Importance Of Language Development in Montessori House

Language is very important to human society and individuals as well. People can't not live without communicate with others in the society, and human civilization can't be continued if human doesn't use language to conserve the collective thoughts. People use language to express their feelings, thoughts, ideas and desires... etc. to others, and to receive information from others. Through language also, we can create love and hate and all tones in between. Language is more than reading and writing.

Maria Montessori defined: "language is the expression of agreement among a group of men, and can be understood only by those who have agreed that special sounds shall represent special ideas.... It is the instrument of thinking together, and has become ever more complicated as man's thought grew in complexity... There is nothing more mysterious than the truth that for any achievement men must come together and agree, and for this agreement they must use language, the most abstract of things, a sort of super-intelligence."

Language is the essence of the development of the child, because it enables him to communicate with others and to understand when others communicate, and because it is an expression of the spirit of man. Maria Montessori emphasized that Education is an aid to life, her method of teaching language is designed on this basis too. When the child can speak, listen, write and read, he is ready to hold the key of knowledge and explores the human's civilization by himself! Yet, before he can do it independently, he needs a guide to explore language first.

The unique of Montessori Education is it based on observation of the child's development and to meet the needs of the child. As Maria Montessori observed that the child first is interested with human's voice, syllables are spoken, then words are spoken of more than one syllable, then the whole syntax and grammar seem to be grasped, gender and number, case, tense and mood. He begins this work in the darkness of the subconscious mind, and here it develops and fixes itself permanently. Though it seems as a mystery, the child takes a lot of practices to connect the physical and psychic abilities. Maria Montessori observed that the sensitive period of language is the longest one which is from birth to age 6:

1. Birth - age 1yr: the child is sensitive to sounds; listening and watching.

2. Age 1 - age 2yrs: the child is sensitive to words; begins using simple words.

3. Age 2 - 3 yrs and up: the child's vocabulary increases tremendously (from approximately 300 to 1000 words).

4. Age 4yrs- this is the sensitive time for writing.

5. Age 4 and a half to 5yrs - the child starts to classify words and reading.

6. Age 5 to 6yrs - sensitive to the study of parts of speech and word usage.

Every period, the child has some tasks to achieve and thus inner power drives himself learn language toward to perfection. As a directress in Montessori Classroom, she needs to observe and follow the needs, interests and sensitivities of the child to provide the help when he needs. For not interfering the child's unfolding, Montessori emphasized indirect approach. The indirect approach is a way to prepare the child to gain the goal in a positive way with self-assurance, self-confidence, then he will be last a life-long interest in learning! Of course, the teacher plays an important role if she is a life-long learner, the child will get influence by her, too.

In Montessori Classroom, the language is not only a distinct area in the environment but runs parallel with other activities in the classroom. The environment is designed that all activities feed naturally toward the development of the skills required for learning language - writing and reading.

The preparation in the classroom for this exploration begins with the Practical Life activities. The child develops the control of movement and eye-hand coordination which will aid him in writing through working on Practical Life activities, such as pouring rice, scrubbing table, buttoning frame, polishing objects, etc. Those activities also provide an understanding of the process and order, help the child develop the span of concentration and inner discipline. Those aids are continued in Sensorial Activities, moreover, perceptual abilities, auditory and visual discrimination, ability to compare and classify are developed in the sensorial area. Besides, the further muscular refinement, lightness of touch and left to right movement are trained. All of these is the preparation for writing and reading.

Language development runs through-out with books, group time activities (songs, finger plays, naming activities, poems, sound games), conversation as an integral part of the classroom and vocabulary enrichment (nomenclature of the materials, picture card matching games). The oral language in a Montessori classroom should be extensive and exact. It will become a sight vocabulary at a later date. Large muscle development is incorporated through-out the Montessori curriculum as well. All these activities are an indirect preparation for writing and reading, when the child is ready for that work [2].

Afterward, the child is read to explore sounds of words. All the activities is related to auditory discrimination and visual discrimination may introduce to the child. When the teacher is sure the child is aware of the sounds in words, the sandpaper letters are introduced. The child's visual and tactile-muscular senses are most sensitive at this time (age app.3 1/2). The child builds a 'muscular memory" of each letter. As this point, no writing is encouraged--just an exploration of sound and shape.[3]

When the child knows 8-10 letters, he is ready for movable alphabet. You may present controlled moveable alphabet first, or the objects first and pictures later and lead him from simple to complex, concrete to abstract. In the same time, the metal insets are also presented which contribute to the development of mechanical writing skills. Eventually the child begins to write small stories without the movable alphabet, the child may write as he speak therefore he won't spell correctly then. Because he is using his own invented spelling based on his own word analysis. But correct spelling comes easily later. As the teacher she needs to know not to correct words that child has written for himself according to his own perceptions, they do this for their won self-expression. The process is more important than the product.

At the same time, the activities for reading skills such as the secret box...etc., may present to the child according to his interesting and needs. A specially reading place with many interesting books is needed in the classroom. Let the child read selected books and learning to pronounce the words to enrich the reading experience. The more writing and reading he does, the more he will realize that writing transmits thought and giving practice in decoding. When the child completes the intellectual work of relating spelling to print to transmission of ideas he is already capable of reading. His oral vocabulary is now his reading vocabulary.

Then the child will be introduced the function of words and during this time he do reading on his own. Later, he may start to be present grammar. The child enters the advanced reading level and may start creative writing.

Language is a process which will go through life-long, but the first years of life is the formation of the basis of language. As a teacher, she needs to prepare the environment and the materials must appeal to the senses that call attention to the child and invite him to use the materials again and again. Besides as a preparer and observer, she is also a guider who leads the child very carefully in this exciting discovery journey.

In Montessori Classroom, it is expected to be prepared as a free environment that allows the child to the development of total language. The child can freely to express himself in all ways and makes the language as an aid of the life. As a teacher should be an interpreter for the child, help him while he is trying to express himself, respect what he is, give him key to open the door which the world is closed, growing in happy and confident!

By Shu Chen Jenny Yen.

Absorbent mind

Absorbent mind

Maria Montessori observed that young children learn in a
unique way from prenatal life to about six years old. The
absorbent mind is the image she created to describe, ". . . this
intense mental activity."¹

Since the neonate has to learn everything (he has no tools
other than reflexes to survive), but has no language or conscious
will to learn the way adults do, he must acquire his survival
skills in some other way. Montessori said that the child learns
by unconsciously taking in everything around him and actually
constructs himself. Using his senses, he incarnates, or creates
himself by absorbing his environment through his very act of
living.² He does this easily and naturally, without thought or
choice.

Montessori saw the absorbent mind in two phases. During the
first phase, from birth to three years old, the young child
unknowingly or unconsciously acquires his basic abilities. She
called it the period of unconscious creation or the unconscious
absorbent mind. The child's work during this period is to become
independent from the adult for his basic human functions. He
learns to speak, to walk, to gain control of his hands and to
master his bodily functions. Once these basic skills are
incorporated into his schema, by about three years old, he moves
into the next phase of the absorbent mind, which Montessori
called the period of conscious work or the conscious absorbent
mind. During this period, the child's mathematical mind compels
him to perfect in himself that which is now there. His
fundamental task during this phase is freedom; freedom to move
purposefully, freedom to choose and freedom to concentrate. His
mantra is "Let Me Do It Myself!"³

 

Montessori understood that the baby must adapt to life
outside the mother during the unique time right after birth,
roughly the first nine months of life.⁴ She refers to the baby
during this time as a spiritual embryo or psychic embryo.⁵

Whereas the physical baby developed in utero, the mental or
psychic baby must complete his embryonic growth outside the womb.
Montessori said that a man, " . . . is like an object turned out
by hand."⁶ Once he is born, the baby's specific interaction
with his surroundings casts his mental life and uniquely shapes
him. It is now that he absorbs his mother tongue and comes to
love his place of birth. Thus, this spiritual embryo needs a
concentrated relationship with his parents and milieu to form his
individual self. Montessori observed that adults often fail to
do what is essential at this time, " . . . because of the habit
we have of thinking the child has no mental life."⁷

A child's wise parents realize that he does indeed have a
mental life and therefore will provide soft, low light, immediate
and prolonged contact with the mother and a reassuring place for
the baby so that the transition into the world is smooth and
inviting rather than traumatic.⁸

Another of Montessori's contributions was the discovery of
the sensitive periods. A child passes through special times in
his life when he easily incorporates a particular ability into
his schema if allowed to practice it exhaustively during this
time. She referred to it as, ". . . a passing impulse or
potency."⁹ Her prescient understanding of these critical
periods is now confirmed by scientists and even the popular
culture, with Time magazine calling it "Windows of Opportunity"¹⁰

Regardless of what they are called, the sensitive periods are
critical to the child's self development. He unconsciously knows
that the time to learn a specific skill is now. The child's
intensity reflects his need for that particular acquisition in
order to live. However, once the period passes, he'll have to
learn the skill with much more difficulty at a subsequent time.¹¹
Adults often do not realize that a child has sensitive periods,
perhaps because they do not remember them in themselves. But a
thwarted sensitive period will manifest itself in a cranky child.
Montessori viewed these "tantrums of the sensitive periods (as)
external manifestations of an unsatisfied need."¹²

The child ages birth to six years old will pass through three
significant sensitive periods; those for order, movement and
language. During the period of unconscious creation, the child
acquires the above mentioned abilities. Then, in the period of
conscious work, he concentrates on refining these newly acquired
skills.¹³

Montessori referred to four specific types of order to which
the child is sensitive. They are spatial order, social order,
sensory and temporal order. All through the period of
unconscious creation, the child seeks order so he can acclimate
himself to his environment. The youngest child doesn't even
realize he is separate from his surroundings. Order in his world
helps him make the distinction. Thus he uses an external order
to build on his internal orientations.¹⁴

He is sensitive to a spatial order; that is, everything has a
place. When his environment is arranged the same way day after
day, he comes to rely on it and can get his bearings. Gradually,
he absorbs the concept that if the table is there, for example,
then I must be here. Personally, I have seen an infant return to
his little bed for just a few moments at a time throughout the
morning, not to sleep, but to pause, seemingly as a way of
reorienting himself.

The child is also learning about the people around him. This
social order allows him to discern who is who and to distinguish
between himself and the mass of "them" out there. It is critical
at this stage that the same people come in contact with the baby,
over and over, so that he can accomplish this distinguishing
work. Children in child care centers often suffer personal
distress from confusion because of the industry's high turn-over
rate for caregivers.¹⁵

The child is sensitized to a sensory order, in other words,
to the differences in things; that some are soft or hard, that
objects have color, different colors, and shades of the same
color. He needs to freely explore his prepared world so he can
differentiate among these qualities. Infants often cry because
of sensory deprivation.¹⁶

The young child needs ritual, or temporal order. If his life
has a predictable rhythm and his routine is maintained, he begins
to trust the environment. If his needs for food, sleep and
bodily comfort are predictably met as they arise, he uses this
satisfaction as the basis to feel secure and to explore his
world.¹⁷ One child I observed spent most of the morning fussing
and crying. The Guide told me it was this child's first day at
the Center. The unfamiliar place and routine obviously upset
her.

In sum, the child during the unconscious creation stage uses
the external order to begin building his own internal order. By
about three years old, the child has acquired his most basic
order and will refine it during the conscious work stage. 

Spatial order is still critical. Whenever I placed a new
material on the shelf in my early childhood room, I wondered how
long it would take before that new material was noticed.
Invariably, the next morning someone would immediately see it and
ask for a lesson. Children have a scanning radar that searches
for any anomaly in their ordered world.

The child wants to understand the complexities of
relationships, creating himself socially. Master classes in
social order were conducted daily in my class anytime three four
and one-half year-olds had snack together, with their highly
evolved in-group language patterns and pecking order.

The child is now interested in refining his sensory input.
He wants deeper exploration into sameness, differences and
gradations of same and different in objects and the environment.
Sensorial activities were always popular in my classroom. Some
of the most concentrated, creative work I witnessed was in the
sensorial extensions, particularly with the five and six
year-olds who combined materials in elaborate patterns covering
most of the floor surface, sometimes for days at a time.

The three year-old is at the height of his ritualistic order;
he still needs routines and yet can begin to create his own
order. This is the perfect time to model that activities have a
beginning, a middle and an end. Choosing to do the same thing at
the same time or in the same way is quite a comfort to this
child. I saw the phenomenon extensively in my class. One boy I
recall would paint a picture first thing every day for many weeks
in a row. If the easel was in use, he would wait patiently
because he seemed to orient himself by choosing to paint as his
first activity every day.


The sensitive period for movement is most intense during the
first year of life. Montessori reminds us that, "(n)o other
mammal has to learn to walk."¹⁸ The baby, unable at birth to
control any of his movements, doesn't even know he has hands and
feet. But by about twelve months many babies take their first
steps. Walking develops without it being taught. An infant's
need to walk is so strong that he becomes upset if he is impeded.
I have often seen a toddler in motion become frustrated when an
adult came swooping down and picked him up. The boy's
concentration was broken by a well-meaning but hurried adult.
The child's rhythm is so much slower than our own. He walks to
perfect his walking; whereas we walk with purposeful intent.¹⁹

During the period of conscious work, the child works to
perfect and extend his movement. He is interested in
elaborations of the basic walk/run theme. It's time to jump,
hop, skip and climb, to carry heavy things, to balance objects on
a tray. I remember one girl who walked on the balance beam. At
first she did it with one foot on and one foot off the beam, then
haltingly with both feet on and arms fully extended, and
eventually more smoothly with arms lower at her sides.

Once the child has mastered walking, his hands have become
free to work.²⁰ He's entered a new phase of his life, that of
Homo(man) Faber(working); one who uses his hands to affect his
world.²¹ He now focuses on work to refine his hands. Montessori
observed that mental development occurs through movement but only
if, " . . . the action which occurs is connected with the mental
activity going on."²² The child wants to use a scissors, to pick
up tiny objects and to refine his eye/hand coordination so that
his hand truly becomes an instrument of his mind.²³

The final sensitive period is that for language. No one
teaches the child to talk. His language, " . . . develops
naturally like a spontaneous creation."²⁴

 

Of all the auditory stimulation surrounding the baby, it is
the human voice that he deeply hears and imitates.²⁵ By six
months, he's uttering his first syllables, by one year his first
intentional word. By one year, nine months he uses a few
phrases, and by about two years old he "explodes" into
language.²⁶ He talks and talks non-stop. By the time he is three
years old he is speaking in sentences and paragraphs with proper
syntax and grammar. He can fully express himself to get his
needs met.

During the period of the conscious absorbent mind he will
expand his vocabulary immensely. He wants huge words and funny
words and rhyming words and words in songs. Our Montessori
environments, rich in vocabulary, meet his word hunger perfectly.

If we trust that the child comes into the world with his
unique plan for life and that it is he who will unfold before us,
then we know that these first six years are crucial for his self
development. It is now that the imprints are deepest. He begins
his work of living life on earth by taking from, and adapting to
his environment and thus creates the man he is to become.

Maria Montessori

Maria Montessori

Maria Montessori: A Brief Biography

—biography written by D. Renee Pendleton

Maria Montessori was, in many ways, ahead of her time. Born in the town of Chiaravalle, in the province of Ancona, Italy, in 1870, she became the first female physician in Italy upon her graduation from medical school in 1896. Shortly afterwards, she was chosen to represent Italy at two different women's conferences, in Berlin in 1896 and in London in 1900.

In her medical practice, her clinical observations led her to analyze how children learn, and she concluded that they build themselves from what they find in their environment. Shifting her focus from the body to the mind, she returned to the university in 1901, this time to study psychology and philosophy. In 1904, she was made a professor of anthropology at the University of Rome.

Her desire to help children was so strong, however, that in 1906 she gave up both her university chair and her medical practice to work with a group of sixty young children of working parents in the San Lorenzo district of Rome. It was there that she founded the first Casa dei Bambini, or "Children's House." What ultimately became the Montessori method of education developed there, based upon Montessori's scientific observations of these children's almost effortless ability to absorb knowledge from their surroundings, as well as their tireless interest in manipulating materials. Every piece of equipment, every exercise, every method Montessori developed was based on what she observed children to do "naturally," by themselves, unassisted by adults.

Children teach themselves. This simple but profound truth inspired Montessori's lifelong pursuit of educational reform, methodology, psychology, teaching, and teacher training—all based on her dedication to furthering the self-creating process of the child.

Maria Montessori made her first visit to the United States in 1913, the same year that Alexander Graham Bell and his wife Mabel founded the Montessori Educational Association at their Washington, DC, home. Among her other strong American supporters were Thomas Edison and Helen Keller.

In 1915, she attracted world attention with her "glass house" schoolroom exhibit at the Panama-Pacific International Exhibition in San Francisco. On this second U.S. visit, she also conducted a teacher training course and addressed the annual conventions of both the National Education Association and the International Kindergarten Union. The committee that brought her to San Francisco included Margaret Wilson, daughter of U.S. President Woodrow Wilson.

The Spanish government invited her to open a research institute in 1917. In 1919, she began a series of teacher training courses in London. In 1922, she was appointed a government inspector of schools in her native Italy, but because of her opposition to Mussolini's fascism, she was forced to leave Italy in 1934. She traveled to Barcelona, Spain, and was rescued there by a British cruiser in 1936, during the Spanish Civil War. She opened the Montessori Training Centre in Laren, Netherlands, in 1938, and founded a series of teacher training courses in India in 1939.

In 1940, when India entered World War II, she and her son, Mario Montessori, were interned as enemy aliens, but she was still permitted to conduct training courses. Later, she founded the Montessori Center in London (1947). She was nominated for the Nobel Peace Prize three times—in 1949, 1950, and 1951.

Maria Montessori died in Noordwijk, Holland, in 1952, but her work lives on through the Association Montessori Internationale (AMI), the organization she founded in Amsterdam, Netherlands, in 1929 to carry on her work.

Requirements For House Of Children

Requirements For House Of Children

 

The children cannot have the best development at home as every home is designed according to adults needs, and the adults have to stop children from doing what their natural urge wants to for maximum development. A house of children in a Montessori system is quite different from a conventional method. A home or a conventional school is in appropriate for the children’s maximum development. The requirements to be considered to start a House of Children are as following:

1)The Site Selection;

The Classroom: An ideal classroom is  sunny and airy, but draft free, with low windows, tiles or a wood floor, and about twenty square feet per child. Ideally, washrooms are located just off the classroom with child-sized toilets and low sinks. Classrooms are often finished with acoustical ceiling tiles and curtains in cool pastels. Child-height water source and drinking fountains are nice features, along with light switches. A separate entrance with a closet, an adjacent teacher office and a storage space, are characteristics of classroom built for Montessori system. Even in large schools, modular classroom open up to individual outdoor space, with interior alcoves and discrete spaces which help to create a “house of children” atmosphere.

The children 3 to 6 years are constantly absorbing from the environment and they do not need to be taught in the conventional manners. Its classrooms are not like ordinary classrooms, they cater to the natural needs of the children. They need to normalized stable and flexible personality. The classroom should be rapidly modifiable with a selection of available materials, physical layout and tones which perfectly fit the always varying needs of the young children.  

2)Furniture: Furniture styles are varied in design. Tables can have different shapes, including rectangles, squares, ovals, trapezoids. Chairs should be matched to table height, which varies according to the age level of the class. Shelving, whether painted or natural wood, should be light in colour, child sized and not in excess of eight inches wide for easy access. The furniture, sanitary etc are child sized and unlike ordinary schools where resources are placed on high shelves, the material is arranged on low shelves here and everything is within the reach of the children.

3)Outdoors: Enriched outdoor environments include a natural habitat and adjacent gardening and activity space for each classroom. Pick up/drop off traffic access, benches for waiting children, children sized picnic tables, and safe play grounds are other aspects to consider.

4)Materials: The other materials required other than furniture, shelves, wash basins, toilets sanitary etc are many. Some of them are cleaning tools, garden, shapes, boxes, books, stationary etc. A Montessori school must be having things like mats, trays, jugs, aprons etc for basic elementary exercises. Similarly, dressing frames, food gadgets, furniture for grace and courtesy exercises and cleaning  tools and things for caring for animals and plants. For reading books are required for children’s language developments. They must be placed in shelves in child’s reach and must be according to their taste, mental level and reading capability. Books and reading materials for phonic exercises, mathematical skills and everyday science. All the instruments, apparatus etc like maps, geometry objects, globe etc should be there for subjects like geography, botany, zoology etc.

5)Teachers: The Montessori teachers or directresses must be Montessori trained. They must know the whole philosophy, methodology and apparatus handling. She must be able to prepare healthy happy kids who are stable, normal, flexible and equipped with all advanced skills like reading, writing, problem solving and creative.

6)Offices: Well equipped offices for teachers, administrative staff and admissions, meeting of parents must be there. A computer, sitting arrangements, desks, shelves for proper filling and documentation should be there.

7)Funds: Adequate funds must be furnished for the following:

a)acquisition and repair of the Montessori materials,

b)for play ground props, classroom furniture, office furniture etc,

c)for salaries of the staff, utility bills payments, repairs, running expenditures etc,

d)for license fee, affiliations, government body payments, taxes etc,

e)supplies and services acquired for the institute,

f)for insurance and legal issues, printing materials like brochures etc.

8)Working Space: The Montessori school must have the following work spaces for further learning of the children,

a)green belt or a place for plantation, flower beds etc,

b)play areas for their creation with child size swings, picnic tables, chairs etc,

c)some sheds etc for keeping pet animals,

d)presentation areas with tables etc,

e)shelves for  a miniature library space for reading books etc.

Dr.Maria discovered several phases and their developments of a child and his childhood. As she was a science person she did a lot for experiments and observations for almost twenty years. With a lot of reinforcement and testing in many places with a group of friends. Her methods are collectively known as the Montessori Method of education throughout the world today. Her method and discoveries were aimed at helping the child to prepare himself for life. Some of the eminent discoveries made by her as following;

1)Purposeful Work: Every child love to work purposefully. It is with the correspondence of inner needs of development until the aim is achieved. Work is done with a natural drive. Tasks are selected which are appropriate for development.

2)Internal Drive: There is no motivation or conviction required to be delivered by the adults for working. In fact they have to follow the child’s inner urge. At specific times, the child has to work in various activities himself. It is driven by an internal natural drive to do it. They should not be given rewards or incentives to perform. It will make them ignore their inner urge to work or perform activities.

3)Interest Develops From Inner Needs: The interest of the child arises when he/she comes across something that meets the inner needs. In suitable work conditions to work; there are spontaneous repetition occurs. It results naturally in concentration. It is not the end but the beginning of learning. Children can work with concentration in right conditions.

4)Order For Young Children: It is a primary requirement for their development. She made an observation that children put things at their places. This order is not only with objects but with their values, activities and functions. They need to practice things like “Speak the Truth.”Though the elders do not practice it in their everyday life. It confuses the child and causes hindrance in his development. Similarly other such factors disturb him/her. Another example of using a tool for something it is not meant for. Further confusions are occurring when something is allowed at times and the other times it is not. As there are processes in personality building which have lifelong impressions. It takes a while for him to understand the differences.

5)Collaboration And Unison: When children do not normalize, it is due to inappropriate conditions for development. Dr. Montessori observed that rectification of errors is possible in early childhood. Activities are essential for child’s individual working freely.

6)Essential Activities: The activities for development are essential for personality development of the child. These are sensorial concepts, language, arithmetic, art, culture and they are found to be necessary for a child’s active learning. The introduction of these exercises by Dr. Montessori is a great contribution towards education. She discovered the ways children like to perform. They bring out the intelligence, well and voluntary movements of the personality. Children understand them well. In this way they mobilize their minds to fullest potential.

7)Knowledge Assimilation: Dr. Montessori brings out the previously barred discussions or activities for children aged 3 to 5 years. They were thought to be the most essential for a child’s total development rather than being restricted to subjects or lessons for memorization or learning. The children responded to this approach and showed that they could assimilate knowledge, normally considered to be too complex for a child. It is not if represented in right conditions.

8)Freedom Brings The Real Freedom: Discipline came out as a problem in houses of children. The children followed their own individual ways of speaking, moving, handling, material, interacting with other peers etc. They showed order, silence, good work attitude, being responsible for themselves and the environment. They became independent, controlled their errors, quite indifferent to reward or punishment. She observed that discipline is not to be forced but cultivated. And it comes with freedom. Discipline and freedom are two facts of the same coin.

9)Obedience: Actual obedience is a product of love, respect and faith. Obedience leads a child to internal satisfaction and it converts to real obedience and helps in real development.

10)Behavior: It was observed that children behave in a certain manner. It could be destruction,  disorder, stubbornness, disobedience etc. But in prepared environments and if the adults are trained there could be order responsibility and good behavior. Misconduct is due to child’s inability to find suitable environment for development. It is deviation and normality is correct behavior in suitable environment as explained by Dr. Maria Montessori.

11)Observation Activities: After observing the child Montessori activities are devised. They are real practical discoveries, such as, the silence games, exercises of practical life and walking on the line.

12)Help In Doing Themselves: We should not  do things for a child, but help him/her do then themselves. “Help me do it myself” is the massage children want adults to understand.

13)Importance Of Environment: Dr. Montessori discovered that ,the environment is bringing the results she observed. She was the first to get child-sized furniture. Entire schools were designed like this. Objects like knives, pitchers and bowls were all child-size. The tables were light-weight so that they can be carried by the children. Children learned to control their movements, without knocking in the furniture.

14)Room Patterns: She studied traffic patterns of a room congestion and tripping was avoided. Children love sitting on the floor, little rugs defining work areas and children learned to walk around work that other children were doing on the rugs.