FOUNDATION OF EDUCATION :: MONTESSORI EDUCATION

Firstly A very Happy Women's Day to all the women around the world.....

Women have proved that she is the builder and moulder of a nation's destiny. She might be delicate as a lotus but is strong even to handle things, make all fell her presence rising from the mud of taboos and rub shoulders equal to male population. She is an embodiment of love, life, smile, compassion and her leadership skills; nevertheless, is given by solemn — Rabindranath Tagore "Our women have a very great part to play in the progress of our country, as the mental and physical contact of women with life is much more lasting and comprehensive than that of men. Not for nothing was it said that 'the hand that rocks the cradle rules the world'. In the apron strings of women is hidden the revolutionary energy which can establish paradise on this earth".

By my blog today we are going to know about such inspirational women power who have influenced the world and our country India, with their hard work and dedication. Their contributions in the field of Montessori Education. These women are the thinkers in the field of educational philosophy.
 
 In Brief:
Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. In Montessori classrooms children make creative choices in their learning, while the classroom and the teacher offer age-appropriate activities to guide the process. Children work in groups and individually to discover and explore knowledge of the world and to develop their maximum potential.

Montessori education is an educational approach developed by Italian physician and educator Maria Montessori, born: 31 August 1870, Chiaravalle, Marche, Italy. Montessori developed ideas while working with mentally challenged children. Her first school, Casa dei Bambini, was opened to working class children in the slum neighbourhood of San Lorenzo in Rome. She emphasized on independence, freedom within limits, and respect for a child's natural psychological, physical, and social development.

  

Montessori education theory:

Montessori education is fundamentally a model of human development, and an educational approach based on a model. The model has two basic principles mainly:

1. Children and developing adults engage in psychological self-construction by means of interaction with their environments. 
2. Children, especially under the age of six, have an innate path of psychological development.

 Based on her observations, Montessori believed that children who are at liberty to choose and act freely within an environment prepared according to her model would act spontaneously for optimal development. Montessori saw universal, innate characteristics in human psychology which her son and collaborator Mario Montessori identified as "human tendencies" in 1957. 

Human Tendencies:

There is some debate about the exact list, but the following are clearly identified:

• Abstraction
• Activity
• Communication
• Exactness
• Exploration
• Manipulation (of the environment)
• Order
• Orientation
• Repetition
• Self-Perfection
• Work (also described as "purposeful activity")

In the Montessori approach, these human tendencies are driving behaviour in every stage of development, and education should respond to and facilitate their expression.

 Montessori's education method called for free activity within a "prepared environment". In addition to offering access to the Montessori materials appropriate to the age of the children, the environment should exhibit the following characteristics:

• An arrangement that facilitates movement and activity
• Beauty and harmony, cleanliness of environment
• Construction in proportion to the child and her/his needs
• Limitation of materials, so that only material that supports the child's development is included
• Order
• Nature in the classroom and outside of the classroom

Planes of development:

Montessori observed four distinct periods, or "planes", in human development, extending from birth to 6 years, from 6 to 12, from 12 to 18, and from 18 to 24. She saw different characteristics, learning modes, and developmental imperatives active in each of these planes, and called for educational approaches specific to each period.

The first plane of development: It extends from birth to around six years of age. During this period, Montessori observed that the child undergoes striking physical and psychological development. The first-plane child is a concrete, sensorial explorer and learner engaged in the developmental work of psychological self-construction and building functional independence. To explain this work, Montessori introduced several concepts including the absorbent mind, sensitive periods, and normalization. Montessori described the young child's behaviour of effortlessly assimilating the sensorial stimuli of his or her environment, including information from the senses, language, culture, and the development of concepts with the term "absorbent mind". She believed that this is a power unique to the first plane, and that it fades as the child approached age six. Montessori also observed and discovered periods of special sensitivity to stimuli during this time which she called the "sensitive periods". In Montessori education, the classroom environment responds to these periods by making appropriate materials and activities available while the periods are active in each individual young child. She identified the following periods and their duration:

• Acquisition of language—from birth to around 6 years old
• Interest in small objects—from around 18 months to 3 years old
• Order—from around 1 to 3 years old
• Sensory refinement—from birth to around 4 years old
• Social behaviour—from around 2½ to 4 years old

Finally, Montessori observed in children from three to six years old a psychological state she termed "normalization". Normalization arises from concentration and focus on activity which serves the child's developmental needs, and is characterized by the ability to concentrate as well as "spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others."

The second plane of development:  It extends from around six years to twelve years old. During this period, Montessori observed physical and psychological changes in children, and developed a classroom environment, lessons, and materials, to respond to these new characteristics. Physically, she observed the loss of baby teeth and the lengthening of the legs and torso at the beginning of the plane, and a period of uniform growth following. Psychologically, she observed the "herd instinct", or the tendency to work and socialize in groups, as well as the powers of reason and imagination. Developmentally, she believed the work of the second plane child is the formation of intellectual independence, of moral sense, and of social organization.

The third plane of development: It extends from around twelve years to around eighteen years of age, encompassing the period of adolescence. Montessori characterized the third plane by the physical changes of puberty and adolescence, but also psychological changes. She emphasized the psychological instability and difficulties in concentration of this age, as well as the creative tendencies and the development of "a sense of justice and a sense of personal dignity." She used the term "valorisation" to describe the adolescents' drive for an externally derived evaluation of their worth. Developmentally, Montessori believed that the work of the third plane child is the construction of the adult self in society.

The fourth plane of development: It extends from around eighteen years to around twenty-four years old. Montessori wrote comparatively little about this period and did not develop an educational program for the age. She envisioned young adults prepared by their experiences in Montessori education at the lower levels ready to fully embrace the study of culture and the sciences to influence and lead civilization. She believed that economic independence in the form of work for money was critical for this age, and felt that an arbitrary limit to the number of years in university level study was unnecessary, as the study of culture could go on throughout a person's life.

Montessori believed in: Preventing conflicts is the work of politics; establishing peace is the work of education. She received a total of six nominations for the Nobel Peace Prize in a three-year period: 1949, 1950, and 1951. 

Education practices:

Infant and toddler programs:

Montessori classrooms for children under three fall into several categories, with a number of terms being used. 

1. A nido, Italian for "nest", serves a small number of children from around two months to around fourteen months, or when the child is confidently walking.
2.  A "Young Child Community" serves a larger number of children from around one year to 2½ or 3 years old. 

Both environments emphasize materials and activities scaled to the children's size and abilities, opportunities to develop movement, and activities to develop independence. Development of independence in toileting is typically emphasized as well. Some schools also offer "Parent-Infant" classes, in which parents participate with their very young children.

Preschool and kindergarten:

1. Montessori classrooms for children from 2½ or 3 to 6 years old are often called Children's Houses, after Montessori's first school, the Casa dei Bambini in Rome in 1906. This level is also called "Primary". 
2. A typical classroom serves 20 to 30 children in mixed-age groups, staffed by one trained teacher and an assistant. Classrooms are usually outfitted with child-sized tables and chairs arranged singly or in small clusters, with classroom materials on child-height shelves throughout the room.
3.  Activities are for the most part initially presented by the teacher, after which they may be chosen freely by the children as interest dictates. Classroom materials usually include activities for engaging in practical skills such as pouring and spooning, materials for the development of the senses, math materials, language materials, music and art materials, and more. Activities in Children's Houses are typically hands on, tactile materials to teach concepts.

Elementary classrooms:

1. Elementary school classrooms usually serve mixed-age 6- to 9-year-old and 9- to 12-year-old groupings; 6- to 12-year-old groups are also used. 
2. Lessons are typically presented to small groups of children, who are then free to follow up with independent work of their own as interest and personal responsibility dictate. Montessori educators give interdisciplinary lessons examining subjects ranging from biology and history to theology, which they refer to as "great lessons." These are typically given near the beginning of the school term and provide the basis for learning throughout the year.
3. Lessons includes work in language, mathematics, history, the sciences, the arts, etc. Student-directed explorations of resources outside the classroom are integral to the education.  
4. Montessori used the term "cosmic education" to indicate both the universal scope of lessons to be presented, and the idea that education should help children realize the human role in the interdependent functioning of the universe.

Middle and high school:

Montessori education for this level is less well-developed than programs for younger children. Montessori did not establish a teacher training program or a detailed plan of education for adolescents during her lifetime. However, several schools have extended their programs for younger children to the middle school and high school levels. In addition, several Montessori organizations have developed teacher training or orientation courses and a loose consensus on the plan of study is emerging. 

Benefits of Montessori school over Traditional school:

 Montessori school:

 Emphasis is laid on cognitive and social development. The Teacher-pupil ratio is about 1 to 10. Child chooses own work, with input from teacher. Child discovers own concepts from self-teaching materials. Child reinforces own learning by repetition of work and internal feelings of success. The role of teacher is unobtrusive in class. Environment and method encourage self-discipline, with assistance from the teacher. Grouping encourages children to teach and help other. Child sets her own learning pace; individual differences are valued.

Traditional school: 

Emphasis is laid on social development. The teacher-pupil ratio about 1 to 25. Most of the teaching is done by the teacher. The teacher is a centre of classroom as “controller”. Learning is reinforced externally by repetition, rewards and punishment. The teacher acts as primary enforcer of discipline. No organized program for self-care; left primarily up to parents. The curriculum is structured for large groups.

PRESCHOOL EDUCATION AND INDIAN THINKERS:

“Preschool education program in India was initiated by two individuals called ‘Tarabai Modak' and ‘Gijubhai Badheka', whose passion about early childhood education and preschool concept has now let to the establishment of number of preschool and kindergarten institutes around our country focusing on childcare concept..” 

Tarabai Modak is rightly called as the “Montessori Mother”. She has made a significant contribution to preschool education in India. Her method brought in a silent revolution in the tribal community of Kosabad. 

 

Padmabhushan Tarabai Modak, a pioneer of preschool education in India was born in April 1892. She graduated from the University of Mumbai. In 1921, she became the first Indian Princpal of Barten female college of Education at Rajkot. She came across Maria Montessori’s writing and decided to educate her own daughter accordingly. In 1923, she resigned from college and joined Shri Gijubhai Badheka who conducted a pre-primary school in Bhavnagar and propagated Montessori’s theories.

 Gijubhai Badheka (15 November 1885 – 23 June 1939) born Chittal, was an educationist who helped to introduce Montessori education methods to India. He is referred to as "Moochhali Maa" ("mother with whiskers"). In the first instance, Badheka was a high court lawyer. Following the birth of his son in 1923, he developed an interest in childhood development and education. In 1920, Badheka founded the "Bal Mandir" pre-primary school. Badheka published several works in the field of education including Divaswapna ("Daydreams"). He believed in children’s right to freedom. He discarded physical punishment and believed that learning is possible only in the environment of love and sympathy. He wrote over 100 books for children and many more for teachers and guardians. Hence, he was referred to as “Moustachioed mother of Early Childhood Care and Education Scheme (ECCE)”.

Tarabhai Modak being inspired by Gijubhai work joined him in 1923 at Bhavnagar. They worked together from 1923 to 1932 to lay the foundations of pre-primary education in India. They introduced numerous low cost educational aids and apparatus. They wrote and published stories, rhymes and certain songs, which children could dramatize. They started Shikshan Patrika to create awareness among parents, society and others. Nutan Balshikshan Sangh, which became the fountainhead for ideas in promoting ECCE and started Balwadis. They campaigned for children’s education throughout India specially Gujarat, Rajasthan, Maharashtra, Saurashtra and Madhya Pradesh. 

TARABAI’S CONTRIBUTION TO PRESCHOOL EDUCATION IN INDIA:

 The concept and practice of organized and formal child education are an import into India from the industrialized west. Madam Montessori gave a big jolt to the theory of moulding children through education. The transmit of her idea from Europe to India was unbelievable quick, fascinated by the theories of Montessori, Gijubhai badeka started his Bal Mandir at Bhavnagar and began to Indianized Montessori method. By this time, Tarabai also joined him. The Nutan Bal Shikshan Sangh was thus started in 1926 by Tarabai and Gijubhai. Tarabai Modak helped Gijubhai Badheka to establish the Nutan Bal Shikshan Sangh (the new child education association) for the spread and development of preprimary school and teacher training centre in Dadar in north Bombay. She started the Gram Bal Shiksha Kendra at Bordi in 1945. From 1946 to 1952 she was a member of the Bombay Legislative Assembly. She visited Europe in 1949 to attend the Montessori conference held in Italy and to observe pre-primary institutions in the European countries. In 1957, she shifted Gram Shiksha Kendra from Bordi to Kosabad. The Vikaswadi Project was launched and conducted at Kosbad under her constant guidance. She devoted the last 27 years of her life to this project which was the core of the Gram Bal Shiksha Kendra activities. She was the General secretary of the Nutan Bal Shikshan Sangh for over 25 years and subsequently became its vice president. She wrote several books for children and parents in Marathi and Gujarati. She also wrote books on child education in English. In 1962, the Government of India honoured her with the title of Padma Bhushan. She passed away on 31 August 1973 at the age of 81.

WORK  EDUCATION AT THE GRAM BAL SHIKSHAN KENDRA:

Children began to gather in and around GBSK in sufficient numbers, Tarabai and Anutai started another unusual routine. A lot of grass and weeds had grown in the compound. They began clearing it with kurpis (small sickles) and the children would stop by to watch them. A supply of child size kurpis had already been acquired by these astute educators. They offered these sickles and asked the children if they wanted to join in the weeding operations. Eager volunteers came forward and the activity became popular. Gradually clay work, drawing, painting and playing with learning materials appeared on the scene.

 Tarabai Modak started two types of Balwadi’s at Bordi. They are Central Balwadis and Angan Balwadis. The Central Balwadis were run during regular school hours. Angan Balwadi’s were started at the convenience of children.

Types of Balwadies:

Central Balwadi

1.  Conducted for 5 hours a day.
2.  Regular school hour's format was incorporated.
3.  Fully equipped sessions were conducted.
4.  Children are brought from their home to the Balwadi.
5.  Children used to be away from parents and elder persons.

Angan Balwadi

1. One and half hour session.
2. It was as per the convenience of the children.
3. They were not so fully equipped.
4. Usually conducted near the houses.
5. Children were in front of parents and elder persons.

• The program was on personal and general cleanliness, decoration, crafts & hand work, oral language, physical education, rhythmic movements & social activities.
• Teachers should make their own indigenous materials and use locally available material and with the help of local artisans.

Tarabai’s educational method is a significant contribution to preschool education in India. Her method brought a salient revolution in the tribal community Kosabad. Tarabai Modak and Sarla Devi Sarabhai were called one of the two “Montessori Mothers” as they have Indianized the Montessori education and popularized it.

ANGANWADI – THE OPEN PRESCHOOL:

The admission of harijan children into the GBSK preschool centre has turned the caste Hindus hostile. A separate Balwadi for harijan children alone was the idea put forth. But this idea remained as the negation of the basic purpose. Hence a Gandhian solution was mooted, the teachers started going to the parents to show them the necessity of preschool education. Working on the assumption that it would be more appropriate to conduct their special anganwadi in harmony with their ways of living, the tribal anganwadi progam began to be planned for about a week in advance and carried out daily for not more than 2 and half hours. the routine was like – collecting the children for cleaning the open space. Individual cleanliness activities, prayer, songs, stories, dances, dramatization, games, going out on strolls for nature study, engaging in crafts like paper work, drawing, painting, clay work, free activities by using whatever material was available in the environment including feathers, empty nests, sticks, colourful seeds, shells, big and small stones, clay, dry leaves, etc. Sensory training was provided using natural objects, exhibitions of play things, specimens and objects collected by the children. Planned excursions for observation of activities and plans was involved. Systematically distributing and eating simple snacks like roast gram, parched rice, etc. was also included. An important aspect of the anganwadi program was the informal education provided among the parents and the older children for bringing up proper practice of child care.

 "How you speak to your children becomes their inner voice".