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Finger Tips

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Oistein's World : How to draw a cow from doodle

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Øistein Kristiansen, formerly known under his artist name Einstein Kristiansen (born on 12 September 1965 in Sarpsborg, Norway), is a Norwegian cartoonist, designer, TV-host and co-founder of Singapore-based Earthtree Pte Ltd.

Assignment # 3

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Assignment #3 Question 5. Describe Montessori’s insights as to the important sensitive periods in the first stage of development. Give examples from your own observations and experiences with children.

The phrase, “Sensitive Period in Development” first used animals by Dutch biologist, Hugo de Vries. Montessori says During Sensitive Period, the child is endowed with a special sensibility, which urge him to focus his attention on certain aspects of his environment, just like a burning passion. Hereinafter the quote from Dr Montessori:

“Conditions, extremely favorable to development at one stage, may become ineffective or even unfavorable at a later period”. Certain organisms have periods of sensibility for the purpose of helping the organism to acquire certain functions or determined characteristics.

“The children pass through definite periods in which they reveal psychic aptitudes and possibilities which afterwards disappear”.

“These sensitive periods are like a beam that lights interiorly or a battery that furnishes energy”. The sensitive periods furnish energy to explore specific areas of the environment and to master certain skills.

“It is this sensibility which enables a child to come into contact with the external world in a particularly intense manner. At such a time everything is easy; all is life and enthusiasm. Every effort marks an increase in power”

There are eight step of Sensitive Period in child development:

1. The Sensitive Period for Language
2. Sense of order
3. Sensory development
4. Refinement of Senses – Interest in small objects
5. Coordination of movement
6. Sensitive Period for Learning Good Manners
7. The Sensitive Period a Burning Intellectual Love
8. The Sensitive Period for Culture

1. The Sensitive Period for Language (Age 0 – 6)

• It begun in the child long before the child can speak or walk.
• At 4 months a baby may be seen intently watching the mouth of the speaker and making “vague soundless words”
• Parents (especially mother) must always talk to the baby because the spoken language becomes as “a kind of music that fills the soul”
• At 6 months the baby will begin to make real sounds.
• Child learns to reproduce the sounds of his mother tongue.
• At 2^nd year, the more words the toddlers know the more easily he will learn
• The child endowed the ability to hear and formulate the speech sounds of each of those languages.
• Let the child exposing to lots of oral language is a wise investments
• Example :

In Malaysia, we have many races and culture, we can expose to many languages. Since birth, I spoke English and Hock-kien (my native language) to my daughters. My babysitter spoke Mandarin and Fu-Chaw (native language) with them. Further more at nursery school at age of 4, she expose to English, Mandarin and Melay. I found that my daughters (Age 4 and another Age 1 ½ ), they understand all languages as mention and they very easy to adapt to new language. I need to highlight that “Sound Cylinder” had train my Allyson be aware the sound differ of every languages she had hear.

2. Sense of order (Age 2 – 4)

• The child displays an almost passionate interest in the order of things various occupations, which are to be found within it, both in time and space.

• Everything in his environment should be kept in its accustomed place.
• Action of the day should be carried out in their accustomed routine.
• The child have positive ritualism in appearing
• Children feel insecure when they notice of changing, such as; furniture, sit for family member etc. The use of spoon, cup, fold & unfold blanket.
• When child notice these change, they are upset and will throw their tantrums by cries.
• Example :

One evening when our family prepare to have our dinner together, my little girl Allyson (1 year old) cry and refuse to eat anything, she throw her spoon and her favorite cup. After a while she tired and I try to encourage her to explain the reason she throw her tantrums. She keep pointing to my husband and saying “Daddy…daddy…”, finally my mother aware that my husband was not sitting at the place as usual, after change back the seat, Allyson happy to start her meal with us.

3. Sensory development (Age 0-6)

• Upon birth, the infants using their five senses for learning, there are; sense of seeing, hearing, touching, smelling and tasting.
• Children learn best when they use their hands.
• The hands function as a powerful pathway to the brain.
• Letters and numbers are absorbed during the use of the sensory material in age 3-6.
• Working with material can helps the child explore the attributes of reality such as color, shape, dimension, texture, weight, temperature and pitch.
• Dr Montessori recommends that “never give more to the eye and the ear than we give to the hand”
• Sensory structures help to develop perceptual
• Children learn from perception and interpret to information & understand the signal
• Develop of the sense is the foundation of intelligence

4. Refinement of Senses

• Begins in second year / Age 1, child very interested in small objects
• The child is peculiar fascination to tiny objects in their environment.
• Children like to handle small object, it is very useful to strengthening eye-hand coordination.
• Child have very good observation in tiny objects, such as small insects at the corner of house, pattern print on clothes.
• Child interest in sensorial impression in color, sound, shape, texture, and so forth. Montessori say “this is the best time to gives the child sensorial materials”
• Example:

I put some beans in a small empty bottle and give to my daughter during age of 1. She is pouring out all the rice on the floor, after that she pick up one by one and try very hard to put back to the bottle. Thru practicing and repeating for half an hour, only two beans can put in the bottle but she still very excited.

5. Coordination of movement (Age 2-6)

• Movement starts in the womb, beginning in the 7^th week, peaking at 15^th to 17^th week

• After birth it takes up to two years for the neurons in the cerebellum to control movement.
• A child simply cannot sit, crawl, stand or walk until the cerebellum reaches a certain critical mass of development.
• The best gifts is given a maximum time on the floor on the tummy
• Every time the child creeping, crawling, moves an arm or leg, a signal goes to the motor cortex of the brain. The more signals are sent, the stronger the connections and the more fluid the movement.
• Age of 1 ½ and 2, children easily and joyfully take long walks and carry things at the same time. Maria Montessori called it “law of maximum effort”.
• Once basic movements are established, 3-6 years old, love activity such as the balance beam, carrying objects and movement games that challenge them to further coordinate their movement.
• There is a powerful impetus for fine motor skills such as holding a pencil

6. Sensitive Period for Learning Good Manners (Age 2 ½ - 6)

• Referred to Dr Montessori, this is special epoch for sensation.
• The child interested in external sensory impressions;
• The child’s attention is also directed by nature at this stage to his own bodily actions.
• Montessori remarked, “a master of ceremonies at a big court or an ecclesiastical function could not be more exact, and exacting.”
• Best time to give lessons on how to behave with “grace and courtesy”, guide the children establish the “right rapport” with the environment.
• Example :

The child likes to learn a good manners like; opening and shutting a door, handing a sharp instrument to other person, how to walk quietly, carry things, saluting. My 3 years old daughter learn table setting at Montessori’s school, after the day, she always offer herself to assist me and she feel confident that I put my trust on her. My parents not a Catholic nevertheless I’ll pray quietly before having the meal. As taught by teacher, Allyson will pray laud “Thank you GOD for the words so sweet, thank you GOD for the food being ….” She also added “Teacher say, we need to eat quietly”.

7. The Sensitive Period a Burning Intellectual Love (Age 3-5)

• According to Montessori this is “the essence” of a sensitive period in human development. It is a “drama of love between the child and its environment”
• It is an animating psychic factor leading to an immense mental activity.
• It starting from nothing, from unconscious, there arises a new interest, which illumines the mind, then stirring it as it were to new vibrations. It is the choice of a keen intellectual love.
• Urged on by “intellectual love”, in a joyful simplicity of soul, a child can make enormous progress.
• Age 3 ½ to 5 is writing time
• Age 4 ½ to 6, the child have desire to do a reading

8. The Sensitive Period for Culture (Age 6-9)

• Beginning age of 3, young child have interest with culture.
• The child age 3 to 6 will be susceptibility to adult influence.
• Child have a lot of question “WHY”, because they are so interested to know everything, this is the period passing from “unknown” to “known”
• Example :
• I frequent bring my daughter to beach during weekend. I remember when Allyson is 3 ½ , she look at the beautiful sunset we start this conversation :

Allyson : “Mommy, why the sun jump into the sea?”

Christine : “Mr. sun feel hot and need to take a bathe”

Allyson : “When the sun will come out?”

Christine : “Only tomorrow Mr. Sun will show face, let us go home for dinner”

Allyson : “I don’t want to go, I want to wait Mr. Sun come out”

Christine : “Mr. Sun complete his duty today, and he also need to go home eat dinner, shower and take a good rest”

Allyson : “Mr. Sun’s mommy asks him go home? Where is his home?”

She is so eager to find out the answer, she ask so many good question, I doubt that she can understand what is the earth, sun, moon, day and night. Notwithstanding, I promise to give Allyson that Mr. Sun’s address after she take shower and dinner.

Before bedtime, I bring a small globe to bedroom. She can find the location for seven continents, thus I assist her to find out “Malaysia” and stick her photo on the globe. Next I write “SUN” on a piece of paper and stick on the torch light. Now I turn off the light in room and let Allyson hold the torchlight. While I make this presentation, she listened quietly and satisfied with my explanation. I am so astonished that Allyson was bring the torch light and globe to my parent’s room and imitate my presentation. That night she slept with the torchlight.

Sensitive period just comes for a moment but its benefits last for a lifetime. Because each sensitive period brings certain physical and mental attainments, also establishes certain functions. We should let nature draw up the timetable for us; let her arrange the general program of the child’s studies from year to year.

Allyson draw this picture at age 3 ½, the big face is herself, and the small for her sister. She has draw two suns because that is hot afternoon and they having outdoor activity. She can use drawing to express her feeling and write a note. She love environment and will draw it on her book before bedtime. I believe the sensorial apparatus at Montessori class had help my daughter in her sense development and they taught to love and care their environment.

((Thank you for sharing Allyson’s drawing. I love children’s art. Your answer is excellent.))

Question 6. Montessori indicates that the sensitive period for reading and writing is between four and a half and five and a half years. At this age, if the child is offered all of the help in this area that a Montessori classroom provides, reading and handwriting usually develop with ease. Aware of this insight what materials and experiences should you present to the children between the ages of four and six? (You may wish to consult the Beginning Reading curriculum guide.)

Reading and writing were actually a spontaneous phenomenon of natural development. Writing is translated sounds into signs, reading is translating sign into sounds. Child’s explosion into writing is closely connected with his special sensitivity for language, and this was operative at the time when he began to speak. In our study of language we saw that speech goes primarily with hearing, action is connected with sight. These two senses are the ones most concerned in the child’s psychophysical development.

Writing preparation checklist

There are two sides to the preparation for writing; the muscular skill is developed by the use of the pencil and the knowledge of the letters. Herein the list of materials and activities to introduced in order to children between ages of 4 – 6:

1. The Insets for Design
2. Sandpaper Letters
3. Large Movable Alphabet (Word building)

Reading practice checklist

4. Reading (Phonetic) – Introductory Material
5. Reading (Phonetic) – Books

Speech preparation checklist

6. Phonetic Reading, Grammar – Nouns
7. Adjective Cards with Farm
8. Verb Cards with Actions
9. Verb Cards with Phonetic Farm
10. Phonograms

Writing practice checklist

11. First Writing
12. Writing
13. Books in the Classroom

1. The Insets for Design

The pedagogic writings of “Itard” are most interesting. Edward Sequin, took the experiences of Itard, applying these “physiological” methods, modifying and completed a genuine educational system for deficient children. According to Sequin, we do not need to teach writing, the child who draws, will write. Children are taught to use index fingers to feel around the shape of various geometrical insets.

Vertical : is a line, which the eye and the hand follow directly, going under and down

Horizontal : is a line not natural to the eye, nor to the hand, which lowers itself and follows a curve

Purpose: Develop the child dexterity, to gain control of a pencil and help to prepare the hand for writing. To understanding of geometrical designs and symmetry, color schemas, experience in artwork and mathematics.

Material: Ten geometrical shapes, except the parallelogram. The frames are plain color and inset shapes are in another. Colored pencil in a box of 48 or more. Squares paper cut to exactly the size of the frames, I call it “Inset paper”

Exercise 1	Single outline	Put the frame on the inset paper draw with red color (can use any color) as the outline. Remove the frame and take blue color pencil to drawer horizontal line, from left to right. The closer between the lines, the more practice needed to perfect the skill.
Exercise 2	Symmetrical Design (Mirror image)	Take any frame (eg. Rectangle) and drawer on the inset paper. Next I’ll turn the frame 90 degrees and draw overlapping rectangle. Let the child look at the resulting design and color using “lines drawing”
Exercise 3	Double outline	I’ll ask the child pick and frame then draw on inset paper. Take away the frame and show the drawing. Now I let the child pick the solid inset to cover the same shape draw on paper. Use another color pencil to draw the outline and remove the inset.
Exercise 4	Two shapes	Let the child choose two shapes and design patterns, either frame or inset. Then color the pattern using lines theory.
Exercise 5	Monochrome	Using one color to create the shades. Color from lighter to darker.
Exercise 6	All over design	Draw designs using many shapes that fill entire paper.
Exercise 7	Border	Repeats a design by moving the frame along the paper.

2. Sandpaper Letters

Dr Montessori discovered the best age to learn to write is from 3 ½ to 4 ½. At this period, the child not interested in writing sentences or words. They purely interests in sensorial aspects; especially when they feel the contours with their two writing fingers on the “Sandpaper letter”.

Purpose: To learn the sound and shape of the letters of the alphabet. To gain a muscular memory of the shape of the letters as a prelude to writing.

Step of presentation:

Step 1	Wash hands with soap and warm water
Step 2	Every time chose two letters that contrast in shape and sound, eg. “s” and “t”. Introduce the phonetic sounds to the child. Introduce using the “Three Period Lesson”
Step 3	First Period: “This is...” Place one letter in front of the child and say “Watch me and listen”. Teacher traces the letter using first 2 fingers at dominant hand and saying the phonetic sound. Repeats the tracing and sounding for 2-3 times. Now invite the child doing the same tracing for several times. Let the child sound it spontaneously when they know they ready. Teacher place another letter and repeat the tracing and sounding.
	Second Period: “Show me…” Now place both of the letters in front of the child and say, “Find the ‘s’ and feel it”. After the child done the tracing, teacher take the ‘s’ and place together with ‘t’, change the position and ask the child find “t”. If the teacher wants the child pick letter ‘t’ but the child pick ‘s’. Teacher strictly not allowed to correct the child by saying they take the wrong things. The polite way to respond to the child is “Yes, you pick ‘s’ right now, you can feel it and sound it”
	Third Period: “Tell me…” Place one letter in front of the child and ask, “Feel and say this sound”. Give the child other letter to do the same. This is to check if the child can pronounce each sound correctly. Finish the lesson by saying “You have learnt these two sounds ‘s’ and ‘t’.
Step 4	The teacher wants to give the child an idea of how the letters are used in words. Example, she places a letter ‘s’ in front of the child and says, “Listen. Can you hear ‘s’ when I say sun, when I say inset, when I say bus?” Use words that contain the sound in different places. Encourage the child to think of words containing the sounds that s/he has learnt. Say “If you can think more words with these sounds in them, come and tell me”
Step 5	As soon as the child expert, we can let them tracing sandpaper letters with closed eyes. The perception will be established by the direct muscular-tactile sensation, which guides the hand of the child in these movements. Thus fixed in the muscular memory.

3. Large Movable Alphabet (word building)

When the child has learned the phonetic sounds of the alphabet and knows the letters by sight, know the sound in words, now they are ready to build words by composing the words using ‘Movable Letters’.

Purpose: Analysis of phonetic words as a preparation for reading, writing and spelling. This exercise is best done for children age 3-4.

Presentation 1

1. The teacher opens the box of letters, put on a large green mat on the floor. Place in front of all the children and let them look at the letters.
2. Teacher will call sound of various letters and ask the child to find out. “Can someone find ‘t’?” ‘Put ‘s’ on the mat.’ “Find ‘c’.”
3. Children do not take turns, let everyone tries. Once have enough practice in finding, ask the children arrange back to the box.
4. Teacher also can let the child match the movable alphabet with sand paper letters.

Presentation 2

2.1) The material is arrange the same in the box. The teacher can call the children, “Now we are going to make words.”

2.2) Choose any simple 3 lettered phonetic words, eg. “cup”.

“What sounds do you hear when I say, ‘cup’?”

A child may say the sound “c”.

“Yes, someone find ‘c’. Show the child where to put the letter on the mat.

“What else do you hear in ‘cup’?” The teacher keeps on prompting in this fashion until the word is built on mat.

2.3) The teacher read the words back to the group a few times, the sound of each letter pronounced individually and as a whole word.

“We have make c-u-p, cup. Now we will make ‘pig’. The lesson continues in this way and teacher suggested other phonetic words to let the child to build.

Presentation 3

3.1) Provide attractive object to enable the child to work within this limitation, such as; Pink boxes and Blue boxes.

3.2) First level start with Pink boxes, small objects and pictures in pink card which names with 3-lettered phonetic words, eg. Hut, nut, pig, pot.

3.3) Second level will practice with Blue boxes, small objects and pictures in blue card which names are longer phonetic words, eg. Hand, mask, duck, desk and frog.

Step of presentation using Pink/Blue Boxes with the Large Movable Alphabet:

1. Pick one object/picture card from the box and puts it on the mat.
2. Take lettered from Movable Alphabet box and builds its name beside it.
3. Then the child takes another object and puts it under the first one and does the same.

As soon as the child has understood the exercise, s/he can work alone. Do not kill the child’s enthusiasm at this stage by correcting every spelling error. Do not ask the child to read the words he has composed. When the child has built words successfully, the teacher should go to his mat and read the words back to him. Teacher says the phonetic sounds of each word, then, say them quickly, fusing them together to make a word.

4. Reading (Phonetic) – Introductory material

Scientific words are best taught to children between the ages of 3-6; not in a mechanical way but in conjunction with the objects concerned, their explorations, because vocabulary keeps pace with their experiences. Reading is the interpretation of an idea from the written signs. Phonetic reading comes after word building using Large Movable Alphabet. The child begins phonetic reading with : Pink boxes apply on 1^st Level and Blue boxes for 2^nd Level.

Material containing and presentation:

1. Each box contains 6 small objects and 6 written cards.

Place the 6 objects in a row in front of the child and name it. Give the child one of the word cards and pronounce the name clearly. Ask the child say the sounds of the letters. After that, must ask the child say it faster and faster until they fuse to make a word. The word is placed under the appropriate object. Teacher continues to help until the child can understands the process and can manage alone.

2. Each box containing 6 pictures mounted on pink cards with corresponding name written in cards.

The child read the word on the card and matches them to the pictures.

3. A number large pink cards with 6 pictures on each and space under each picture for their corresponding name cards. These name cards are kept in an envelope and pasted on to the back of the card.

The child takes the word cards from the envelope and reads the words and places them under the appropriate pictures.

4. Boxes labeled, “Silent Reading”, each containing squares of colored paper with three-letter phonetic words written on them. One word to a square. No objects or pictures can be found and are not nouns.

The child open the box, then takes a slip of folded paper, open it and reads the word. Folded and places it in the lid of the box. Pick the new folded paper and continues in this way until all the words in the box have been read.

5. Long list of three-letter phonetic words written on a long pink card.

The child read the words in the pick card’s list.

5. Reading (Phonetic) – Book

The child will now be ready to read phrases and sentences. The words “the” and “a” will be taught as sight words. Except for these two words, all words in the sentences must be phonetic. At first, the sentences must be short, simple sentences where contains only one finite verb. All sentences must short, simple, written in correct English, euphonious, easy for the child to read.

The teacher shows each child how to use the book. The child will help himself and read as much as he likes. It is a small book with a picture on one page and the opposite page can be a phrase, then simple sentence, follows by longer sentences.

Phonetic Reading Books in order

1. Phrase Booklets
2. Short Sentence Booklets
3. Long Sentence Booklets
4. Action cards with separate matching sentence cards
5. Short Story Book
6. Long Story Book

6. Phonetic Reading, Grammar – Nouns

6.1 There are eight basic parts of speech and color-coded:

Noun	Verb	Adjective	Adverb	Preposition	Conjunction	Pronoun	Interjection
Black	Red	Royal Blue	Orange	Green	Mauve	Pink	Yellow
Name of a person, place, thing	Describe a noun or a pronoun	Describe an action	To tell how an action occurs	Shows the relationship (position) between one thing and another	To join two words or clauses together	Word use instead of a noun	To expresses emotion and adds ‘color’ to the language.

((Please see comment at end of question))

6.2 Punctuation

Capital letters, full stops, comma, quotation marks, question mark, exclamation mark.

Activity 1 First Introduction	This is group game, to get the child, unconsciously, to understand the function and importance of a noun. Teacher asks several child take turn to bring her things. Eg. “Lee, bring me a pen. Alice, bring me a book”. “Bring me ……. ” Leave the noun, let the child guessing and bringing all sorts of things “No, I did not want a cup, pencil” etc. “You won’t know what I want unless I name it” Let the child aware the important of noun. “Bring me a rod.” Teacher repeated this game as many times as the child like.
Activity 2 The Phonetic Farm	The child arranging the farm objects on a table. He reads the names written in white on the black cards and places it under each object. The child can play in-group or individually as many times as they want. After complete, kept all objects and black cards in a black box labeled “The Farm”.
Activity 3 Names for Classroom Objects	The child takes a black box labeled ‘Objects in the classroom’. The names are phonetic words such as desk, pen, mat, jug, inset, pot, etc. The child read the words on the black card and places them against the objects in the classroom.
Activity 4 The first rule for the formation of the Plural of Nouns	To get the child understand the meaning for ‘singular’ is one object. Plural is two or more of a thing. Add ‘s’ to the singular to form the plural. The teacher takes a black box labeled ‘Singular and Plural’. Teacher explains the meaning of Singular and Plural. Then ask the child places the heading card ‘singular’ on top of the table to his left. Heading card with ‘plural’ place on the top of the table to his right. The teacher will takes out the first name card and ask the child to read. E.g. Pig and show the child how to place this under ‘singular’ heading. The teacher ask the child find the object (pig) from the box and place next to the card (pig) Now the teacher called the child to find the plural card (pigs) and show him to place under ‘plural’ heading. The teacher pass the object box and let the child put two or more pigs beside the card written in (pigs) Ask the child to read ‘pig’ – ‘pigs’

7. Adjective Cards with Farm

• The teacher asks the child lay out the objects from the farm box.
• Put the heading card on top of the table from left, card with ‘Noun’, next card is ‘Adjective’.
• The child reads the noun cards and place under each object.
• Then the child reads the adjective cards and places it to the left of noun.
• The child chooses the card print an ‘a’ and ‘the’. Then put on it to the left of the ‘Adjective’ card.
• Please refer to illustrate as follow:

8. Verb Cards with Actions

Purpose of this training are reading with comprehension, clarifying word and beginning drama. Do not use pictures for verbs, must use action. Example Sit, jump, drink, squat, bend, snuggle, hop, etc…

Presentation:

1. A child take a card from the box, reads the word and act. Example. ‘sit’. The child goes to a chair or the floor and sits.
2. One child picks one card from the box, do not read but only act it, then for other child to guess. Every child has the turn to act.

9. Verb Cards with Phonetic Farm

10. Phonograms

Main rules in English spelling. When ‘s’ and ‘h’ together, the phonogram ‘sh’ as in ‘ship’. There are 20-30 phonograms, refer to the listed in the booklet “Word Lists for Reading and Writing Scheme”. For example:

Ch is in chair, rich

Sh is in share, brush, fish

a_e is in safe, gate

ay is in day, gay

11. First Writing

• The teacher takes one of the sandpaper letter and ask the child feel the letter several times.
• The teacher writes the letter on a piece of paper. Give the pencil and invite the child write on the paper.
• The teacher will show the child how to feel and write the letter.
• Make sure the child writes the letter in the correct direction without lifting his pencil from start to finish. Pencil only lifts when putting a dot or a cross.

12. Writing

Spelling	Children can only become good spellers by reading. The learn spelling by eye, the more they read at young age, the better they spell. The children who enjoy writing will spell better and better as he reads.
Punctuation	Teacher can discuss punctuation with the children, but do not correct punctuation mistakes in their writing. Because children learned by eye through much reading.
Capital Letters	Now can explain to the children the use of capital letters. Reading helps to make them use them correctly.
Books	Children develop a taste for good literature at a young age, thus it is absolutely essential to give the best literature books.

13. Books in the classroom

Culture is the highest discipline that humanity has reached, we must give the children a rich language to educate them to the highest level. The definition of good book:

• Illustrated with good and clear photographs.
• Child interested with the books about animals, plants, cars, space, different countries, story and poetry.
• Must be written in good grammatical English, correct punctuation and capital letters use at right places.
• Best authors and artists
• Good quality printing

Teacher needs to give a lesson on how to handle books with care, respect the authors and artists. The child must always sit at a table when reading and have a right way to turn the pages.

I read a book for Allyson, that time she is 3 ½. One day I back from work and find this little girl very concentrate in her writing. She trying to spell ‘dinosaurs’ and write it on a piece of paper without referring to the book. She entering Montessori school age of 3, I never ask her practice any writing at home but I did give her coloring pencil and a notepad. I am very astonish with her progress.

((Excellent answer. There is just a minor point in your chart of the parts of speech you said the adjective describes an action. This is not correct in English that is used in the United States. The adjective describes the noun. The Verb is the action of the sentence and you said it describes the noun. Please review this correction, as it might be a point in you future examination. But remember that you will have to conform to the language that is being used in your classroom and it may have different rules. This question is highly weighted towards students in the United States. I am impressed with your work and do not need to see your correction. Please send your next assignment, as I love to read your work. Thank you! Judilyn))

Assignment # 2

Assignment # 2 Christine Tay Seh Peng, (2344-1 MY)

09 Mar. 10
Assignment #2 Question 3a. It is extremely difficult for an adult who is conscious of having learned incorrect speech patterns in childhood to purposefully change them. Speech patterns are formed before the age of five; therefore, it is extremely important to model correct speech in the classroom. How would you provide for a rich spoken language experience for children in the classroom?

Dr Montessori said, “To talk is in the nature of man.” Humans needed language in order to communicate. ‘Speech is not a mechanical, auditory-motor process; it is a vitally determined inner development”. In order to learn to speak and understand, the child must be able to listen to people speaking both to him and to each other. The more conversation he hears the more easily he will learn to speak.

When the child arrives in a Montessori classroom, he already has a completion of the spoken language. During his first three years of life, the child has been constructing his language and now, in the Montessori classroom, he will be consolidating what he knows. Because the child's will is being constructed, he can consciously begin to explore language. This is the perfect time for the child to gain the correct tools in his home language. We need to emphasize the child’s organization and daily routine because the surroundings are related directly to how the mind becomes ordered or disordered.

To teach the child correct oral language, Dr Montessori split the learning into two groups:

First: The Enrichment of Vocabulary

In these activities, the child learns new words on a daily basis through formal lessons and classified groups. From the first day the child enters the classroom, language lessons must be given to him. As you teach the children the language for the objects in their environment, they will not only gain vocabulary, but the new children will be helped in the orientation of their new environment.

Second: Language Training

In these Exercises, the child experiences a great variety of language experiences. He learns through the many forms of literature, Exercises in self-expression, and games to learn the grammar of the language. For example, the directress can invite the child to say about their feeling, to talk about today climate, introduce family member, etc.

Through both of these groups of Exercises, by recognition of words, it will be facilitated the child's later learning in reading. Therefore this foundation is vital important for all other language expressions. Children will gain clarity in speech, a large expansion of vocabulary, a familiarity in various aspects of language such as correct usage of the language, artistic expression, a large range of language, awareness of the language structure, and most importantly an appreciation and enjoyment of language. Through all of the Exercises, the child is also being indirectly prepared for the written language work of creative writing and later, total reading. We can share good literature, in the form of rhymes, songs, poetry and stories we will greatly increase the child's love of language.

In the Oral Language lessons, two categories of materials are used from the classroom to aid the child's learning:

(A) Introduce all object and facilities in the classroom/environment.

(B) Montessori Training Materials, such as “The Sandpaper”, “The Moveable Alphabet”, “Classified Cards”. The directress as a language model and a source for learning, it is important to practice these lessons on a daily basis with every child in the class.

Presentation 1: Objects of the Environment
Materials: The objects of the environment such as chair, table, crayon, pencil, paper, lamp
Purpose: Child can learns language directly connected to the real world.

i) The directress can introduce object where can obtain in the classroom.

ii) Begin with very broad classifications and then later can move to sub-classifications.

iii) Work from simple to more complex groups of vocabulary.

iv) Makes sure that experience precedes vocabulary and pictures of objects.

v) Directress may introduce real chair before chair printed cards

vi) Show the real actions before verb cards, i.e. Ask the child “Sit on the chair”

vii) Play a real music before composer picture and labels

viii) Give the opportunity to every child to handle those objects and to learn the names. In this way the child learns that language is connected to the real world.

ix) Every lesson should be done formally in a Three Period Lesson


Presentation 2: The Sensorial Materials

1. For language lessons on the Sensorial Materials, refer to the sensorial album

2. The Three Period Lesson gives the child the qualities of the matter and some specific expressions of these. Some will be nouns, and some will be adjectives (with their degrees)

3. The child is given the language lessons after he has worked thoroughly with the material, after he understands the material fully, and is at a point where he has lost some interest in the material.


Presentation 3: Classified Cards and Nomenclature Cards

i) Collections of Classified Nomenclature cards.

ii) Illustrating geographical, geometrical, biological, and other scientific terms.

iii) Have about 200 sets of cards that you will change regularly and frequently if needed.

iv) You will teach the names of each subject and talk about the information informally.


Presentation 4: The Vocabulary of Social Relations

i) Refer to the Practical Life Album for Grace and Courtesy lessons.

ii) Need to done in small groups

iii) The directress first demonstrates the term being taught and acts it out.

iv) It is like a little drama that the child is invited to repeat.

v) This lessons should be always practice because child’s vocabulary should always be expanding

Purpose: a) Direct – to enlarge the child’s vocabulary and to help in the classification of the environment

b) Indirect - preparation for other cultural studies

We not used baby talk to child, but with respect and with a rich vocabulary. We can set an example and model precise language in our everyday activities with the child.

Step 1: Spoken Language: create an internal dictionary and practice using the words in it
Step 2: Phonetic Awareness: learn the sounds within words and the sounds/symbols of our alphabet
Step 3: Creating Words (Writing): learn to put those sounds/symbols together to make words
Step 4: Reading: Learn to decode those sounds/symbols to decipher words

Step 1: Spoken Language:
Words can be absorbed effortlessly as child goes about their daily life. There are few simple things we can adapt the child’s needs:

* Repeat new words when they are introduced (e.g., this is a spoon, a spoon)
* Annunciate carefully and speak slowly, at the child’s pace
* Allow the child to sense your breath as you speak (i.e., the child’s face or hands are near enough to your mouth that they have a tactile sensation of how much air leaves your mouth for different sounds)
* Use the 3-period lesson to teach specific terms


The 3-Period Lesson.

We can use the 3-period lesson to directly teach specific vocabulary for everything in the
classroom. We use real objects, photos/illustrations, and miniatures to facilitate this. For example, on the first day the 3 years old child walk in the classroom, hereinafter we introduce:

First Period Lesson: (step of providing objects)

o We touch the table and say, “this is the table, table”

o We touch the chair and say, “this is chair, chair”

o We touch the mat and say, “this is mat, mat”



Second Period Lesson: (identify the objects name)

* We may say, “Can you point to the table?”
* “Can you sit on the chair?”
* “Can you roll up the mat?”
* It is during this second period that most learning takes place. This is when the child’s body and mind are simultaneously engaged. So we must spend time here, before moving on to Period 3.


Third Period Lesson:

* We point to each object in turn and ask, “What is this?”
* This is the most challenging part of the lesson because the child needs to find the correct word from all of the hundreds or thousands of words he/she knows. This is much more difficult than pointing to the right object when the vocabulary is provided and there are limited objects from which to choose.


Step 2: Phonetic Awareness

2.1) The Montessori approach teaches need to teaches phonetics first, because 50% of our language is phonetic.

· Begin by teaching the child phonetic rules.

· We teach them the sounds of each letter and of key phonograms.

· encourage child to build phonetic words

· When they are ready, read phonetic words.

· Builds the child’s confidence.

· It lays out the patterns of English and the rules.

· Gives child opportunities to practice applying those rules.

· Practice hearing the sounds in words.

· Saying the sounds of each letter, writing letters, using those letters to build words, and reading phonetic words.

· Once the child has confidence, and can crack the code of English, we slowly reveal
the non-phonetic half of English, the words that don’t follow any rules at all.

2.2) The Sounds of Language
Phonetic awareness begins with the child’s knowledge of sounds. Practice with “The Sound Cylinder” may help the child catch and distinguish every letter sound. The child must be able to hear the sounds in words too. We can help children hear individual sounds by:

· Annunciating slowly and carefully

· Encouraging the children to speak and pronounce words

· Repeating new words

· Singing songs

· Reading books

· Reciting poetry

· Playing sound games like I Spy

2.3) The Symbols of Language

In Montessori classrooms, there are two primary pedagogical materials used to teach children the sounds that each letter makes and how you can put those letters/sounds together to create words:

i) The sandpaper letters

This exercise allows children to physically trace the shape of each letter while they say its sound, NOT its name.

ii) Movable alphabet

It allows children to put those symbols/sounds together to create words even before their hand can hold a pencil.

How to introduce a concrete language?

1) Introduce to children the sounds and symbols of our language.

2) Demonstrate that spoken language can directly link to written or printed language.

3) Practice daily with The Sandpaper Letters and Movable Alphabet

4) Teach the children associate the sound with symbol

5) Allow opportunities and inspiration to practice using that knowledge in life.

Step 3: Creating Words (Writing)

3.1) Before the child can write with hand, they must be able to build words in the mind. This is the intellectual component of writing. The little child has ability to put letters together to create a word before the hand is able to hold a pencil. In order to create words in the mind, the child needs:

1. Self confidence

2. An organized mind (so he can express himself logically)

3. Knowledge of words to form complete sentences

4. Phonetic Awareness

· Knowledge of sounds

· The ability to recognize sounds in words

· The ability to recognize the symbols that correspond to different sounds/associating the sounds with symbols

· The ability to link letters together to make words

5. The desire to write


3.2) The Desire to Write


When the child understands the sounds and symbols of his language, they need to have internally motivated to achieve the progress. The child must have a desire to write. We can require him to complete worksheets or write assigned words.

The directress must always observe and record the child’s progress, such as:

How the child used the material and with what attitude

• How long the child use it
• What do they say?
• What make them interests?
• How many time and what do they repeat?
• Can the child be aware of self-error control?

There are no written exams given to the young children. We do not quiz
them or ask them to perform on command. Instead, we teach them what we can, tirelessly and joyfully give lessons on how to use the materials in the classroom.

When the intellectual requirements of writing are met, the children will be very interested in using tools like the movable alphabet to put into concrete form the words that come from their lips. For example, in the morning, the child very excitedly to show you about their new school beg. We can respond in this way:
1. The directress need to be very interested in hearing this
2. We need to create a motive to the child to use movable alphabet
3. We can respond politely “ I would love to hear more about your beg but I’m busy at this moment”
4. Encourage the child to write down a note with movable alphabet knowledge
5. The directress must follow up with the child by saying “Come back to me when its ready for me to read

Step 4: Reading
99% of written language is in lower case letters, the directress will be doing the child a favor to begin with these ("a" and "b," not "A" and "B"), and with the sounds instead of the names of the letters. Once the child’s needs for verbal language, for phonetic awareness, and for writing have been met, the child can reads his first word. Just like an infant making his first steps the child had his own timetable to start reading. Once they read their first words, they generally don’t want to stop reading.

Just like my 3 years old daughter, Allyson can pretend reading a storybook to her young sister. More over she able to create her own story using her imagination. Allyson also can sing the Nursery rhymes by read the title and lyric in the book. Thru “The Sound Cylinder” hearing training, Allyson can point out and correct my pronouncing like “d” and “t”. Piano teacher very impressive with Allyson have the ability to catch the pitch in age of 3 and half.

Dr Montessori called “Total Reading” is help the children become masters of the spoken and written word. The children not only able to read and understand the words but can realize their own voice to trust in it, have self-confidence. Work thru all Montessori training, it helps of developing the child's full potential.

((Thank you for an excellent answer. We want to give the young child a rich and descriptive language to help them build a vocabulary. The young child will use the words they know and if we expose her to many words at a young age, this child will be able to understand reading and writing with greater ease. Judilyn))



Question 3b. However, we limit language during material presentations. Give the practical reason for this.

Dr Maria Montessori said: a quote from The Montessori Method –Chapter VI

“The child not only needs something interesting to do, but also likes to be shown exactly how to do it. Precision is found to attract him deeply, and this it is that keeps him at work.”

“The lesson must be presented in such a way that the personality of the teacher shall disappear. There shall remain in evidence only the object to which she wishes to call the attention of the child.”

“The lesson corresponds to an experiment.” Teacher need to introducing a lesson at the right moment requires sensitivity and experience.

“In such a delicate task, a great art must suggest the moment, and limit the intervention, in order that we shall arouse no perturbation, cause no deviation, but rather that we shall help the soul which is coming into the fullness of life, and which shall live from its own forces.”

“The lesson must be presented in such a way that the personality of the teacher shall disappear. There shall remain in evidence only the object to which she wishes to call the attention of the child.”

Practical example for the teacher is to introduce the geometric insets showing the different between a “triangle” and a “square”.

Presentation 1:

• Teacher said “Today I going to introduce you the triangle and square”

• "Watch me carefully, when you are ready, you can join me”
• Simply take the triangle of wood, use finger to feel the line and corners, then fit into the empty spaces made, without saying anything
• Take the square of wood, use finger to feel every line and corners, then fit into the empty square spaces made
• Now you can work with this material as many times as you can, but remember to put it back to the shelves after you finish

Note: In this presentation 1, the teacher was simply to fit a square and triangle of wood into the empty frames. The objective of this task is to recognize the form of two geometric. It is Brevity, simplicity and objectivity

Presentation 2:
The teacher was taken out a “Square” of wood, she shown the children how to follow with his finger the contours of the wooden pieces and fit to the frames. Saying meanwhile, “This is a square-, this is a triangle”

• The teacher called upon the child touch the square, saying, “Please use your finger and count together with me. This is a line, another, another, and another. There are four lines, we name it square”
• The teacher invite the child touch the frames and say, “Use your finger feel and count the corners. See, there are four corners too. Look at this piece well. It is a square”
• Teacher repeated the same step to introduce triangle to children too.

Note: When teacher using a lot of language to in this presentation, it will very different. Because the teacher giving the child an idea of sides, of angles, and of number for the two geometric. The elaborate explanations will confused the child’s mind, between the concrete and abstract, between the form of an object and mathematics of the form.

Dante Inferno, in Canto X “Let all thy words be counted”

Dr Montessori said ”The fewer words, the more perfect the lesson”

The Characteristics of the individual Fundamental Lesson are:
Precision, Orderly Presentation, Brevity, Simplicity, and Objectivity

• In presenting the material, the fewer the words the better because words are not always necessary in a lesson.
• Teacher must not lose herself in vain words and conciseness
• No elaborations or extras, should focus on one simple truth – the nature of the materials
• First phase: words represents concepts, therefore the development of concepts has to come first
• Second phase: After the concepts, language will be introducing in the teaching.
• Language will becomes distracting and confusing when the process is reversed and language is introduced during the first phase of learning
• Children have a hard time focusing on language and a lesson at the same time.
• Avoid unnecessary movements or distractions and to make the lesson as simple, direct, concise and to the point as possible.
• Teacher shall observe and understood the liberty of the child
• The directress use very limit language during material presentations because need to learn using all 5 sense apparatus
• The child can have good perception working with all senses.

((You clearly understand the importance of using very little language when presenting the sensorial materials.))


Question 4. In the first stage of development, describe the unconscious and conscious phases of the Absorbent Mind. What implications does this have for absorbing culture?

During unconscious period from 0-3 years, children’s mind work rapidly to absorb everything from his environment without effort and will, there is a creation of faculties. This is the way he accumulates the materials in later build up his conscious life. When the child begins to move, his absorbent mind has already taken in the world unconsciously. Yet he starting to move, he becomes conscious, there is a further development of the faculties so created and constructed. When a child able to use his hands manipulating something, his subconscious mind had already experience of objects in his environment and then passes gradually from the unconscious to the conscious.

“We must bring the world to the young child”. By saying this, Maria Montessori asks the directress to prepare the environment so the child can explore what man has discovered and has created for it. Through these explorations, the child constructs himself. This occurs in a social and cultural context, both at home and at school. By living with his home people, participating in the daily life, and by exploring the culture of his people, the child makes a complete adaptation to his culture by the age of six.

Education is not something, which the teacher does, but that it is a natural process, which develops spontaneously in the human being. There were two groups of facts:

Movement: Children mind can acquire culture at earlier age, there taking a knowledge thru activity in movement.

Action: The child can learn at this age thru action, s/he has to do something to develops inner unfolding self. It is relate to character formation

All children are endowed with “absorb” culture, culture can be acquired without effort. Child can absorb far more than reading and writing : botany, zoology, mathematics, geography and with the same ease, spontaneously and without getting tired. Children can take in of culture by means of spontaneous activity. They have special interest with things rendered familiar to then (thru absorption) in unconscious period. They have great focus in their minds. Nature grants the child of learning to write, they can learn with joy and enthusiasm. This explosion into writing is connected with sensitivity for language when began to speak. Therefore Dr Montessori carefully designed apparatus to practice and stimulate the child’s sensorial.

We should start our first direct teaching of language with grammar to help the child master perfectly the spoken language during absorbing period. In the first period (0-3) the acquisition of grammatical form was unconscious; now it can be perfected consciously. Scientific words are best taught to children (3-6) in conjunction with the objects concerned and their explorations, because vocabulary keeps pace with their experience. For example, we show the actual parts of a leaf or flower, point out the geographical units on the globe.

In the classroom, the materials and activities are grouped into the four basic areas of Practical Life, Sensorial Work, Language, and Mathematics. In all of these, language is used as a bridge to the understanding of every experience. It is also used to crystallize the experience in the child’s mind.

Language is used as guidance and instruction. Names given for activities along with their functions and purposes helps the child build his general and specialized vocabulary. With this growing vocabulary, the child is able to express himself more easily and more fully with others.

Experiences in the arts, in dance, and in music are also given to the child along with the sciences of life, physical science, history and geography. All of these additional Exercises are introduces, informed, and crystallized with language. In addition to the activity itself, most of these Exercises are language lessons.

Every cultural path has a sensorial base for the child. There are materials in the Sensorial area from which the child builds a base for these other activities. From this base, the child will be offered specific activities in each of the paths of culture. Thus allows the child to become a participating and contributing member of his society. The four basic groups of work allow the child to sufficiently construct himself in his culture. The Cultural Work is given so the child has the keys to function in his culture.



There are fewer materials for the arts and sciences. There are some basic presentations that will always be included in the 3-6 classroom. These areas are open ended and other possibilities beyond the basic Exercises can be offered from time to time. As with other language activities, much of the work will come from the teacher. It is important to observe the children and observe what is of interest to them. It is important to keep a variety of work in these other paths of culture but without overdeveloping the areas to the point where they overwhelm the child. By carefully choosing what we offer in the arts and sciences, we can greatly enrich the child’s cultural adaptation.



((Thank you for an excellent answer. The young child absorbs all it encounters so we must give that child a rich environment, one that shares the richness of his cultures and others.))



Page 10 of 10

Assignment # 1

Assignment # 1 Christine Tay Seh Peng (2344-1 MY)

30 Jan. 10

Assignment #1 Question 1 Summarize in detail the characteristics of the child in the first three stages of development (birth to six, six to twelve, twelve to eighteen)

Embryo ~ Infant ~ Young children ~ teenage ~ adult

From a baby form a man, there are three period of transformation, therefore special care is needed for every stage of human development. Dr. Montessori said : “Don’t look at the method, look at the child.” If we look at the child, we shall feel love and respect for the marvelous little creature and we shall find the right way to look after him.

First Plane is Infancy : Birth to Six years

In Dr. Montessori's outline, the first plane of development occurs from birth to age six and is known as "infancy." At this stage children are sensorial explorers, building their intellects by absorbing every aspect of their environment, their language and their culture. A Period of Transformation divided into two :

(a) Birth ~ Three years : The Unconscious Absorbent Mind

Upon birth, the body though weak and helpless, skeleton is not fully ossified, bones of the feet are cartilaginous and the skull is not yet joined over the top of the brain. Age of one, the baby’s weight is three times its birth weight, this is extremely rapid growth and great change and development. The mind, or “psychic embryo”, is constructed during the first three years of life.

During first period that young children need the greatest care, plenty of sleep, and food that contains all the proteins, minerals and vitamins. Nourish babies with breastfeed to boost up immune system and food easy to digest. Upbringing with love and affection give secure environment to construct a good characteristic.

Massage is the must to help the development of the babies’ limbs, because muscles need good blood circulation to strengthen them for movement. The baby’s unconscious willpower (instinct), is the guide given by nature to direct development.

Between the ages of 0-3 years, the child takes in the whole of his environment unconsciously. He is constantly absorbing impressions and yet does this without knowing that he is doing so.

(b) Three Six years : The Conscious Absorbent Mind

The Conscious Absorbent Mind begins when the child starts to intentionally act on his own, selecting activities based on his earlier experiences. Conscious intelligence begins to develop when the hand becomes the instrument of the brain as the child manipulates the objects he discovers in his environment. In the first plane of development the child works at the construction of his own self, focusing all his energy on creating the individual in all areas of experience (physical, intellectual, social, and emotional).

Second Plane is Childhood : Six to Twelve years

A Period of Uniform Growth, an intermediate period or the second stage of childhood. This is a time of great physical and mental strength. Children's character becomes stronger, they become aware of themselves in relationship to others. This period is characterized by the marked development of a "herd" instinct. The children are drawn to interact socially and to seek one another's company. Additionally they are compelled to examine the rightness and wrongness of social interactions.

There is slow regular growth and no great physiological changes. The muscles develop, the bones become hardened, and the milk teeth are gradually replaced by the permanent set. These children are stronger, have better resistance. They have great vitality and tremendous energy, mental as well as physical. They should have plenty of schoolwork and every kind of outdoor activity.

Mentally, the children become conceptual explorers. They develop their powers of reasoning, abstraction, and imagination. During these years, children are capable of accomplishing great mental work and accumulating a tremendous store of cultural information then apply their knowledge to discover and expand their worlds further.

Third Plane - Adolescence: Twelve to Eighteen

This plane is one of great physical mental and social transformation and it marks the end of childhood. This period of life, when physical maturity is reached, is a difficult time because of its rapid development and the changes that take place within the body. A Period of Transformation – subdivided, as in stage one, into:

(a) Twelve Fifteen years: Puberty

There is a time of rapid growth accompanied by the physiological changes of puberty. There is a change in the functioning of the glands and can causes moodiness, irritability, and skin troubles. The adolescents, likelihood of mental or physical illness, should be carefully taken care like small children at stage 0-6 years old. They need a very nourishing diet with all the vitamins and have plenty of rest. This is not a time for serious study or for strenuous sports. There should be a relaxation of discipline and routine and not encourage to work more than they feel able.

(b) Fifteen ~ Eighteen years: Adolescence

The health improves and there is a period of peaceful development in which the change of the first three years is followed by a time of greater stability. The gains that have been made are carefully consolidated. The new powers are gradually perfected until a new stage of maturity is reached.

The years between 12 to 18, children become humanistic explorers seeking, to understand their places as individuals in society and their opportunities to contribute to it. It is a time of high ideals and wishing to help others. At this time the mind becoming mature, they are ready to experience economic independence and to explore ways in which they can be productive and remunerated for their services.

Children who have well foundation laid during the previous period, adolescence know their own time and own pace and will continue their education with enthusiasm.

((Thank you for an excellent answer.))

Question 2 Before the age of five the essential personality and character of the child is formed. What responsibility does this impose upon the classroom teacher for meeting the needs and tendencies of the 3 – 6 years old child?

The Montessori pre-school teachers need to provide a prepared environment where children are free to respond to their natural tendency to work and learn. The classroom set up just like a ‘living room’ for children. The teacher should make sure all the materials or apparatus displayed on open shelves that reached by every children. Every child loves to move around freely and work independent without asking help from the adult. Children work at their own pace, finding attractive activities which are appropriate for their different stages of development.

In Montessori classrooms, teacher not trained to teach student but they are “Director”. The Director act as facilitator, guiding the children to explore the world around them, inspired children imagination, assist children in their mentality and physically development. The Director providing a list of things to do, but the children can choose from the list. Director never interrupt children work, they must have good observation and know when should give a guidance. Every exercise must have a useful purpose and understood by the child.

Many of Montessori materials are self-correcting, it will develop a sense of satisfaction from the work itself, not be dependent on teacher approval. Child motivated when given choices and when presented with work related to their interests. When children choose materials in the classroom, teacher should always refer to as their “work” to show the importance of their activities and that work can be fun.

Practical life activities give the child an understanding of his environment and how it works. In setting materials such as pouring, polishing, scrubbing a table, buttoning. These are daily activities can helping the child’s independence by acquiring a particular skill and develop his ability to concentrate and to coordinate his movements. Lessons are oriented forward helping the child become a self-sufficient and discipline individual. For example, in pouring activities, teacher can use breakable glass or jug the child will respect the materials and will treat it nicely and handle carefully.

In preparing buttoning activities, teachers encourage to get plain printed clothes. Children can focus on the button instead of picture that printed on the clothes. Sweeping and mopping activities, teacher should prepare the child’s size broom and sponge mop. Teacher can choose or call up volunteer child to wash the table and chair after painting lesson. It is a perfection of the individual and child glad to be choose and willing to have the responsibility. For example, I let my 4 years old daughter do a car wash, without interruption she spend one hour on her work and she feel the dignity of a worker. Teacher should avoid giving reword to child when they complete any work.

They become problem solvers, leaders, and challenge seekers with a tremendous amount of self-esteem, self-discipline and love of learning. Children absorb from their environments everything that is part of their culture; they do this without getting tired or fatigued. Learning occurs most fundamentally as a result of interaction with the environment. It is through the control and engineering of the physical properties of the educational setting that the Montessori teacher may have the greatest impact on the students.

The other curriculums for the children of this age are the ‘Sensorial’ materials, mathematics, language and culture. The sensorial materials are design for refinement of each sense, for example
color, size, loudness, taste or weight. For example, the material known as the pink tower, broad stair, long rods, Knobless cylinders, sound cylinder, color tablets, geometry cabinet, texture board, baric tablets etc. Teacher needs to show the child the proper way holding the said material. Teacher invited each child work independently and one time only can work with one set of apparatus. When the child is working, no conversation between the children and teacher unless it is three period lesson.

Teacher needs to let the child free to choose and work with the material as many time as they want. Teacher should educate the child to respect all material and need to take turn in doing an activity. Once the work finished, child need to return material to the shelves.

Teacher may set daily time table, for example; Physical exercise, circle time, singing, art and craft, setting table, tea break, brushing teeth, table cleaning, language, math, practical life exercise and sensorial education.

For language development, teacher may invite children to talk for few minutes in front of their classmate. They can have free topic such as what they did yesterday, what is the book they read before bedtime and the story, what they see this morning from home to school. ‘Sand Paper’ had been introducing, thus teacher can prepare a ‘Journal book’ for the child to write and draw.

Finally, the cultural materials can be offered to the child at this stage. Teacher can introduced to the child in an orderly way; first the world, then the plants and animals. The children's innate passion for learning, teacher can encouraged by giving them opportunities to engage in spontaneous, purposeful activities with the guidance.. Through their work, the children develop concentration and joyful self-discipline. Gave the children freedom to choose and inspired their interest and curiosity.

Teachers can maximize cognitive development during sensitive periods by closely observing the child, noting her interests and developmental level in each area, and presenting lessons with the appropriate materials. Teacher will providing whatever guidance is necessary to ensure that the children make good decisions and engage in productive behaviors.

“We must support as much as possible the child’s desires for activity; not wait on him, but educate him to be independent.” Role of the Teacher “The teacher must believe that this child before her will show his true nature when he finds a piece of work that attracts him.” "The real teachers of the Montessori method are the children themselves." "Looking becomes Reading. Touching becomes writing." - Quote from Dr Maria Montessori

((Thank you again for an excellent answer. I look forward to your continued work. Judilyn))

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