OMTC MODULE SIX

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ONLINE MONTESSORI TRAINING COURSE MODULE SIX

Lesson One: The Mathematical Mind

Chapter Contents

1.1 The tendency for accuracy

1.2 Psycho-motor unity
1.3 Love for order
1.4 The tendency of controlling his errors
1.5 The educational counterpart

1.1 The tendency for accuracy

This is a characteristically human power. What distinguishes Man from other nonhuman living
beings is the unfathomable capacity of the mind. It is capable of making a part of it multitudinous ideas
and, with assistance, brings order and clarity to those ideas resulting in precision in thinking and in
execution of work in any field. Dr. Maria Montessori says in her 'Absorbent Mind' "In our work,
therefore, we have given a name to this part of the mind which is built up with exactitude, and we call it
the mathematical mind. I take the term from Pascal, the French philosopher who said that man's mind was
mathematical by nature and that knowledge and progress came from accurate observation."

Investigating on the propensity of the human beings in his inclination towards exactitude it has
been found that Man, even from the very early Stone Age, has been found to be in possession of it. This
tendency was within him and discovered its usefulness in achieving his goals in life. He, in order to be
efficient in his everyday life, needed to exercise this capacity of the mind. Mr. Mario Montessori in his
'Human Tendencies' remarks, " Man had (and has) a mathematical mind. For, he had to calculate exactly
both in weight and shape, to be able to bring the instrument to the point when it will be most efficient".
The basis of units of measurement are based on the bodily measurement of Man showing that even the
primitive Man needed to do calculations in favour of precision. Doesn't that show that Man not only has
been endowed with a mathematical mind but also has the urge to use it?

1.2 Psycho-motor unity

As Dr. Maria Montessori says, we could draw a parallel of Man’s tendencies to the early life of a
child. Even as the vegetative systems of the human body develop and coordinate there seems to be a
direction towards this exactness. Nature in its universal economy endows the animal kingdom with beauty
and grace of movement in its instincts. But the human being combines it with the development and
function of the intelligence that is termed usually as the psycho-motor unity. In his early infancy the
human being manifests this tendency for accuracy and, in the process, develops his prehensile
coordination with his whole person primarily and with his limbs later on. Dr. Maria Montessori refers to
this as the coordinated working of the three main parts -brain, senses, and muscles.

Movement is the final result to which the working of all these mechanisms lead up. -Absorbent
Mind.

We may mention about the earliest directed movements of the hand in attempting to
grasp. The child develops the conscious movement of his prehensile coordination to near
perfection. The human being at six months shows preliminary preparatory attempts at intentional
movements. Richly endowed with muscles that are capable of many complicated movements
Man, the Child, takes advantage of all that the environment can offer and builds and perfects the
movements in all precision. Man finds all his muscles uncoordinated at birth. The arrangement of
the nerves for all the movements needs to learns have to be built it up and perfected by actions
initiated by his mind (Absorbent mind). Thus aided by his mental capacities and repeated
exertion he finds himself capable of performing an unbelievable variety of movements, small and
minute as well as large and extensive, each one of them precise as a result of practice. Dr. Maria
Montessori lays emphasis on this element of psycho-motor unity in the building up of the human
being and the necessity of education, as assistance to development, to take cognizance of it.
Allegorically she refers to the red man and white man going hand in hand. – red man indicating
the body and the white man indicating the brain power.

1.3 Love for order

One of the most mysterious but a very early sensitivity that can be observed in a young baby is his almost
obsessive love for order. The psychological significance of the sensitive period for order cannot be
overemphasized. We can notice it. Dr. Montessori seems never tired at all of quoting examples of her
observations of the need for order even during the first year of life and the child's dependence on the order
in the environment. The outer order, when disturbed, does irrevocable damages to the child's
development. This is because it is through this outer order that he constructs the inner order and thus his
psychical powers. It is not only the order in this passionate love for order if not a quality of his
'mathematical mind' as we defined it earlier?

Nothing could be more wonderful than the manner in which the human being acquires his
mastery over the language spoken in his environment. "A special mechanism" exists for language -"Not
the possession of the language in itself but the possession of this mechanism, which enables men to make
languages their own, is what distinguishes us, the human species" Dr Montessori.

Both the aspects of receiving the auditory impressions of human speech and the expressions
through vocal organs are learnt simultaneously, which means that the psychological and physiological
conquests are made at almost the same time. Man has no pre-established form of language when he is
born. He absorbs the language that is alive in the environment and then reproduces it. That is why initially
there is a sequential order. The human child executes both these functions with astounding perfection.
The movements he needs to make with his vocal-organs are mastered in all their complexity and
precision. The special sensitivity for human speech and a seeming rejection of other acoustic impressions
aids the total process.

Not only is the acquisition of language made sensorially but also as a function and expression of
the intellect It is an uncanny feat that the child performs in recognizing the sounds of the spoken
language, arranging them in a specific order to form the words to make meaningful sentences all
according to the rules that govern that particular language. The pronunciation, intonation, syllabic
emphasis, syntax, arrangement of verbs, nouns, adjectives, adverbs and all other parts of speech are
mastered near perfect to the language that he absorbs from around him. The marvel is that it is done
seemingly without effort and consciousness. This could be attributed only to that innate tendency for
exactness -the mathematical mind.

When the child grows old enough to take instructions from others and act accordin8ly it is
interesting to note that he is fascinated when he is shown how exactly a particular act is done. "Order and
precision, we found were the keys to spontaneous work in the school", Dr. Montessori records. Habits,
customs, social rules, taboos, morals, restrictions and all such ideas that are prevalent in the society in
which the child lives are learnt by him in all the details and that too very readily. In Houses of Children,
we often observe that it is the children who remember and remind us about the codes of behaviour set by
the adults. At times adults forget them. The adults and the older children play an important role
consciously or unconsciously in the building up of the orderliness in the child.

As the intelligence gets constructed and blossoms out into activity the child pursues a path all on
his own. Though initially the absorbent mind works indiscriminately and totally there comes a time when
the child is called upon to take conscious possession of the chaotic wealth of impressions he has acquired.
Such impressions have been gathered with the help of his senses. He now needs to organize them
according to certain classifications. With proper aid providing him with the master keys for such 'pigeon-
holing' he becomes a real owner of such impressions He attains a capacity to apply the knowledge in his
everyday life. It is very evident to the keen observer how the person remains very vague about many
things because proper help was not available at the right time. The incitement to find order comes from
within. But not getting appropriate direction gets things mixed up.

1.4 The tendency of controlling his errors

As the learning process depends on the early tendency of controlling his errors, the child is not
ashamed of giving up a method of working, if found unsuccessful. He changes his techniques in favour of
achieving perfection. The mind, that is capable of calculating, throws light on what precisely he is aiming
at. If a child finds right conditions to live his life according to the natural laws that govern development
he, thereby, succeeds in building up his total human personality. It then becomes a healthy mind in a
healthy physique. He should face no difficulty in the acquisition of knowledge with regard to the various
items of human culture including precise sciences like Mathematics, Physics etc.

Dr. Montessori mentions about how many educationists disbelieved her when she said that
children enjoyed activities in arithmetic. But those who practice the Montessori Method know very well
the experience of joy and exuberance the children show while doing' arithmetic. It is not uncommon for
students of Montessori to say "If we had only learnt arithmetic this way, we would not have disliked it so
much.
"
The 'mathematical mind' nurtured properly from the very early days of the life of a human being
is bound to find its fulfillment and grow from strength to strength. This very essential part of the human
mind needs to find conditions to develop and function to be able to give expression to its self and thus
strengthen, beautify and uplift the human personality.

The mathematical mind functions similar to the spirit of enquiry in a human being. The quest of
knowledge of the human being seems to be fathomless. Whether in the effort of discovering Nature and
its wealth or in creating newer sciences and approaches or in inventing better ways of enhancing comforts
of life, Man continues ceaselessly. The modus operandi remains more or less the same -Objective
observation, arriving at tentative conclusions, re-creating situations to prove the veracity of the
conclusions and thus deducing the general truths. If the human being is capable of working with such a
mind, he becomes a coordinated, organized and complete person. Not only is he a strength to himself but
also becomes an asset to his family, his neighbourhood, his city, and his country and to the whole world.

1.5 The educational counterpart

The definition of education, as assistance given to life according to Dr. Maria Montessori, brings
out to the forefront the necessity of its being rendered from the beginning of life or at least from birth.
This assistance can be efficient only if we take into consideration the natural human inherent tendencies
and qualities. One of them is the mathematical mind. We accept this conclusion arrived at by Dr.
Montessori on the basis of her discoveries made deep and wide. We dwell now on the type of assistance
she advocates to be given in such prepared environments like Houses of children designed and created
exclusively in favour of the child working at his development.

In the early days of the child in a House of Children, he is introduced to the codes of conduct and
the norms of behaviour in his daily activities. These are not only meant for him but also to be practiced by
the adults in charge. This helps in his organizing his principles that direct his behaviour. Dr. Montessori
illustrates very clearly the sequential development of the inner formation of what she calls the 'moral
apparatus'.

This is a very integral and important part of the building up of the personality in clarity and
security. On this is based any further personal conquest.

The order and the developmental sequence that is emphasized upon in the display of
developmental materials have a great relevance in the recognition of the 'mathematical mind'. This spatial
order helps the child find the material he chooses to work with. He does not have to rely on the teacher's
help. It strengthens his sense of security and belonging in the House of Children. The outer order helps to
build inner clarity. Many of the materials for sensorial activities are found displayed in the form they
assume after the activity is completed correctly. This helps the child in controlling his errors, if any,
independently. The visual memory holds the correct picture of what the end result should be. It would be
necessary to comment on the intactness and completeness of the material for developmental activities.
The more the opportunity the child has to perform activities precisely, the more beneficial it is to
strengthen the aptitude for precision and exactness.

As the child's power of conscious reasoning and thinking begins to unfold through his early
experiences, there is a direct bearing on the clarity of the mind carrying out daily actions. It became
apparent to Dr. Montessori through her observations, that this mind, in essence, is characteristically
mathematical says Lena Wickramaratne in "What is Montessori?" Montessori Houses of Children present
an entirely different picture in comparison to the inhibition of movements found in traditional schools.
The freedom of movement that the children enjoy is on the realization of Dr. Montessori that "Movement
should be a servant of the whole life and spiritual economy of the world."

The exercises of practical life, particular those which concentrate on the elementary movements
like putting things down, lifting, carrying, holding etc, play a great role ii the child's acquisition of control
on his precise muscular movements. Activities like 'Walking on the line" give the child an opportunity in
controlled economy of movements. The presentations of these activities involve analyses of movements.
That helps the child know that any action consists of several articulate movements, what they are, and the
sequence and the manner in which they have to be performed.

Scientific observation shows that intelligence is developed through movement. Movement helps
psychic development; development encourages further movement. This could not be true unless and until
the movements are controlled, economic and precise. Montessori Method helps the child in these aspects.

Even as the material for the other groups of developmental activities are pre-designed, the
materials for practical life have to be procured, prepared and put together by the persons in charge.
Consideration is given to the materials having to be physically proportionate and also psychologically
revealing. (We would not have a pencil sharpener looking like a motorcar). The guiding lines on the
folding napkins, the indication lines on the glasses to be filled with fluids etc. are all aimed at achieving
perfection and precision. Helping the child become conscious of the noise factor while putting things
down either on the floor or on other surfaces, goes a long way in his muscular development. How do we
find children performing these activities joyfully and repeatedly if these did not answer the inner need for
precision?

An important characteristic of Montessori material is that they are prepared in such a manner that
the child can repeat the activity any number of times. That repetition done not on compulsion but
spontaneously is a notable feature. Repetition leads to total involvement or concentration. The materials
prepared for such repetition helps the child innovate his own methods of perfected yet economic
movements. He discards what he deems unnecessary and chooses those that are effective. His mind works
towards that precision and finds its expression in further repetition. Assistants in Houses of Children have
observed this truth. Dr. Montessori remarks in the "Discovery of the Child" that modification of
movement is innate in children and is associated with the differing proportions of the head and body of
the child.

Montessori materials for sensorial activities are materialized abstractions. Each one brings to the
child an isolated physical property of matter. Having been helped by these master keys to become
conscious of the physical properties the child becomes capable of analyzing the already acquired wealth
of sensorial impressions. He proceeds on to explore his environment on the basis of this built up
consciousness and becomes capable of looking at his environment from a renewed and a superior level.
The world which to him was a chaos of shapes and colours, weights and dimensions, smells and tastes
becomes an orderly and classified knowledge. His life becomes strengthened physically, mentally,
intellectually and, perhaps, spiritually too.

People, who learnt their skill in reading and writing in the traditional schools, may find the
phonetic approach cumbersome. The Montessori approach to the conquest of language is brought to the
child very early. It is when the instruments of learning are predominantly in the senses and the hands. The
sand paper letters are letters of the alphabet cut out of sand paper and stuck to boards. The child runs his
fingers along the letters and utters the sound. These help the child become conscious of the sounds of the
spoken language and tie up a very tight knot with the symbol visually, muscularly and acoustically.

Whatever be the language the number of articulate sounds that belong to it is limited. The
Montessori approach helps the child make a conquest of the language from the phonetic point of view.
The knowledge of letters leads him to master it orthographically and calligraphically

It would seem redundant to mention about the Montessori materials for arithmetic. What can
arithmetic, be if not a science of precision and accuracy? In traditional schools we are helped to commit
to memory of the numbers from one to hundred and to learn a few tricks to perform the four operations
(add, subtract, multiply and divide) Even those who take support of didactic materials fail to recognize
the innate tendency of the mathematical mind. They spotlight the NECESSITY of having to learn the
operations as starting point for the learning of many other sciences.

The Montessori apparatus and the method take cognizance of the difficulties one may face in
understanding the whole process and help the child surmount them at his pace and joyfully so. When the
child crosses his difficulties confidently, arithmetic ceases to be a bugbear. If the foundation is strong the
whole of Mathematics is no botheration. The child gleefully attempts all the acrobatics in it.

Dr Montessori's discovery of the mathematical mind as something innate is something to be

admired. It is natural but needs to be nurtured. It would be a total misconception if we think that it needs
to be cultivated consciously. Educators could do well by not destroying the great power named the
mathematical mind.
Assignment Question

1.’Mathematical mind’ is a term used in Montessori Method to indicate the capacity for accuracy
but yet it does not indicate that it functions only for mathematical sciences’ Can you elaborate on
this idea?
2. If mankind is endowed with the mathematical mind. It is Nature’s gift. What can we do to
keep the flame burning in the child?

Lesson Two: Introduction to Arithmetic

Chapter Contents

2.1 Indirect preparation offered in Montessori House of Children

2.2 Sensitivity to the quantitative aspects -awakening of the mathematical mind
2.3 Importance of a unit and zero
2.4 The decimal system

2.1 Indirect preparation offered in a Montessori House of Children

Mathematics is an abstract science created entirely by the intelligence of man. The history of
mathematics dates back to a very early age, perhaps to the prehistoric times. It has been found that the
human being has a natural urge towards precision and exactness which is the basis of all mathematical
work. The three levels at which man has worked in order to achieve precision in his work can be
recognized.
The everyday experiences were common to everyone. But someone enquired about them, tried to
get the details, sometimes from the outside and sometimes from within him. The deep contemplation
needed clarity and the clarity needed accurate information This led to the deep understanding of things
around both natural and what was manmade.

Clear perception needed details, which were perceived not by the senses only. This led man to
abstraction. He had to develop a mode through which he could understand all other sciences. The one tool
he created in order to establish a perceivable connection was Mathematics. This is the basis of all
sciences, natural and physical.
The child, who has an opportunity to work in a Montessori house of children gets the indirect
preparation even as early as his practical life exercises like pouring folding etc. A more concerted effort at
helping the child is made while the sensorial activities are presented. The sensorial materials are scientific
precision materials which have been developed after a great amount of experimentation. All the activities
lead the child to accuracy and exactitude, intellectually and physically. This is also in the field of
geometry which is an early branch of mathematics.

2.2 Sensitivity to the quantitative aspects -awakening of mathematical mind

Around the time the child of three and a half years of age there happens, in the child, the
awakening of the mathematical mind. Hitherto the child seemed to be happy with the knowledge of the
differences in the physical properties of matter and to know their variations. There comes a stage when he
is not any more satisfied with terms like 'big' and 'small'. He now wants to know 'How big? How small?'
While earlier he was content with 'more'. He now wants to know 'how much more?' or 'how many more?'
The child who was interested in the qualitative aspects of things is now sensitive to the quantitative
aspects. We all know that quantity is also a quality (number as an adjective). This shows the human
tendency to be mathematical in knowledge and expression. That is the time that is most suitable for the
starting of offering the exercises in arithmetic.

2.3 Importance of a unit and zero

Mathematics is a science of many branches. It is a growing science even now. At the foundation
of all this, is the science of arithmetic which deals with numeration or just numbers. Man took a great leap
forward in the advancement of scientific thought when he invented the numbers.

The basis of numeration lies in counting. Counting is not possible until and unless we determine
the unit. Mere chanting of names of numbers cannot be taken as counting. In simple words, the 'unit'
denotes what we intend counting. If you asked anyone ' shall we count?' On the rebound the question will
be 'count what?' This is the determination of the unit.

What can this unit be? Anything, concrete or abstract. But yet it remains to be said that unless the
unit is determined counting is not possible. Therefore, the concept of the unit becomes an essential factor.

In arithmetic we start with numbers. Considering them as mere names, the first step in counting is
to establish the relationship between the names and the quantities they denote. These quantities are
measured by counting the number of units, the unit being predetermined.

So even though, up to a certain level, this knowledge is quite sufficient, Man needs the symbols
(written numbers) in order to go to greater levels of mathematics. So we need to help the child with the
association of the numbers with their accepted symbols. The initial step in leading the child into the world
of arithmetic is to establish relationship between names and quantities and that of names and symbols.
The triangle is completed when we try to bring in the association of quantities and symbols via the names.

The greatest contribution of the human brain in the field of arithmetic is zero. Zero is a concept
that means absence of quantities but yet it is something to be reckoned. It is impossible for the present
generation to imagine a system of arithmetic without a zero. The idea of the nonexistence of the unit has
to be understood. The understanding is as important as the comprehension of a unit.

The child is introduced to the concept of zero, intellectually and emotionally. Once the child is
familiar, in all respects with the numbers from one to ten we familiarize him with the fundamentals of the
decimal system.

When the calculations in arithmetic are made with large quantities are made they need to be
written. In the recorded form zero becomes an important symbol of remaining a 'placeholder' for numbers
in the hierarchies (ones, tens, hundreds etc.). Where there is no quantity in any hierarchy we write a zero
and it yields its place to the numbers later. Though its nature is that of 'nothing' it has a function of
denoting the absence of quantities in any hierarchy while a large number is written.

The first part of the Montessori arithmetic material is aimed to help the child to count. The child
gets introduced to the arithmetic of variables where the material is found in unbroken multiples of the
unit. For example, a piece of cloth which is reckoned as five metres is not five different pieces but one
long unbroken multiple of the unit of 'metre'.

Subsequently the child is led to the arithmetic of groups. This is the more common variety where
the material is found in identical, individual units grouped together.

The Number Rods as 'arithmetic of variables' help the child acquire the concept of the unit, the
succession in which the natural numbers occur, the relationship of the unit with other numbers up to ten,
the mutual relationship of the numbers above one to ten.

The spindle boxes show the Arithmetic of groups where the child understands the concept that
only when the individual units are held together they form the quantity and hence the number.

2.4 The decimal system

The decimal system is one of the systems of arithmetic that has been prevalent for a length of
time and has been found very useful for easy manipulation. It has made reckoning simple and, therefore,
popular. We go from one to ten and then to hundred and thousand. The Montessori material is designed to
help the child be introduced to quantities, the symbols and again the quantities and symbols via their
names. While the Static part of the material helps the child to become familiar with the laws of the
decimal system the Dynamic part helps him to apply the laws and thus consolidate the knowledge.

The decimal system recognizes only nine units in any hierarchy. The hierarchies are three in
number namely the units, the tens and the hundreds. These three repeat themselves in many levels. The
ratio of one unit of a hierarchy to the unit of the next higher hierarchy will be a constant 1: [Link] ratio of
one unit of a level to the unit of next higher level is 1:1000.

As the child works changing ten units of one hierarchy to one unit of the next higher hierarchy,
the knowledge of the laws gets strengthened. We take this opportunity to introduce the four arithmetical
operations namely Addition, Multiplication, Subtraction and Division while he works with the decimal
system dynamic part material.

The child has to be given the opportunity to put unequal quantities together to experience
addition, to put equal quantities together to experience multiplication, to split a large quantity into
unequal parts to experience subtraction and to split large quantity into equal parts to experience division.

To be able to understand the nature and function of the four arithmetical operations we have a
fund of parallel activities done individually by the child. Not only is the child helped to become familiar
with the operations but also helped to become aware of their mutual relationships. Moreover repeated
work with the material helps the child realize (and also reveal to the adult) that he commits the basic
combinations to memory without deliberately doing so. As the material concentrates on the basic
combinations he needs to know, the child finds himself competent to perform any arithmetical operation
on any hierarchy or level.

Another factor that needs to be remembered is that these experiences in the field of mathematics
are not part of the home atmosphere and are procedures to be learnt in the institutions catering to
education. Thanks to the repeated work with the parallel exercises the child remembers the basic
combinations (the tables). The next step would be to help him understand that these combinations are the
same whatever hierarchy be. Having given the rudimentary technique the child is now ready to work
without any materials other then pencil paper. We now wean him away from the materials.

A question very often asked by people when they learn about this method is, 'after ten we go on to
eleven, twelve etc. but you jump to hundred. Does the child not have to know the numbers from one to
hundred?' the Montessori approach does not deny the fact. It recognizes the fact that any number can be
classified when one knows the hierarchies as -one, ten, hundred, and thousand. For example, Eleven can
be termed as one ten and one unit. It would be arithmetically correct. But the Montessori Method would
want to help the child relate it to everyday life. All that the child needs to know are the traditional names
by which numbers are called. He needs to know because the society calls them so. Without knowing the
names he will be ridiculed by the society. Yet these names have no arithmetical significance. We have a
series of material that lend themselves to activities that help him know the traditional names.

We are often faced with the question, 'why is arithmetic not popular among school going
children?' Strange enough we find children, in Montessori houses of children, take to it with avid interest.
They seem to devour anything that is given to them. They choose arithmetic activities on their own and
continue repeating endlessly. That is the secret of Dr. Maria Montessori's work. She said that it is better to
give arithmetic to the hands and senses of the child rather than to the mind of the child. The whole
concept of arithmetic has been brought to the child in the form of material that he can handle and work
with. The learning process thus becomes a journey of joy into the realm of mathematics. Dr. Montessori
termed it as 'psycho-arithmetic' experienced by the hands and senses. Thus arithmetic becomes fun and art
of the human existence.

Assignment Questions

1. In a Montessori Houses of children we identify five steps in the presentation of arithmetic

How does each step lead to the next step so that the child is led to a coherent
understanding?
2. How does the introduction of the decimal system help the child in his daily life?

Lesson Three: Stories, Rhymes and Songs

Chapter Contents
3.1 Stories
3.2 Rhymes and songs

3.1 Stories
Content
A. When are stories narrated?
B. How long can a narration of a story take?
C. How should it be rendered?
D. Is it good to read stories to children?
E. Need to repeat
F. Do we need to prepare ourselves?
G. Will the child have an opportunity to narrate stories?

Stories fascinate every human being. Young or old, we like to listen to stories. This universal
phenomenon has given rise to several modes of narrating stories.

Stories play an important role in our lives. They provide amusement that seems necessary for the
relaxation of the mind. While we listen we may come across new words and the meaning is understood in
the context in which it is mentioned. It is a very effective yet unobtrusive way of adding to one's
vocabulary. It is not uncommon that we come across new pieces of information while we listen to stories.
 It must not be construed that stories are always fibs of imagination and there is no element of
truth in it. Real incidents can be narrated as stories. There is an abundant source of wonder in Nature. The
child can say, "Wow!" as he learns the truths.

Childhood is the time when a human being is not only interested but fascinated by stories. Earlier
times saw such children listening to even great epics in their own homes. The social changes from joint
family to nuclear forms of families have led to the declination of this exciting part of the child's life. Even
if it may not be quite a suitable substitute for the home atmosphere the House of Children has to take
some responsibility with regard to this. The adults in Montessori Houses of children need to equip
themselves for this activity of story-telling.

← • The adult has a good stock of carefully chosen stories ready.

← • She has to prepare herself to narrate them.
← • The story is told in beautiful, clear and simple language.
← • The stories are narrated in a clear, well modulated and expressive voice
← • The number of characters that play main roles is limited.

• They will not be fairy tales. The criteria, that have to be thought of, will include the content of
the story, the vocabulary used, the pronunciation of words, the tonal variations, the expressions
and the gestures of the narrator. Pictures can be good supplements.

A.. The content

The Montessori adult makes a good stock of stories either copied from other sources or prepared
by her / him. These will NOT be FAIRY tales or untrue imaginative ones. As we are referring to the
young child of three or four years we talk of the human being who is still trying to learn about the world
he has come into. At this time his development depends wholly on the inner order he makes with his
experiences in the outer world.

He is still to develop a sense of discrimination between what is real and what is fantasy that may
be untrue. He is in the process of getting the realities of the world and he is not capable of understanding
the symbolism or the allegories of the stories.

There is a myth that children love to hear stories about animals. Yes and No. They love to know
about animals because the animals and birds are part of the world they have come into. But it should not
mean that the ways of human life should be projected on to animals For example animals belonging to
different species running races, animals being greedy, animals that cheat, animals talking human language
etc.
Dr. Montessori would say that the child has a special hunger for realities of the world. There are
many magical things in nature that are worth mentioning and, at the same time, they are TRUE. Why
should we not choose such topics? The ugly caterpillar turning into a beautiful butterfly is as magical as
the pumpkin of Cinderella turning into a royal coach. Stories from nature can satisfy this need of wonder
in children.
Would that mean that the imaginary characters have to be totally thrown out of the world of
stories. NO. The child of seven, Dr. Montessori says, is the one who can enjoy stories where his
imagination is mobilized. He can, at this stage, discriminate about what is real and what may not be. He
can enjoy stories even when he knows that they not true. It is very much like what adults do. Child's
imagination based on the knowledge he already possesses makes it healthy.

The stories we choose to narrate in Houses of children can belong to two groups.
← • One is that the child can relate the experience in his own everyday life. The children will
enjoy the narration of it because the incidents show themselves as moving pictures in front of them. They
can recognize them. This provides reinforcement of the experience and the consciousness about it A
grandfather tells his grandson about the days he went to school The child loves to hear it and asks for it
repeatedly. Have we not seen this oft-repeated phenomenon?
←
← • The other category includes stories from real life that the child can understand but may
not have experienced himself. Stories about children in other countries, the little tales from history. The
great skills of animal, bird, fish or even insect life can be fascinating. The social life of ants or bees can
keep the child thrilled for a long time. The features of a fairy tale are all there in such stories.

B.. When are stories narrated?

In a Montessori House of children any time is story time. Many Montessori directresses comment
that when the children start working with the Montessori educational materials there is hardly any time
for stories. It is the ingenuity of the Montessori worker that helps in finding time for stories.

Story time need not be a fixed time or a time when all children gather around the circle. The time
when children are waiting to be picked by the parents or others can be a wonderful time for stories. Apart
from these the directress should find moments when a few children are not doing anything in particular.
She can gather them around and give a story. It is not necessary to have the whole community gathered.

C. How long can a narration of a story take?

In Montessori House of children we advise that the stories for children be given for about
three to four minutes. The child needs time to 'chew the cud' as it were. The story should not have too
many characters or incidents. It should be something that he can visualize and re-create in his mind.

D.. How should it be rendered?

There need not be announcement of a story, for example, "Now, children, I am going to tell you
all a story, a story of a butterfly" etc. etc We need not start by saying," Once upon a time" etc. The child is
still to learn the concept of time and the phrase does not make any meaning.

A story can be a continuation of a conversation. We should not develop an artificial way of

speaking while narrating stories. The language is simple and clear. Try to use words that the child will
understand. Occasionally a new word is used which might provoke the child to ask "What is that?"

Clarity is the watchword in story telling. Going back and forth in the sequence of incidents spoils
the effect. That is why it needs good preparation.

The voice should be well modulated. While relating to conversation between the characters in the
story it could be like how they would speak. Emphasis in the right places is very important to carry the
import. Care should be taken that the narration is NOT done in an artificial tone or manner.

Visual and auditory effects add to the effectual transmission of ideas. The charm is added with the
tonal effects and the facial movements of the story-teller. Every culture and nation has its own great
names mentioned as their best storytellers. Even though there are different ways the most effective and
interesting way is when the story is given first hand.
E. Is it good to read stories to children?

Many of us find it convenient to read rather than narrate because we are afraid we might miss
some details or we are not sure of our vocabulary. It is good to read from books excepting that the
possible repetition becomes monotonous and devoid of possibility of introducing new words. There is
also a possibility of reading stories becoming mechanical. Reading should be like speaking, Madame
Montessori would say. This "speak-reading" should be cultivated and practiced.

F. Need to repeat

Three or four year olds love to listen to the same story over and over again. They are still building
up their knowledge and bearings in this new world they have entered. So we repeat the stories untiringly.
Care should be taken not to change the details in the story. The same details are very necessary for their
building up their orientation. So, if in the story the butterfly was pink, it needs to be pink every time we
repeat. But we will take care not to repeat the same sentences in the same manner.

G. Do we need to prepare ourselves?

Needless to say it requires a lot of preparation on the part of the adult who narrates stories to
children. All the efforts of an actor in a play rehearsing for his appearance on the stage would be
necessary. It is recommended that the persons in charge practice in front of mirrors to get the required
effect.
This is apart from the preparation of the contents of the stories. It will be a good idea to prepare a
list of stories and write them in a notebook for reference. In a House of children this will be useful for all
the adults in that environment.

H. Will the child have an opportunity to narrate stories?

Of course, YES. A Montessori House of children worth its name should allow the children to
narrate the stories -NOT repeat the stories offered by the adults, but his own. If their narration becomes
too long the adult intervenes gently and say "we shall continue later"

The adults must take special care NOT to laugh when children narrate stories. This is a very
common occurrence in the child's world. Laughing at children undermines their self-esteem ,We do more
damage than good by laughing. Laugh WITH children and not AT children, Dr. Montessori would say..

3.2 Rhymes and songs

Children love listening to rhymes and repeating them for THEIR OWN pleasure and satisfaction.
←
← • In the choice of rhymes, the adult is guided by most of the criteria that refers the choice
of stories. Rhymes which make no sense or those which cannot make sense to a child of 2 ½ years are
avoided.
← • The adult WILL NOT show 'actions' and WILL NOT make children repeat those actions
even while reciting the so-called 'action songs'. Let the children make their own action.
← • Carefully chosen folk songs with their simple, yet lilting tunes using sophisticated yet
beautiful names appeal to children.
← • Singing is done SOFTLY by the adults and within a limited range of notes.
← • Children are free to join in recitation or singing when they feel like it. When they do, they
are encouraged to recite and sing softly. There should be no compulsion. Nor is there a necessity of
singing loudly.
← • If the adult in charge has no voice for singing, she could get somebody else who has, to
sing for the children, or she could play some well chosen records on a gramophone or recorder.
← • Duration of each rhyme / song can be from 3 to 4 minutes.

Assignment question

1. The child passing through the first stage of development needs “reality ‘in the stories,
rhymes etc whereas the child of above six years can go into the realm of unreal stories
also. Explain this phenomenon and the adult reaction to it
2. Write a story for a three year old, something from real life Imagine you are narrating it.
Take care of your vocabulary. Let it be suitable to the child.

Lesson Four: Development of Movement

Chapter Contents

4.1 The philosophy of movement

4.2 Movement in the human body
4.3 The mechanism of grace in movements
4.4 Development of human movement
4.5 Hands -instruments of learning
4.6 Studies of 'handedness'
4.7 The contribution of the educator
4.8 Analysis and synthesis of movements
4.9 Activities in Montessori Houses of Children

4.1 The philosophy of movement

The world of Man cannot be imagined without movement. Movement indicates life. In
animal/bird/fish life we can realize that immobility is impossible. Even those classified as immovable
(plant life) manifest their life by movement.

The human kingdom isolates itself from other nonhuman living beings by their capacity to work
with directed movements. There is movement in every area of human work -personal care, care of the
environment, social behaviour, intellectual work etc. When we consider the Child as part of the human
family we need to consider the importance of movement in his life and development.

4.2 Movement in the human body

In the general development of the human being we can see the role of the brain, the senses and
the muscles. Among these the muscles are the ones that execute the movements. These movements can be
considered as voluntary when controlled by the brain. This control is made possible by the senses feeding
the brain or intelligence with the right messages. When these capacities work in cooperation the last stage
remains with the muscles that make the movements. 'Movement thus becomes the last part that completes
the cycle of thought' says Dr. Montessori. This coordination creates the unique characteristic of Man
namely 'WORK' possible.

Movement is a mode of human expression. Animals too express themselves by their movements.
Dr. Montessori asks, "Can we ignore this fact in Man?" Movement becomes a system of healthy
relationship with Man's environment (establish, maintain and restore conditions). We see the importance
of movement without which no expression is possible (sign language, body language, speech, writing
etc).

Man's aspiration at the highest level is that of spiritual perfection. Dr. Montessori asks, "Is that
enough? Can Man be selfish? Does he not circulate his experiences and thereby express them?"
Movement should occupy the place of a servant of the whole life and the spiritual economy of the world.

Mental life and development depends very heavily on senses, development of speech on hearing
and observation and understanding depends on the sight. This coordination of the brain and the senses has
to be made in the very beginning. Then, and only then can there be any human expression. Dr. Montessori
says "Here is a very good reason why Nature keeps the human being very immobile during infancy; when
the coordination starts. Nature gives the human being the facility for locomotion".

In a child we see movement/work as a manifestation of the development of the mind. While he

acts on the direction of the intelligence there is an extension in the understanding. Scientific observation
shows that intelligence is developed through movement; movement helps psychic development. Again
Movement has a great contribution to offer in the conquest of language that is one of the most
fundamental conquests to be made by the psyche of the child.

4.3 The mechanism of grace in movements

When the child performs work it becomes a coordination of the brain, senses and muscles. In
Man the mechanism of grace is not evident at birth but has to be created by physical experiences working
at the environment, done with coordination. None of this coordination is established at birth. But there is
a wide possibility of movements. The variety of movements is immense -massive to minute. Dr
Montessori calls it 'harmonized opposition'. The child is endowed with the capacity or potentiality to
coordinate these movements. Man has a great diversity in skill in action but must create it by will,
subconsciously or voluntarily. The combination of the brain, the senses, and muscles in collaboration with
emotional and social development can lead one to what we term 'grace'.

The human being himself creates the variety and therefore he can decide which ones to develop.
But there is a price to pay. He has to work at it repeatedly to obtain that versatility. Because of this factor,
the capacities vary from person to person. This individuality is very easily seen in the human beings. The
muscles are too numerous for all to be exercised; but there are a certain number of exercises below which
it is dangerous for psychical life to go on. The human being may also perish.

We need to remember that, when a person trains on very large gross movements, the mind also
remains so. When he works on more refined movements the psychical capacity also becomes more
refined. It has also been proved that the quality of possible movements of a person has a close relationship
to the quality of mental capacities.

4.4 Development of human movement

 Man shares the characteristics of mammals by having four limbs. Mammals develop all the four
limbs simultaneously and according to the species; the form and the function vary. They are
predetermined.

Among the mammals Man is an example of developing the limbs two at a time. The form and the
functions of the hands and legs are different.
Considering the development of the legs and feet we can see them from three different points of view.

Biological -Stand on two feet

Physiological -Balance and walk
Anatomical -Keeping whole feet on the ground.

The legs have a task of gaining and maintaining equilibrium. Biological guidance for the
development of feet, to put the whole foot down in order to get the equilibrium is given by Nature. We
can identify four steps in the process, especially in infancy.

← • Sit
← • Roll
← • Stand with support, Stand without support

• Walk with help, Walk without help. The logic of Nature seems to be to stand upright, walk and
become steady and move to take part in the life around. This indeed is a great achievement of
independence on the part of the human being and very predictable.

Walking, as a human conquest made by the child, is proclaimed as not only an achievement made
at the physical level but also as booster for the most necessary ingredient in human life and development-
self confidence and self reliance. The modern psychologists recognize this fact. It throws open varied
scope for mental activities also.

4.5 Hands -instruments of learning

The other two limbs, meaning the hands, seem to have a different method of development. In the
history of evolution we see a great landmark when the thumb starts acting against the fingers and not
along the same direction as seen in earlier rungs of the ladder of evolution.

Hands depend, for their development, not only on the psyche but also on the psychical life of
difference in time in different racial groups
.
Intelligence of the child will reach a certain level without the use of the hand, but with it a still
higher level is reached. The child who has used his hands invariably has a stronger character.
Dr. Montessori says" Child's intelligence can develop to a certain level without the help of hands.
But it raises the child to greater heights with handwork. The strength of character becomes conspicuously
stronger"
.
In the individual's development of hands we see that the first attempt in that of grasping and that
grasping is done as an intentional movement. 1st step -Grasping -prehensile, instinctive to conscious
movements
Six months -Intentional movements
1st year -Hands exerting the maximum, creating challenges, imitation of characteristic
movements, making efforts to fit himself for life and Independence. There is nothing biological or
physiological in this.
Hands can perform an immense variety of movements. They are not predetermined but depend on
the individual. Therefore there is every reason to believe that it has something to do with the development
of the mind. Dr. Montessori would take it even to the soul or personality. The hands thus become
instruments of learning and the variety in these movements depends on what activities they have
opportunity to perform.

Around the time the child is one and a half years of age the leg movement and hand movement
coordinate. For instance, carrying a heavy object. This is another milestone in development. Nature
prompts the child to exert the maximum effort.

Dr. Montessori talks at length of the study of history and ancient civilizations being made
available to us only because of the work of hands which also reflects the mental height of those who
created the masterpieces. Civilizations -artifacts, historical relics reveal that hands combined with the
emotional lives reveal the quality of the lives of people. Hands seem to have followed the intelligence, the
spirit and the emotions.

Dr. Montessori would exhort us about the misconception with regard to human movement.
Educational theory thinks that people have to "sit still for intellectual activity". Therefore educationists try
to separate movement from thought. This even leads to alternating mental and physical activities in
schools. Montessori refers to it as the coordinated work of the red and the white man as an intimate
reciprocal relationship. The red man indicates the circulatory system and the white man refers to the
neuro-muscular system. Maturation is a great factor in this development.

In conclusion the senses gather knowledge for the intelligence and the intelligence together with
the Will carries on the work with the help of the muscles. Separation of movement and thought is
injurious to development. To consider strengthening the muscular capacity alone as a means of
strengthening the physique can be detrimental. It would be like making a prince (muscular system) live
like a slave to a shepherd (mere vegetative life -for creating appetite or strengthening the lungs). It must
become a contributory factor to mental development. Eventually it should lead to emotional and spiritual
enrichment.

4.6 Studies of 'handedness'

Some thoughts about 'handedness' -Handedness means the predominant use of one hand. Two
factors determine the 'handedness'.

1. The preference for one hand as compared to the other

2. The proficiency or skill with which the hand can be used.

Studies of 'handedness' have shown that, at birth, the child is ambidextrous. Earlier it was
believed that the child was born either right or left-handed. It has been proved otherwise. During the first
year of life the child uses both hands without any particular preference. In the second year, usage of left
and right is done, shifting from left to right as the necessity occurs -for instance the proximity or the angle
in which an activity has to be performed. Until he is two and a half and three and a half years the child is
ambidextrous using both hands with equal proficiency and frequency. This bi-laterality is very marked at
this stage. From the age of four to six years there is a preference to unilateralism or a predominant
preference to using one or the other hand. Such preference can be observed in the speed, accuracy,
strength and steadiness in the movements. There are some advantages in being right handed.
1. Learning is facilitated because many gadgets or other equipment are manufactured considering right-
handedness as normal
2. Guidance and demonstrations are meaningful (as demonstrators are right-handed)
3. Skills are speedier and less fatiguing. Left-handed people are handicapped by the lack of clarity when
the demonstrations are by right-handed people.
4. Left-handed people seem to feel different in a group where the majority is right-handed. This
can be a social handicap.
5. All these singly and collectively can affect the development of the integration in the
personality. Forcible attempts at changing the child's handedness may result in psychological
damage in great extent and duration. The child's inclination to change, the age of the child when
such a change is attempted, the child's experiencing an advantage in changing, the child's
personality development so far. These may reduce the extent of damage.

4.7 The contribution of the educator

While we accept these facts about the development of movement in a human person and the
contributory nature of this in the total holistic development, it is but imperative that we acknowledge the
same in the development during early childhood.

Childhood is the best period for this development because of various reasons. Reasons are that the
muscles are more pliable and muscular movements are not painful. Learning new things is not difficult
for the Child, as he has no conflicts with previous learning. During the sensitive period for motor
accomplishments there is an eagerness for making conquests of complex movements. Moreover the child
enjoys repetition that is the basis of acquiring motor control in movement.

The question, naturally, arises about what we, as educators, should do in this respect.

Realizing the importance of directed movements in the well being of the person is, perhaps, the
first step. This should lead to not restricting the movements of the child in any manner. Probably we
should be encouraging the child to make his own attempts in a variety of movements.

The importance of freedom of movement in the educational environment and in the home
situation cannot be over emphasized. Self-motivated movements build self-confidence and self-reliance.
It will be necessary during the early trials at locomotion the child will need an understanding, non-
interfering protection from the adults.

Lack of adult superintendence does not deprive the child of ability or will power. Children learn
to carry out actions as and when necessary and also learn to be motionless at appropriate moments. We,
as educators, should supply the means of development for separate actions and also the liberty to make
use of them. His inner sensibility will help use the actions at the right place at the right moment.

Movement is an essential feature of life. Education cannot be conceived of as a means of

moderating or inhibiting it; education should aim to a better expenditure of energy, while normal
development is allowed. Modification of movement is innate in children and is associated with differing
proportions of the head and the body of the growing child. The postures of relaxation also vary
accordingly. This needs to be understood.

Creating opportunities and providing stimulation for the child to perform well directed
movements will become necessary when the child starts coordinating the leg and hand movements.
 The adult will be well advised not to equate adult ideals to child life. Efficiency in adult life
would direct to minimum effort for maximum results. In Child Life, repetitive actions are performed until
the control in effort and direction is achieved. Nature ensures that the child has the innate urge to repeat
the actions. We should be capable of abetting such urges. It is often observed that the child stops or slows
down repetition naturally when mastery over the particular action is achieved. Exerting maximum effort
seems to be child nature.

4.8 Analysis and synthesis of movements

The analysis of movements which form part of the presentation of developmental activities show
that every complex action is made up of successive incidents quite distinct from one another. Trying to
recognize and to execute them exactly and separately is analysis of movements. Analysis helps synthesis
and vice versa.
Positive help is offered in analyzing our movements during our presentations of exercises of
practical life. This goes a long way in helping the child in not only knowing what movements are to be
made but also how and in what succession they have to be made. It also ensures that unnecessary
movements are pruned off.

4.9 Activities in Montessori Houses of Children

Choosing activities to be offered to the child in the realm of exercises of practical life must be
done taking into consideration the possibility of making large, small and minute movements in isolation
and combination. So also consideration is given to hand movements, leg movements and both in
coordination.

The exercises of practical life are not regarded as gymnastics but work. Interest in the familiar
work and variety in them help combat fatigue. They serve the intelligence and help in the functional unity
of the human personality. Movement in itself may seem a crude affair but with the desire of perfection its
value increases. To enthuse the children to perfection at this time of life when the sensitive age for
movements is alive makes life immensely productive, educationally speaking, because the teacher is
giving definite knowledge to people who are avid for it.

Activities like Walking on the line and Silence Activity go a long way in helping the child in the
inhibition of movements in a controlled manner. Mastery in the movements is to be acquired in both the
exercise and the control of movements. Economy in movements is the essence of grace in movements.

Offering motivation or stimulation to perform activities becomes part of the guidance given by
the adults. It is not sufficient to offer stimulation verbally or otherwise but it will be essential for the
adults act in the same manner, as the children should perform the movements in order to develop the
control over movements. Living and acting models are offered in the teacher's indirect presentations.
Though teaching or acts of trial and error are accepted methods, Imitation becomes the most effective
assistance in motor development.

Though extreme caution and care is taken with regard to the presentation of movements in the
exercises of practical life it is quite commonly noticed that this is not exercised in other groups of
activities. Directresses in House of children would have to take note this possible lapse on their part.

Language activities and Arithmetic activities also need guidance in movement patterns to be
acquired and stored in the muscular memory. (Writing and Recording).
 When the child is a master of his movements he also makes a conquest of his independence. The
value of independence in human life and development cannot be overemphasized. The educators, who, as
adults, enjoy the dependence of children on them, do well to comprehend the need of the child to gain and
grow in independence.

Even after the sensitive period for acquiring mastery over complicated complex movement
patterns fades off we continue to pay attention to the control of movements realizing the high educative
value of having the capacity to perform well directed movements.

"Very often the educator can be the strongest obstacle in the child's education on movement."-Dr.
Montessori. It may be worthwhile to contemplate on some of the psychological damages that can occur if
the child does not receive proper conditions that he needs to develop his motor capacities and
coordination. One of the main difficulties is termed as "awkwardness in movements." Studies in motor
coordination in childhood have shown that the psychological damage of awkwardness is, in many
respects, even greater than the physical". Inferiority, jealousy with other children, resentment, dependence
and boredom are some of the psychological impairments that have been indicated by awkwardness.
Among many other causes cited as causes of awkwardness, lack of motor coordination or capability is the
one that seems to be predominant. Certain reasons like excitement or rapid development period like
adolescence may also be the reasons why the awkwardness happens. But it is temporary and so does not
affect the personality totally and does not leave psychological scar on it.

Perhaps the next time we are tempted to say to a child 'KEEP QUIET' or 'CAN YOU NOT SIT
STILL?' it may be good to think of what movements can do to development and refrain from restricting
the child.

Assignment Question

1, “Development of Intelligence depends of directed movements. And, in turn, Intelligence

directs the refined movements “ Give your comments on this statement.

2. What steps does the Montessori Method advise to promote ‘movement’ in the Child?