
more mastery of their lives. This study is the basis for “conscious education” (Gang, Lynn. &
Barer. 1992) and includes specific study of body, mind emotions, and spirit.

Self-Esteem is the sense of confidence and well-being that children feel when they are
comfortable and happy with themselves. When children are participating successfully in a
Montessori classroom or any other situation, they experience positive feelings about who they
are and what they are capable of doing. As we recognize the beauty within each child through
our actions, verbal references, display of work, and provision of opportunities for them to show
what they can do, we add to their positive sense of self. In addition, there are specific exercises
and activities related directly to building self-esteem that can be incorporated into the ongoing
classroom offerings.
Creative Expression. Providing opportunities for the children to express themselves through the
arts is an important facet of educating for peace. Providing open-ended creative projects allows
the children to step safely into the unknown and find their unique, personal, creative responses
that originate deep within the center of themselves.

Silence Game. Maria Montessori discovered in her work with the children that they loved to
move and be active and at the same time, loved to create silence and be still. She found that
using the Silence Game on a regular basis was beneficial to the children, as it assisted them in
developing the ability to concentrate their minds and listen to the deeper aspects of themselves.
The lives of children are filled with stimulating input, and they get little time for reflection or
inner concentration. Daily use of the Silence Game offers them a chance to quiet the mind and
listen to the still small voice within – their inner teacher or spirit. It helps them learn to identify
with their essential natures, rather than their body, mind, or emotions.

Community Awareness activities are those that bring greater sensitivity and understanding of
others and facilitate the interpersonal relationships between them. This includes family members,
friends, classmates, neighbors, and any individual one meets on a daily basis. Some of the areas
that relate directly to this are grace and courtesy lessons, cooperative learning, communication
skills, problem-solving, acknowledgements, conscious development of community, and
community-service learning.

Grace and Courtesy Exercises. From the earliest experiences in a Montessori classroom to the
culminating experiences at the elementary and middle-school levels, the grace and courtesy
lessons form the basic foundation of the classroom community. They are based on respect for
others and encourage cooperative activity within the classroom setting. It is important to renew
and review them on a regular basis throughout the year, at each plane of development and
throughout the entire course of Montessori education.

Cooperative Learning. Another basic tenet of the Montessori experience is that children’s
learning is more effective, particularly as they move into the elementary years, when they are
able to work cooperatively as well as individually. As children work cooperatively, they develop
respect, understanding, and appreciation for others. They also develop the ability to share and
contribute to something other than themselves. Including in this area are projects and specific
games or activities that give the children opportunity to practice their skills of cooperation.

Communication Skills. The development of communication skills is all too often taken for
granted. Our tendency is to think that we automatically inherit the ability to communicate
effectively with others. Unfortunately, this is not the case. It is important that we consciously
work with the children to give them the tools, ability, and opportunity to express themselves
effectively and listen empathetically to others. These skills can develop when specific lessons
and activities related to interpersonal communication (expression and listening) are a part of the
regular offerings in the classroom.

Problem-Solving. Once the children are able to express themselves and listen to others, they are
ready to participate in the process of solving their own difficulties. This can start at a very young
age and continue at a more sophisticated level throughout life. Having a special place or area set
aside for problem-solving can be effective, as can designating a special object, such as a peace
rose or talking stick, to indicate each person’s turn in the peace process.
Acknowledgements. Providing opportunities for the children to acknowledge the strengths of
others adds much to the feeling of communication within the classroom and encourages positive
behavior. Acknowledgement of the thoughtful actions of the children by the adults, both on a
private and public basis, sets a positive tone and creates a desire among the children to be a
contributing part of the group. Using concrete symbols, such as a flowering tree, to highlight the
thoughtful acts that take place adds to the joy and cooperation within the classroom community.

Conscious Community-Building. Just as effective communication doesn’t just happen,

conscious community doesn’t just happen, either. There are specific elements that must be
present for community to take place. According to Dr. Jim McFarland, in his CPIR Community-
Building Model, these elements are Climate, Process, Identity, and Relationship. Before children
can feel comfortable to participate in the classroom, there must be aclimate that is safe, trusting,
and nurturing. When this is in place children feel comfortable enough to begin to share their
thoughts and feelings with others. It is important that the classroom have a process in place that
encourages this type of interpersonal sharing. As children feel heard and understood within the
group, they feel affirmed, and their individual identity becomes stronger. The more self-
confident and affirmed the children in the group feel, the more they can give of themselves in
relationship. The more successful the relationships become, the more warm the climate becomes;
the more climate improves, the more open the process becomes; the more open the process, the
stronger the individual identity becomes; the more the individuals in the group feel affirmed, the
greater the cooperative relationships become; and so the cycle perpetuates itself. This cycle of
community can be enhanced consciously when the adults observe the classroom and provide
activities and experiences for the children that focus on each of the aspects of community.

Community-Service Learning. Providing opportunities for participation in community- service

projects is an effective way to help our students become more aware of and empathetic to the
needs of others – such as singing at a nursing home, collecting food, serving at a homeless
shelter, or giving away toys to those in need.

Cultural Awareness

Cultural Awareness activities are those that bring greater understanding, sensitivity, and
appreciation for the people and customs of different cultures. Some of the areas that relate
directly to this development are cosmic education pertaining to the people of the world,
multicultural study, cultural exchanges, celebrations, study the United nations, and diversity
training.

Cosmic Education. Maria Montessori developed a comprehensive and integrated approach to

the study of life in the universe and called this Cosmic Education. A vital part of this plan
includes the study of the fundamental needs of all human beings. She described the fundamental
physical needs as food, clothing, shelter, transportation, and defense. She described the
fundamental spiritual needs as art, culture, religion, and vanitas (love, beauty, social acceptance,
self-image). This awareness can lead into a global comparison of the various ways people meet
these needs in relation to the environmental terrain upon which they live. By using the
fundamental needs of humans as the starting point for any cultural study, we establish a point of
commonality and connection prior to studying differences. This serves as an anchor as we
explore the many fascinating and diverse ways that people of the world fulfill these needs.

Multicultural Study in most Montessori classrooms is very rich. The continent maps often
establish the basis of study as they are introduced to the children. Once the continents are
introduced, specific activities related to the cultures of that continent (or one of its countries) are
introduced and made available for the children’s use. These include “continent boxes” containing
artifacts and clothing of the area, picture cards, books and research tools, artwork, music, games,
food, celebrations, language study, etc. As stated above, using the needs of humans as the basis
for multicultural study is very effective. A typical culmination of an area of cultural focus might
be an “immersion” experience such as a cultural fair, festival, or celebration.

Cultural Exchanges. Providing opportunities for our students is relate directly to others of
different cultures enriches them and builds bridges of understanding and acceptance. This might
take the form of inviting guests to the classroom, Internet exchange, pen pals, or visiting another
culture or country.

Celebrations. Both classroom and all-school celebrations that provide opportunities for our
children to experience and enjoy the cultures of others are fun, as well as enlightening. It is
important to take time prior to the event to prepare the children, so they can both appreciate and
understand the meaning behind the celebration. Good candidates for celebrations are the Chinese
New Year. Cinqo de Mayo, and International Peace Day.

Study of the United Nations. The United Nations has contributed significantly to the current
peace among most nations. It is important that we give our children an appreciation of what this
organization does and how it accomplishes its work. The Non-Governmental Organizations
(NGOs) that work cooperatively with the U.N., such as the United Nations International
Children’s Emergency Fund (UNICEF), make fascinating study for the children and, in many
cases, provide opportunities for the children to participate actively in their ongoing work. An
example of this is the Halloween Trick-or-Treat for UNICEF. Specific lesson plans and materials
for this work are available through the United Nations.

Diversity Training is a “hot topic” in today’s world. What we do in the classroom to develop
awareness and tolerance for cultural differences contributes significantly to this work. Conscious
reference by the adults in the classroom to the importance of accepting and appreciating people
different from ourselves is important.

Environmental Awareness activities are those that bring greater understanding, sensitivity, and
appreciation for the interconnectedness and fragility of our global environment. Some of the
areas that relate directly to this work include environmental aspects of the Cosmic Education,
specific scientific study of the elements of the planet, study of the U.N. efforts with regard to the
environment, ecological activities, and environmental celebrations.

Cosmic Education. At the Montessori elementary level, the cosmic view of how our planet
came into being is presented to the children dramatically. This presentation emphasizes the
interrelationship and interdependence of each of the elements of our environment and serves as
the framework for all future study of the elements of the universe. From this point on,
geography, geology, biology, zoology, and the study of water, air, soil, and energy are seen as
vital parts of the whole. In this work, the children are encouraged to be thoughtful stewards of
the planet.

Scientific Study, Specific studies of animals, plants, earth, water, air, and energy are presented
in the Montessori classroom as part of a greater whole. The children’s sensitivity to the “cosmic
task” of each element of the planet is increased through in-depth scientific study of each. Field
trips and various activities of artistic expression that emphasize the use of the various elements
of the planet add to the children’s appreciation. There are several ways in which the intricate
“web of life” can be illustrated experientially to the children.

Study of the United Nations. As in the area of cultural awareness, the U.N. has taken an active
roll in preserving the resources of the earth. Again, there are a number of NGOs that do
significant work with environmental issues and will welcome the involvement of our children.
Specific information can be obtained through the U.N.

Ecological Activities. It is important that the children have opportunities and encouragement to
take an active part in the care of the environment. This provides them with conscious practive in
appreciating, conserving, and renewing resources. Some activities that might be included in this
work are recycling, energy conservation, and composting.

Environmental Celebration. Preparing for and participating in the annual Earth Day
Celebration, as a classroom and school, increases the level of environmental awareness in a
significant way. When an entire school comes together for this occasion, it makes a strong
statement and commitment to responsible stewardship of the earth to the entire school
community.

Perhaps the single most important factor in educating our children for peace is that we, their
adults, model the behavior and attitudes we encourage the children to manifest. In order to
accomplish this, we must make conscious and continual-effort to work on our own
transformation. Maria Montessori spoke to this by saying:

The first essential is that the teacher should go through an inner, spiritual preparation – cultivate
certain aptitudes in the moral order. This is the most difficult part of her training, without which
all the rest is of no avail… She must study how to purify her heart and render it burning with
charity towards the child. She must “put on humility.” And above all, learn how to serve. She
must learn how to appreciate and gather in all those tiny and delicate manifestations of the
opening life in the child’s soul. Ability to do this can only be attained through a genuine effort
towards self-perfection,

At the adult level, the process of increasing self-awareness, community awareness, cultural
awareness, and environmental awareness is similar to the path set out for the children. It is only a
bit more sophisticated.

Self-Awareness. We, too, can work on developing more confidence and competence through
challenging ourselves to new practical life experiences, such as taking up carpentry or sewing.
By consciously applying universal principles to our daily living, we will build our own
characters. Giving ourselves permission to experiment with various forms of creative expression
can be healing, as well as exhilarating. As we become better at observing our internal states and
mastering our bodies, minds, and emotions, we will more often be able to view the world
through the clear lens of love. Each day we can take time to observe the silence and listen more
keenly to the deeper wisdom within each of us.

Community Awareness. Practicing ordinary grace and courtesy in our interactions with
everyone we meet increases our effectiveness as a member of any community. It is important
that we hold an attitude of cooperation and teamwork and work on communicating effectively
with the children as well as the adults in our various groups. When difficulties arise, it is
important for us to seek solutions that are of a win/win nature. Acknowledging the strengths and
contributions of not only the children, but other adults, is important in the process of becoming a
meaningful member of a community. Participating in community-service projects adds to our
ability to empathize and share ourselves with others.

Cultural Awareness. To model cultural awareness to the children requires that we continually
educate ourselves about the various cultures and peoples of the world and work on our ability to
be understanding and tolerant of those who are different from us. Participating and contributing
to the many organizations dedicated to helping people throughout the world helps us develop
more empathy and cultural awareness.

Environmental Awareness. This, too, requires that we continually educate ourselves to the
wonders and beauty of our planet and actively participate in being responsible stewards of the
earth.

We stand at a crossroads as we enter this new century and new millennium. Our world can move
in the direction of violence and ultimate destruction, or it can move in the direction of peace and
continual creation. Each of us has the opportunity, in our own small way, to make a significant
contribution to the latter path by consciously applying and expanding “science of peace”
activities in our classrooms ever day. Maria Montessori beautifully expressed the importance of
our work when she said:

Truly, upon the spiritual growth of the child depends the health or sickness of the soul, the
strength or weakness of the character, the clearness or obscurity of the intellect. The nurturing of
this spiritual life finds its expression both within the family and at school in what is still called
“education” … If education recognizes the intrinsic value of the child’s personality and provides
an environment suited to spiritual growth, we have the revelation of an entirely new child, whose
astonishing characteristics can eventually contribute to the betterment of the world.

The beautiful lotus flower grows in the mud and flourishes from the nutrients of the mud. As we
conscientiously work with our children using activities from each of the areas in the “Flower of
Peace” model, we will help their spirit and potential to bloom out of the mud and challenges of
their lives; and they, in turn, can lead us to a more peaceful and harmonious world.
Q4: explain the following activities briefly in your own words:

1: Introducing the peace flower

Peace Flower Montessori Preschool is a diverse educational community built on the Montessori
philosophy that fosters curiosity, creativity and critical thinking in students. At Peace Flower,
teachers attend to the student’s individual needs so that they achieve personal and academic
excellence and become lifelong learners who respect themselves, others and their environment.

Upper Elementary students (ages 9-11) at Thevenet Montessori School are using the “Peace
Flower” pictured below, to learn about the connectedness of all life and each person’s and
communities influential call to care for humanity and wildlife.

Self-Awareness

Montessori lessons and materials are designed to build a child’s confidence as he or she engages
academic and practical life challenges, as well as social change. The Montessori teacher acts as a
guide in furthering the child’s self-discovery through introspection, socialization, and academic
endeavors.

Community Awareness

Food donations and clothing drives, help students realize they can change the lives of people in
their community. The Upper Elementary students led a school wide Thanksgiving Donation
drive, collecting food donations from classrooms and packaging the items for delivery.

Cultural Awareness

The students begin to understand the intricate dynamic between environment and culture.
Children studying ancient times connect the diverse ways of life in BCE to modern day customs.
An appreciation of humankind’s global passage through time is fostered through lessons and
sharing in cultural celebrations regardless of their own particular ancestry.

Environmental Awareness

Students learn to identify the woodland creatures and plant life that share our school grounds.
The Upper Elementary students took great pleasure in a winter long bird watch and in raising
pheasants during the 2015-2016 school years. This year, students are learning about
sustainability, ecosystems, pollution, agriculture, and geography as they study STEAM concepts
and social studies lessons.

2: Creating a peace place

This activity helps participants learn calming down strategies and brainstorm how to set up and
use a "Peace Place"—a special place to go when someone needs to calm himself or herself or is
feeling upset or angry.
Dr. Montessori recognized children as the hope and promise for humankind. The Peace Place is a
designated space in the classroom environment where children can go to take a moment, calm
themselves and work out a problem in a peaceful way.

Materials for the Peace Place

Each classroom designs their own unique Peace Place, creating an inviting, calming and
beautiful and special place that helps our children to find peace within them. Some examples to
equip that special Peace Place may include a Peace Rose, a basket full of a collection of beautiful
rocks, stones or marbles, sensory materials, emotions cards, a mirror, books about emotions and
peace, gel and glitter bottles, a table water fountain.

The importance of the Peace Place location

The location of the Peace Place is important. It should be selected carefully, to be away from the
busy work area, by a window, and just in an area that reflects calm energy.

3: something Good I have Done

To enable the child to realize the importance of doing good deeds to other.

To encourage them to develop the habit of doing good.

Young children crave independence. They are driven to achieve it from birth. If we can help
them get there, we can minimize a lot of the struggles associated with toddlers and young
children, and empower them to feel capable and confident in their growing abilities.

Because of Montessori's focus on independence, parents are often shocked when they see their
children do certain things all by themselves at school. "My child never does this at home!" is a
common response.
Here are some examples of things young Montessori children do for themselves, and how
to encourage your own child to greater independence.

1. Get dressed

From the time children enter the Montessori toddler classroom at around 18 months old, they
are encouraged to dress and undress by themselves. This happens in very slow stages, with
undressing usually occurring first.

Montessori toddler teachers patiently show a child each step of dressing and undressing, from
pushing down their pants to strapping the Velcro on their shoe.

To try this at home, find times that is not rushed to practice with your child. Make sure the
clothes and shoes are easy to get on and off. After you've shown them how a few times, sit
nearby and offer the minimum amount of help they need to be successful. You might start
with just a verbal reminder of what they need to do. He may be able to pull up the front of the
pants, but need help with the back. Gradually, they'll need less and less help.

2. Wipe their nose

Montessori toddlers and young children have access to tissues and are encouraged to practice
wiping their noses in front of a mirror so they can see when their face is clean. An adult may
have to alert them that they need a tissue before they learn to complete the task alone.

Children can also take care of other basic self-care activities like washing their faces, drying
their body after a bath, washing their own hands with soap, brushing their own hair, etc.

The job might not be done as quickly or as thoroughly, but empowering your child to take on
these tasks raises their body awareness and helps his confidence grow with each new skill
they develop.

3. Set the table

From the time they are walking, Montessori babies help set the table. This starts with
something simple like bringing a plate to the table or bringing over their own lunchbox.

As the child grows, the process involves more steps, with the 3-6-year-olds setting their place
with a napkin and placemat, glass plate, fork and spoon and a water cup.

To try this at home, use a low shelf to place a few dishes for your child. Show him how to
carry each item carefully, one at a time with two hands, to his spot at the table. He may need a
step stool to reach the dining table.
4. Clean the table and floor

Montessori children clean the tables and floor when they have made a mess by sweeping up
any spills.

They also often choose to scrub a table or chair or mop the floor when there is no specific
mess. The children enjoy the sensorial experience of the soap and water and experience a
great sense of pride at seeing the results of their labor.

To try this at home, give your child a small broom and encourage them to help you sweep
after meals. Give them a scrub brush and spend time scrubbing their outside toys together.

5. Put away their own toys

Montessori children are expected to put their own work and toys away, and they generally do
so without reminders after becoming acclimated to the classroom.

Every item in the classroom has a specific spot where it belongs and the children quickly
understand the expectation and social norm that everyone cleans up after himself.

To try this at home, ask your young child to put away a toy when he is done with it before he
gets out another one. Toddlers may need you to clean up with them, especially if it's
something like blocks with many pieces.

6. Help prepare food

Food preparation work is often a favorite among Montessori children . The interesting thing is
they love activities like washing and cutting carrots and apples even if they choose not to eat
the food they've prepared. This is because they are getting to use real tools and participate in
the work of everyday life in a real way.

To try this at home, find ways your child can help in the kitchen, either preparing a
salad alongside you or making a snack independently. Slowly introduce your child to the
tools and skills needed in the kitchen, always watching for safety, but also giving him the
freedom to work on his own.

7. Problem solve with a friend

While kindness and peaceful actions are always emphasized in Montessori schools,
disagreements between children still inevitably occur.

Rather than acting as a referee, the teacher acts as a support and a guide, helping the children
to talk to each other about what they each want and need resolve the situation.

To try this at home, next time your child has an argument with a friend or sibling, take a step
back and see how they handle it on their own. Step in if it's becoming violent or escalating too
much, but take the minimal action needed to help the children sort through the situation on
their own.

8. Play independently

As Montessori lessons are generally given one on one, rather than a group, the children spend
a good deal of their time at school working independently, practicing the lessons they have
already been given.

Playing with your child is a wonderful thing, but don't be afraid to tell her you're unavailable
if you need to get something done. This will help her learn to play on her own, too.

To try this at home, if she's used to always playing with you, start with really short tasks. You
might say something like "I'm going to unload the dishwasher and then I will come play with
you." Slowly stretch the time she is comfortable playing on her own.

9. Take care of a pet

Pets are a big part of many Montessori classrooms, in part because they let us observe biology
in real life, but also because they offer a great opportunity for the children to take care of
another living being.

Children feed and give water to the pets daily and even help clean and scrub their habitats.

To try this at home, if you have a pet at home, show your toddler how to feed it or your
preschooler how to scrub the pet's food bowl to keep it clean.

4: practicing conflict resolution:

Elementary children who have been nurtured in the Primary classroom have an obvious and
similar background with the other children in the elementary classroom of being treated with
respect and honor, and have developed into confident and competent learners from the aid and
support of the Primary Program.

Observers will notice in the Primary classroom, a child seems to work mostly parallel to his
peers, each on their own individual activity in order to concentrate best. Elementary children,
however, are entering a new period in their life and have a strong drive to be social and
collaborate.

Elementary Children Work Collaboratively and Cooperatively

For this reason, most lessons and research projects in the elementary classroom are done in pairs
or groups of children Each day, the community setting of the elementary classroom allows the
children to practice social skills necessary to carry out their task by: delegating work, sharing
resources and materials, making group decisions, taking responsibility for actions, and
celebrating the success of peers. On the other hand, conflict is not uncommon, but the
motivation to resolve it comes from the children.

Elementary children who have been nurtured in the Primary classroom have an obvious and
similar background with the other children in the elementary classroom of being treated with
respect and honor, and have developed into confident and competent learners from the aid and
support of the Primary Program.

Observers will notice in the Primary classroom, a child seems to work mostly parallel to his
peers, each on their own individual activity in order to concentrate best. Elementary children,
however, are entering a new period in their life and have a strong drive to be social and
collaborate.

5: saving water

When it comes to water conservation, we believe it starts at home… with our children. It is so
easy to teach children from the very beginning the importance of conserving one of the Earth’s
most valuable resources. Together, we can build a foundation of knowledge so our children all
grow up to be stewards of the Earth. Help your kids learn these five simple tips for conserving
water.

1. Turn off the faucets

when brushing teeth or scrubbing their soapy hands and face, teach your children to turn off the
faucet so they do not let water simply run down the drain.

2. Tightly turn off the faucets

another important lesson for your kids, as well as for yourself, is to check the faucets in your
home to make sure they are tightly turned off to avoid a small, slow drip that can waste a lot of
water over time.

3. Don’t flush
Okay, if its number 2, they should definitely flush. But each time a toilet is flushed, it uses about
5 gallons of water. If your kids just have to go number 1, suggest they don’t flush, especially if
you have lots of little ones that “go” often.

4. Bath time for babies

For safety reasons, babies should only have about an inch or two of water in their bath anyway.
There is no reason to use much more than that. When your kids are old enough, switch from
baths to quick showers that use less water than filling up a tub.

5. Watering the grass

Encourage your kids to collect “old” water from leftover water bottles, half-drank cups or boiling
eggs, (after the water has cooled) and use it to hydrate your grass and bushes instead of turning
on the sprinklers or the hose in the middle of the day. Make sure your kids understand why it’s
so important to reuse water when possible instead of simply pouring unwanted water down the
drain.

5: Close the tap when possible.

Re-use grey water.

Take shorter showers.

Drink tap water.

Always fix leaks.

Water grass early.

Use a shower bucket.

Have a desert-plant garden.

Use less electricity.

Half-flush when possible.

Q5: Prepare the any two of the following peace crafts and send with the assignment.