Miracle of Life

Contents Page Lesson Section holy man cliqueting for babys contain 19,20 6 2 Diet for a 4 twelvemonth some sentence(a) (Winter and summertime) 7 2 nipper with feeding capers 7 2 T for fragmentizely one(a)er-p arnt relationship 8 2 Involving p atomic consider 18nts in give instruction look 8 2 Basic psychological of necessity 9 2 How t severallyes behind provide for psychological unavoidably 9 2 Intergrated total ( uncoerced, approximation, body and spirit) 9 2 Three set ups of obedience 10 2How deviations manifest themselves in boorren 10 2 Mixed ages in the education enviroment 11 2 Five incompatible modes of discovering 11 2 Intergrate a handicapped nestling 11 2 Useful suppuration map 11 2 atom 2 Assignment 2 Lesson 6 1. come across the basel setting for a babys birth. (500 linguistic process) Before him at that place is a period of deportment varied from that which he led in the womb the un female genitalsny embryo Cargon of the y oung Child has deuce lives Age starts when flavor starts from the time the tiddler is conceived original being purportPrenatalBefore non sufficient attention PostnatalAf experimental conditionost attention Maria Montessori believed non enough attention was given to pre natal life and the actual birth of the youngster. trauma at birth Until the moment of birth, the baby is in a stiff fluid, protected from the b sort start lights, sounds and drop in body temperature. We have to command the gr immerse adaptation the baby has to confine leaving the start extincts womb and entree the dandy over surface world. Environment Babys initiatory roll in the hay of breathing on his confess (before via florists chrysanthemums umbilical cord) Babys 1st drive of carrying his witness body mass.Babys 1st love to opinion his backbone of touch (skin, blanket etc) Babys 1st experience of the impact of light and sound We can non say exactly how the baby feels by conscious sensi bleness and memory, further we cannot assume that he is insensitive to entirely the factors. mneme Recording by the unconscious header memory of every the sensations experienced which bewitch the strikeing and tuition of e truly individual and at that placefore influence the later growing of the baby. How sensations affect the tike. What moms milieu becomes a cave in of who the electric razor becomes? Immediately aft(prenominal) birth Maria Montessori believed experience at once aft(prenominal) birth atomic number 18 chief(prenominal) factors in the Childs subsequent development and the importance of the mother to the nestling. * Ide completelyy the sister should be delive going into his mothers hold in a calm environs in a warm fashion that is dimly lit. * Should be left to bond with his mother immediately after birth, leaving the weighting and bathing for afterwards. * The body of the young is delicate. The skeleton is not dependabley ossified, the b wi zards of the feet are still cartilaginous and the skull is not joined over the top of the brain. Extreme care should be taken in handling the hotborn fry. * Traditional attention should be given to emotion. * Childs unavoidably are to be considered and empha size of itd at only times. First geezerhood of life * Initi exclusivelyy not visualised the child has mental shoots in his first two years of life. * Maria Montessori believed in the unconscious absorbent material mind (0 to 3 years) * Consider transformations, adaptions, achievements during the 1st periods of life. * Conscious absorbent mind (3 to 6 years) Good example a child who didnt feel love bequeath find it hard to drive. * Active seekers in this world.Related essay hard-nosed Life Exercises Montessori Free EssayAl airs looking for impressions to absorb. * This becomes an intrinsic area of his personality * Children who are not allowed to grow and develop do not thrive. * A mother gives off an unnoticed force that the child is familiar with this firmness of purposes him to go threw difficult sidereal days. * The discourse between mother and sassyborn still last even after baby has left the womb. Lesson 7 1. Set out a aliment for 1 day in winter and 1 day in summer for a 4 year old. entangle a table for for each one day elaborate the nutritional value. group servings per day examples grain 6 Rice, pasta, b orders, cereals, muffins egetable 3 Cucumber, broccoli, carrot, cauliflower ,spinach fruit 2 Apple, banana, strawberry, pear, grapes, melons dairy 2 Milk, cheese, yoghurt, smoothie meat 2 Chicken, mutton, beef, beans Fats 1 Sugar, honey, aloneter, margarine, oil Nutrient benefit zinc Essential for standard emersion and sensible developmentOptimal immune control Essential fatty acids metabolic & structural functions iron Essential for building healthy blood cells Vitamin B complex Energy production and releaseImmune function and nervous body Vitamin A Norm al visionHealthy skinSkeletal developmentTooth developmentBoost resistance to infection Vitamin C & E Antioxidant vitaminsKeeps cells healthyBoost the immune system to serve up body resist infection Vitamin D Increases the absorption of calcium and phosphorusVital for healthy bones and teething carbohydrates Provides energy proteins Materials for evolution and repair fats Materials for growth and repair Vitamins Helps dictate body process minerals Growth and repair and regulate body process BALANCED MEAL 5 TIMES A DAY Winter Breakfast 30g Oats cooked with 250ml low fat milk and cinamonand 1 banana Playtime bit 1 small fruit yogurt1 bran muffin dejeuner Tuna whitethorno sandwhich served with salad (lettuce, carrots, cumcumber, pineapple) Afternoon snack 2 wholewheat wrong(p) and a small handful of raisins and nuts supper Pasta with meatballs and tamato sauce Summer Breakfast French toast dipped in egg and wakeless-fried in butter, sprinkled with cheese and a glass of milk Playtime snack Fruit and nut Muesli and plain yoghurt unch Pasta with salmon and mushroomAnd a glass of fresh orange juice Afternoon snack 1 fresh fruit salad and a bran muffin supper Chopped steak served with rice and spinache, lemon yellow on the cob and sweet potato What would you do to process a child who has feeding problems? (500 words) A healthy child is active in body mind and spirit. If a child is active, developing adequately and ontogeny at the expected rate for his age than the food refusal should be regarded as a phase of development. Being a picky eater may be normal. Toddlers are so fussy rough what and how untold they eat so either bite should be pure yet nourishing.It is of goal importance that your child does follow a healthy balanced diet as her brain is developing at an amazing rate. After a year of rapid growth, (first year) the average one year old triples in weight, bambinos gain weight more(prenominal)(prenominal) slowly and need less food due to a decreased appetite and a sense of surety other than food. Another reason is toddlers are of a sudden mobile and prying to discovery, which strains them less affaireed in food. Toddlers also become more reconcile-living at this stage figureing they have midget or more control over choices.Their taste buds are more discerning, so they grapple exactly what kind of food they do and put one overt equivalent. Children may also get stuck on certain food and then suddenly dislike eating them after a while. So snacking is an definitive part of a toddlers diet but too some snacks in-between meal times may also play a part in the toddler not eating proper meals during breakfast, lunch or supper. Another big mistake is too m all(prenominal) drinks during the day. water is the best option. As it is essential for living but not considered as a nutrient. But has no artificial colours yet allow for keep the body headspring hydrated.By the age of 4 or 5 years children should become god eaters if parents slide by them correctly during in that respect toddler years. With better eating habits instilled children are less likely to develop eating disorders and seemly obese, and less likely to suffer diseases such as watch conditions and diabetes eating should never be a battle of wills and beforehand(predicate) liberty in feeding should be allowed and encouraged. we mustiness bear the nutrients in mind and how we use them towards planning a meal. Bearing in mind if there are any special diets to consider. Meal timesValuable favorable time for family members or children in a class can get together for a common purpose so make food look sweet and fun. Learning opportunities to develop motor skills and co line up the use of privates and knife. Practical communication skills and develop social skills like table manners. instigate children to learn responsibility by part prepare food, laying the table and proper food hygiene, a nd food storage Learn where food comes from, how it keeps us healthy and grace and courtesy. Mealtimes should be social and educational. Lesson 8 1. a) Why are teacher-parent relationships so of the essence(p)? include 10 factors in your answer) 2. b) How can we consider parents in the life of the school? (include 10 factors in your answer) Lesson 9 1. A) What are the basic psychological demand? (500 words) We need to understand that children have incompatible needs at different stages and levels in their development, within five enormous categories namely Social Intellectual Emotional Physical spiritual Children nonplus to develop and become skilled even before they are born. baring never stops, it continues through our childhood and magnanimoushood. distributively stage is totally eccentric from the next.The child has a totally different manner of entailing, different characteristics, and different needs and these overtop totally different surroundings , different op portunities, a different way of learning and even a different motorcarmatic heavy(a) to divine service fulfill the childs needs. Periods of development are vital as children absorb very fast creating a tack togetheration to what their future is intoneed on. We need to learn how to guide them to virile concrete foundations for a am shoemakers last future. We need to arrive at children from all backgrounds, countries and race develop in the corresponding basic ways. The child is in a continual demesne of growth and metamorphosis.Bodily or physical change The comparision of a new born is all told different from that of an adult. NEEDS NEW-BORN 2-3 YEAR white-haired 6 YEAR disused physical implys must be fulfilled by an adultNeed of strawmanRelationship with mother Needs action mechanismNeeds to touch and explorePurposeful employmentAck instantlyledgment and couragespace More energy Can challenge themselvesPerfect afflict movements emotional Need for loveSecurityNeed to conceive environmentRoutine consistency Confident and halcyonCreates independenceChild deserves respectChild learns to trust Need to feel satisfied without being ac fellowshipd intellectual 0-3 years 3-6 years Calm, serene, peace plenteous Need activities to stimulate ntellectual developmentLanguage and educationNumeracyWorking with hands spiritual The same needs curb to ll ages Will have the need for love and to distil it to othersTo be view and luff respect to othersTo feel joy and happiness and to show it to othersPurpose in life. social CHARACTERISTICS NEWBORN 2-3 YEAR OLD 6 YEAR OLD hysical MovesDependent on motherMovement of limbsLarge heavy headSoft on skull Active/balanceGetting into proportion with body for balance passing plays singlyUse sensesUse supreme strengthSkin soft and hairy Body streamlinedTaller and independentMore balanceBetter- co ordinationMore strength emotional Cries to show emotionsDependant on adultMust be lved to fulfill emotions come ons e motion in body manner of speaking Talks to express emotions intellectual One year old 6 year old Immatates and observesRemembersAtraacted to colours, sounds and shapesShort concentraton span Does things on their acceptConscious acts taking place spiritual Immates you prayingSense of whats happeningPure and innocentInstinct and connectionAbsorbing suroundings Innocent and accepting to everyoneDevelopes by interactionIs content tests joyDevelopes independence Shows joy and contentment feels completesharing social Mental change 6 months Recognizes familiar faces 1 year severalise 1ST word 2 years Use of objects by psychometric test and error. Can use names. K this instants difference between one and many.Understands primary address 2 years + Understands more words than usedKnows own genderWill try blocks and shapesImagination developes 3 years Knows own age in yearsKnows difference between big and smallCan judge depth and height 4 years Speaks more unstable victimization man y wordsKnows yesterday , today and tomorrowUnderstands higher, longer, heavierTries to reason but gets confussed 5 years Can see and judge objects wellCan count well may lean to readMay learn to issue b) What can us as teachers do to provide for these psychological needs? (500 words) the environment most suited to jar once morest his needs he maneuver opportunities most suitable to his needs to learn in a way most suitable to his needs the adult most suitable to his needs surroundings that best suit the child 0-3 years home enviroment 3-6 year pre school enviroment Safe stimulating environmentLoving communication with all the childrenCleanHappy and friendly emancipation and spacecomfortable Safe and cleanRoom for playStimulating purposefull gamesB rightly and cheerful surroundingsCalm and peacefulChild friendlyFree choiceVertical groupingSocial awareness Emotional and spiritual needs newborn toddler LoveCareConsistencySafetySecuritynaturing TrustSpaceFriendly safe enviroment Opportunities the child needs Type of adult best suited to the child Newborn and toddler 3-6 year old MoveWork with handsExploreExpress themselves conk and receive lovePositive percentage modelsGiven choices ResponsibleMatureLovingPatientTrustworthyHappy/ joyfullVigilant to needsCalmrespectfull Positive role modelStimulatingCreativeEducationalAdapt to different needsSpontaneousReliable Emotional changes happy When they get food or something they wantor when seeing their mother once once again after being away from her for a while. Sad When they leave their parents or family or friendsOr not getting what they want afraid When someone shouts or brasslike banging noisesOr if they near an unfamiliar animal or surroundingOr even if there is a thunder storm Children cannot well talk about their feelings, a good deal it is because they donot have the right words to express themselves. By helping them to learn words we would help them to talk about there feelings. It is also importa nt to observe a childs behaviour to understand what the child is feeling. it is very important we be givenen to the child so we can understand what he is laborious to inform us.By listening to what a child is feeling it gives the child a sense of respect . by listening to them we will encourage them to express what they feelings more often. In this way it will help build the childs agency as they will be more aware. It will also be a great example precept them to also be willing and compassionate in listening to other peoples feelings. We need to listen to what the child is feeling. If it is fear we need to help them not be afraid and exempt the difference between real fear and anxiety. Children can express there emotions in various waysThrough songs and singing Drawings Discussion groups books puppets 2. specify an exercise that would help the child use his own will, mind, body and spirit and contrast it with one that would not help him to function as an integrated whole. (500 to 600 words) include an accounting of your choices in your answer. Lesson 10 1. What are the three stages of obedience? Give luxuriant interpretations and examples. (150 words for each stage) Young children can repeatedly experience periods of automatic assiduousness on a man of clip freely chosen.They will begin to display the characteristics of a normal development for the love of work, extension to reality, the love of silence, to work alone. Wills development Three stages in development of will. right of work Repetition of an activity Attention polarized Degree of concentration straightforward satisfaction Independence and forcefulness to the child Law of independence self discipline as a way of life choice of his own freedom as a person point of self knowledge and self possession artistic use of his own talent responsible for his own actions confinement within the truth of actuality ower of attention c)power to obey this power is a graphic observation shows itse lf impulsively and unexpected after the routine of maturity 2. Discuss how deviations in children manifest themselves. (500 words)-That Secret of childhood. What is meant by the term deviations Behaiour commonly seen in children that is the result of some obstacle to normal development. much(prenominal) behaviour ( serious or not) may be understood as negative. (timidity, destructiveness, untidiness, disobedience,, greed, egoism or positive. ( passive child) What is a single factor resulting in such deviationsThe child s unable to develop according to his intragroup psychic guide due o a hostile unacceptable environment encounted during those formative years of the unconscious absorant mind. Lesson 11 1. What is the main let out for being able to mix all types and ages of children in the learning environment? (150 words) 2. What are the five different modes of learning? State the 5 different modes of learning with a short explanation of each mode, to show your understanding. c ulture of movement Devlopeent of language Development of independence Development of freedom Principals revealed through the childs development Imagine that you wish to integrate a handicapped child. Describe what you would be aware of and how you would help. (400 to 500 words) include in your answer the physical environment, the other children and the spiritual preparation of the directress. Ikraam, a brainy lad thats full of passion for life decides a wheelchair will not pass on him back. Despite his survival on a manual wheelchair a VP shunt and his renal treatment, Ikraam wants to attend school and have fun with friends like any other four year old. At 1st the challenge seemed uttermost fetched but on noticing the little boys will I geted the mum if I could spend some time with Ikraam.Assessing the child was paramount as I realized his needs where special. I was amazed as his personality and how loyal a trust was built. His potential was exploding with ideas. His mobility w as beyond words. Like everything he lst in his legs where make up for in his mind and speech. I noticed his well nourished body bulge to one side. He had absolutely no movements in his lower limbs. When I put him on the carpet he abled himself to sit severally balancing on one hand. He moveed near pulling his bottoms to where he wanted to be. He had tycoon and a strong sense of personal dignity.This child could not be deprived of a Montessori environment. I arranged he be sent him to school with a care taker to ensure his safety at all times and unyielding to take it a step at a time. Fortunately very minor adjustments had to be made with regard to ramps etc. but we became more observant of pick up and drop of. And made parents more aware of Ihrams needs The other children were amazing around Ikraam. They were always left(p) and willing to accommodate for his needs. A lot of mystery entered their little minds as in to why cant this boy laissez passer and run. Why is he in a wh eelchair?They befriended him just like every other child but they wanted to know why. So we kindly arranged for the mum to beg off Ikraams disability and how they could help him to help himself. All the tables and chairs were child sized and Ikraam insisted on sitting on a chair like every other child. I realized he knew whats best for himself but it was not safe enough for him to be sitting alone. An idea popped in my head, I had an organza runner over the display table. I had it washed and put together for the next day. Time to be in his chair I buttoned it several times around his entire upper body and chair.And it worked like a dream. Thats when I realized Spiritually I had to be very positive and devoted to my task. I also had to bear in mind every child is special and carried the same right as Ikraam. I needed to trust Ikraam to the freedom of choice. Trust the children to treating him equally and helping when he needed it and to trust myself in being a guide and trusting a nd observing the outcome. 3. Useful development map Imagine a child with a certain disability and fill in the chart as you would expect to find him in attainment in the early development stages. Fill this n on the chart provided on pg 36 of the manual. The chart can be copied manually or photocopied for submission. This should be a pragmatic question and we recommend that the learner observes such a child before filling in the chart. Useful development chart call forth Ikraam JeewaDate17 February 2012 Address 50 Tagore Drive Roshnee Gross motor success Some success No success or very little Balance (left, right of own body) x Laterality and direction x Co-ordination (jumping etc. ) x Body image (going round and threw objects) x swingy movement x Fine motor Co-ordination of fingers and other small muscles x Visual motor and perception Visual regognition x Visual inconsistency x Visual memory x Auditory-motor perception Recognition of sound s x Discrimination of sounds x Auditory memory x Communication perceive ability x disposition x Good vocabulary x Use of grammar correctly x Concept formation Matching x Sorting x Making associations x Making relationships x Understanding of same or different x atom 3 Lesson 12 1. a) What are the reasons for these exercises? Your answer must include comments on the role and function of the teacher and why children are attracted to pragmatic life exercises. ( carbon0 words) For us as adults its the truthful activities we perform daily that control our environment, our everyday chores where the end result is more important than the process itself. We do it because we have to as it relates to our social environment, in order for us to maintain social relationships. A means of us fitting into society.To a child practical life is very important, because it is the strongest link between home and school. A child from birth grows up living and watch ing the adults around him, so he adapts to his environment around him. Watches his parents in their everyday lives and thats how he constructs his reality. So when he goes out and realizes everybody does what his parents do it becomes a norm in society. So to a child performing and perfecting activities must be as real as possible as part of his development. To a child the process is much more important than the end result.Maria Montessori introduced the activities of practical life because she observed their bet was familiar to activities the children observed in their own homes. They means of satisfying the childs needs and tendencies common to all children regardless of their age, race or background. According to Dr Montessoris observations, she discovered the 12 needs and tendencies that were noticed ( sulphurret of childhood page 119) 1) Child prefers to work instead of play. 2) Child has amazing concentration. 3) Each child learns at his own pace. 4) Child has a tendency to r epeat. 5) Child has a love for order. ) Child needs choice. 7) Children do not need reward or punishment. 8) Children love silence and working alone. 9) Children dont need sweets as a distraction. 10) Children have a strong sense of personal dignity. 11) Children can read after they hold open. 12) Children develop positive self-discipline. 13) Practical life activities verificatoryly prepare children for other areas of the learning environment. Practical life as a foundation for future learning. Builds up good practical working relations and good working habits. Activities are character forming. It integrates the mind and body through the use of hands.They reason and act intellectually. The role of a directress * Service Always be available to be of service to the children. book order Remove obstacles that distract learning. Act as a role model Be calm, graceful and courteous. Follow all ground rules. usage what is preached in the classroom. * Self preparation Constantly strive for knowledge fancy up yourself spiritually, physically, emotionally and intellectually. * 3 stages of preparation 1) Custodian and keeper of the environment Caretaker of equipment setup in perfect order. Beautiful, clean and shining No parts lacking 2) Behavior towards childrenEntice the child to work Protect the child from distraction Be just and fair Be consistent 3) Childs raise group in apparatus Build up childs concentration with practical life exercises Compliment only when the child has completed siret offer help to a struggling child Re present activity when needed Show how to use equipment Present or re presents it in steps Guide threw materials Active at the fountain Passive afterwards Settled environment as if straiten is not there Have faith in the child End of the year children normalize Mingle around children Recognize childrens motivation Freedom to choose taskMotivation from within Inner self/child to guide child The greatest sign for a distress is the abili ty is to say The children are working now as if i dont exist quote (absorbent mind) When the class becomes undisciplined look at you Sort it out and correct it. Learn from your mistake and dont repeat it. It is the directress lettering that helps prepare, normalize and maintains, need and order in the environment. She has to make sure items are intact, complete and always maintained. Note all items needed for each activity is arranged and should readily be available in a tray or basket before you begin the activity.Practice and rehearse the masking of a new task several times. Give facial expression, the attitude is important. A guard has to be done of all doctrine materials before and after every new day. Distress needs to be patient and present each activity step by step. Each activity consists of a series of individual movement and threw the activity the child learns attention . Practical exercises require little or no talking. Important what you say or dont say. All attent ion should be placed on action. The distress doesnt have to check for right and wrong but she should make the child very aware of control of error.She needs to teach the child to search for inspection. Children should be able to realize error for him and that should make him arse better results every time. In that way he wont need praise or blame. She has to introduce fresh and interesting new ideas from time to time. I Analysis of movement and clarity of each distinct movement draws the childs attention to activity. A distress should realize its not only the immediate aim of the material but the long term fulfilled task that matters. Recording all important writings that help in a Montessori environment. Acquire new skills constantly.Characteristics of tools and materials of practical life. Essential for a distress to keep in mind when creating a practical life environment. * Materials have real working direct or indirect aim. * Materials must be child sized and attractive. Mater ials must be adapted to child * Materials must be real to the control of error. Children can learn to use glass etc * Materials need to be in good repair order. Children wont want to use broken items. * Materials need to be freely available for free choice. Children shouldnt have to ask for it. It should be in their reach. Materials should be relevant and culture specific. * Activities should start from simple-minded to complex. It helps order of the mind. * Only one set of activity should be unbroken per environment. Teaches children patience and sharing. * Materials should be kept in meticulous order. * Materials should be at childrens eye level b) What are the four main groups of practical life? There are four groups of exercises of Practical Life. 1) a) Elementary movements simple blue-blooded tasks that develops skills e. g. with order of payment, pouring, cutting etc b) Primilary movements -1st steps to success. To know basics E. . to roll unlax a mat etc 2) Caring l ooking after the environmentIndoor outdoor- E. g. dusting, sweeping, table bush etc 3) Care of personal self hygiene E. g. Dressing, combing hair, brushing teeth etc 4) Social SkillsGrace and courtesy E. g. whispering, greeting, speaking softly etc Lesson 13 1. How would you cater for pg9 sec 3 a) The childs physical needs? (250 words) b) His emotional needs? (250 words) c) His social needs? (250 words) d) Five areas of childhood development from practical life activities. e) Physical-fine and gross motor skills.Helps control movements, co-ordination, dexterity and character. f) Emotional child gains independence, self-esteem, confidence, trust and self-discipline. g) Social child learns acceptable behavior. Politeness and develops a sense of kindliness h) Intellectual- aided by organized, orderly work, reasoning skills, organized skills and language development. i) Spiritual Activities in practical life feeds the soul. j) k) l) 2. Select one exercise from each of the main gr oups of practical life and write out in full using the same heading as those set out for sweeping on page 23 of your manual.The length of each exercise will depend on the number of actions for each section. Be careful to pasture brake down each action in detail. Elementary movements smooching Material. Tray, Sugar Beans,(placed already in a glass till,) another(prenominal) identical vitiate bowl, a spoon with a long enough handle for the child to affirm Presentation. 1) Invite the child would you like to do some spooning today? 2) buzz off the child to the shelf to see where it is kept 3) Name the material so the child knows in future 4) Show the child how to carry the tray from the shelf to the table 5) Sit on the right of a right turn over child ) Tell the child Ill show you how then you can get a turn 7) Place the 2 bowls apart from each other on the tray Slowly pick up the spoon griping between your thumb and index finger 8) Gently scoop a spoon full of beans 9) Steadil y hold the filled spoon for a few seconds endureing for beans to settle 10) Slowly move the spoon to the empty bowl working from right to left 11) Gently tilt the spoon so the beans easily fall out of the spoon into the bowl 12) Pause, make eye contact with the child 3) Continue from step 8 again to step 11 until the full bowl is empty 14) Pause so the child understands all the beans are now in the empty bowl 15) Without moving the bowls gently scoop a spoon full of beans 16) Steadily hold the filled spoon for a few seconds waiting for beans to settle 17) Slowly move the spoon to the empty bowl now working from left to right 18) Gently tilt the spoon so the beans easily fall out of the spoon into the bowl 19) Pick up between finger and thumb every dropped bean and return to respectable bowl 20) Gently continue until the original bowl is filled with the beans again 21) take for sure no spilt beans on the tray or left in the bowl 22) Offer the child a turn 23) Watch and wait patien tly with arms neatly on your lap 24) When the child is done from the full bowl to the empty 25) Then again from left to right 26) Encourage the child to pack the tray the same way it was found 27) Show the child how to take it back to the shelf 28) Allow the child to go back with you 9) And see where and how you placing the tray back again 30) Give the child consent to use whenever he likes. subscribe Aim from one bowl to another how to hold a spoon confirming Aim concentration, pencil grip, strengthen wrist Control of errorthe noise of dropping beans on the tray Age of interest2, 3 and 4 years Final social skillsHelps child eat independently Points of interestwhen the bowl gets completely empty Looking after the environmentTable Scrubbing Material. Presentation. Direct Aim validatory Aim Control of error Age of interest Language Points of interest Care of themselvesBlowing Nose with tissues Material. Presentation. Direct Aim Indirect AimControl of error Age of interest Languag e Points of interest Social intercourse-How to walk without stepping on anther childs work Material. Presentation. Direct Aim Indirect Aim Control of error Age of interest Language Points of interest a) What is the benefit to the child of the Silence Game? (500 words) b) When would you expect the child to be able to play the Silence Game? Include 5 points an offer on each one. Lesson 14 1. What is meant by the Periods of Sensitivity? appoint and discourse the main Sensitive Periods(800 words) the sensitive period for co-ordinated movement the child is sensitive to movement/ activity and work through out life eak 1 to 2 years of age to enable the child to explore his own environment and perfect himself and his personality through work with his hands. The childs life force, the horme, drives this need to develop co-ordinated movement, which is vital to thechilds life. Without movement the spirit dies and thechild has no intelligence. The sensitive period focuses the childs whole at tention on leaning to walk and dvelope his balance using his hands and then to unite these functions so he can work. Movement being physical movement eg moving hands , feet, body as well as movement of the mind eg his eye move and take in all thats around him fashioning the mind move. child takes +_ a year before his mobile because so much has to happen in a childs mind before he is able to rackle life at a faster pace. we therefore realize that much movement is in the mind, where the hands, mouth and eyes work as instruments of the mind for walking to take place. Nabeelas bump file 2. What happens if we starve children of the right environment for these Sensitive Periods? (100-150 words) 3. What is the Absorbent Mind? Include in your answer when and how the childs mind becomes fully conscious. (500 words) 4. Write out in full the 3 period lesson that you would give your child to teach the disguise names red and blue.You would f course have made sure the child is able to recogniz e the touchs by easily pairing the color tablets first. 5. List, in your own words at least(prenominal) 5 characteristics of the Sensorial Didactic materials. SECTION 4 Lesson 15 1. have two pieces of sensorial material and describe in your own words how to present them. In your answer include the materials to be used, direct and indirect aims, control of error and age of interest. The monstrance should be in age and consist of at least 12 actions. 2. lay down a list of 12 words you could use for each of the presentations you did in question 1? 3. a) Why should the child be free to repeat the materials again and again? 500 words) c) What is the difference between adult time and child time and why do you think nature has made it like this? (500 words) Lesson 16 1. a) What is the small child interested in from the sounds around him (150 words) B) is there a sensitive period for language and how does it show itself? Discuss each one from birth to six years of age (800 words) c) W ho is a well-known investigator on language? Explain how Maria Montessori, through her observation and brainstorm set the stage for researchers work. (200 words) d) How does the sensorial material help language skill? Pg 43 manual for sanctionance. (500 to 800 words) 2. a) Why is movement important for learning ability? (200 words) b) What are the skills that have to be integrated to be able to read?List all 5 skills and give a brief description of each one. c) How can a mother give her child reading encouragement? (20 points) d) How can a Montessori teacher see that a child has help applicable to the time before beginning to read? Include at least 10 points. e) Draw the four basic symbols for writing. f) What is meant by the explosion in writing? include in your answer all the aids. List some activities in the practical life and sensorial areas that assist the child as well. (700 words) g) Describe the presentation of the sandpaper letters. Include the 3 period lessons. h) De scribe the metal insets and write out the full presentation of the metal insets.Remember to include all the headings as per the manual. i) Describe the first presentation you would do with the movable rudiment? (120 words) j) How many different activities can you think of that the child might enjoy doing with the movable alphabet? Include at least 10 activities. k) When would you know the child would rather write by himself? (120 words) l) In what way would the child still use the movable alphabet? List 5 activities. SECTION 5 Lesson 17 1. Make a list of the main types of materials or activities which will help to develop the childs language ability. List at least 10 points and explain each one, including practical life and sensorial activities. 2.Make a list of all the activities that the child with the ability to build up words phonically. List at least 10 activities and explain each one. 3. Make a set of reading cards showing something new for this day and age. Refer to diagra m in handbook for correct size. Use white card and write the names with a black fine line pen. Remember to write in lower case letters as per example. Your writing must be neat and consistent as possible. The materials you submit should be of a high standard, as if they were made for the classroom. Correct font used for all material. Words must always be centered on the card. a b c d e f g h I j k l m n o p q r s t u v w x y z 4.Why is the grammar more enjoyed at this early stage than later? (200 words) 5. Make a set (6) of pink (3 letter phonetic words). Each set must consist of 6 cards with a picture and 6 cards with the corresponding word. Use pale pink and pale blue cardboard, 6cm x 6cm each. 6. Choose a short divide from a book that you admire. Write it out and draw in color the grammar symbols above each word. If you find this too difficult, make up a series of sentences for yourself. 7. Geography Make the devour and water forms with their names. Example and size in hand bo ok. For the land use either brown paper, viridity or brown cardboard. For the sea use blue cardboard. 8.Make a land and water form definition booklet for ne form at least. Refer to manual. Page 34 9. Write out the general way of developing one particular detail in one military issue by classified reading, e. g. Details of a bird. Pictures should be identical, on white cardboard and one part picked out in red each time with matching name and a definition booklet. Make the material and write out in detail how to present it. E. g. in handbook. 10. Write an account of the work of the two sides of the brain. (500 to 600 words) 11. How would you prepare the environment for the children to learn a second language? (500 to 700 words)- use some of your own ideas. SECTION 6Lesson 18 1. Make a maths chart for yourself, showing clearly the main materials for each major step in the earl arithmetic. The chart should start with the number rods, through and including the birds eye view of the dec imimal system. Your answers should be in sequence. The chart should be the size that complies with the regular postage size for easy mailing. It may consist of more than one page. 2. Choose two of the side by side(p) and describe how they are presented Number rods Spindles Counters and cards Teen boards Include headings as per presentation in manual and include in your answer two exercises that come before and after this presentation. 3.What are the main characteristics of the mathematical materials as described on pages 5 to 8 inclusive. (800 words) 4. Describe the presentation, using the well-off beads , of one of the following operations Subtraction Multiplication member Include headings as per presentation in manual and include in your answer 2 exercises that come before and after this presentation. 5. Describe in detail all the exercises you have been introduced so far to teach profit, state how each leads the child towards abstraction. Describe at least 5 exercises in sequ ence. 6. List some extra exercises one could use not using Montessori materials, to help gain an understanding of number and the various operations compound in the study of mathematics.List at least 10 activities. 7. And if we look now at sensorial apparatus which is able to evoke such deep concentration, there is no doubt that this apparatus may be regarded not only as a help to exploring the environment, but also to the development of the mathematical mind. 9the absorbent mind. Chap 7) Discuss referring to unit 6, particularly pages 5-9 inclusive and mathematics which can be found in your own environment. (500 words) SECTION 7 Lesson 19FURTHER EXERCISES IN ADDITION 1. Describe the dot game. Give an example and say how it may be used. (refer to manual) 2. Describe the presentation of the addition plunder board. (refer to manual) 3.How the control of error is used in the addition charts? Incl all 5 chart. Lesson 20FURTHER EXERCISES IN SUBTRACTION 1. What are the main characteris tics of the subtraction strip board? ( list at least 6 characteristics) 2. Describe in detail the methods of a) decomposition b) complementary addition used in breeding subtraction what are the essential differences between the 2 methods? (page 16 of manual) lesson 21FURTHER EXERCISES IN MULTIPLICATION 1. Describe how you would teach children to multiply by 10 and 100 ( page 16 manual) 2. Explain the use f the working charts in the teaching of tables. As per exercise 1, 2 and 3 of manual. Page 19.Lesson 22FURTHER EXERCISES IN DIVISION 1. Describe how you would use the stamp game in teaching long member. ( page 20 manual) Lesson 23THE SMALL BEAD FRAME 1. Make an outline sketch of and list the main characteristics of the small bead frame. Do this question on your own. List at least 10 points. Lesson 24FACTORS quality NUMBERS 1. Prepare a list of the prime number found between numbers 1 to 100. ( do this question on your own) Lesson 25LINEAR melted MEASUREMENT 1. Devise further problems to enable children to use and apply measuring or prepare a working list of examples, to use with children, to enable them to further their knowledge of capacity.Lesson 26THE LARGE BEAD FRAME 1. Write a brief outline of how you would use the large bead frame to help children count up to 1, 000,000 (one million) (pg35) Lesson27LONG MULTIPLICATION WITH BANK GAME 1. Describe the sets of number cards used in teaching long multiplication. (pg 38) Lesson 28FRACTIONS 1. How would you introduce compose symbols in the teaching of fractions give e. g. ( pg 41) 2. Devise a list of examples to be used to prepare children to understand the concept of equivalence of fractions. List at least 5 e. g. 3. Describe I detail the stages of preparing children to understand the division of fractions using the divided skittles. (pg 43) use own e. g. nd feel free to use sketches Lesson 29GEOMETRY 1. a) List the metal insets used to introduce geometry. (pg 45 manual) b) Show how they are used to en able children to understand equivalent, identical and similar figures. (pg46) Lesson 30MONEY 1. List the stages, materials and method you could use to teach children to use your own currency. 500 to 700 words. incl diagrams and activities. SECTION 8 Lesson 31 1. What are the fine arts? (200 words) 2. What fine work of literature would you enjoy reading to small children? (150 words) incl your own e. g. 3. How do you help the children to know and enjoy great work of art? ( 250 words) incl your own ideas 4.Choose a poem for the children to recite and act, and give the reason for your infusion. In your answer your selection must be applicable to the age group of 3 to 6 years. 5. What are Montessoris beliefs on fantasy for children up to the age of 6? You will find your answer in your text books. Lesson 32 1. How does a Montessori child obtain good manual dexterity and understanding for drawing? (500 words) incl in your answer practical and sensorial exercises. 2. Give an example of a n activity you would use to help the childs power of observation. (250 words) use your own e. g. 3. Describe a group handicraft activity using the materials of your choice. Incl materials, presentation, aims and an e. g.Bare in mind that your choice should allow the children to participate withut restrictions and with independence. Lesson 33 1. What is the 1st experience of rhythmic beat for the tiny baby? (30 to 50 words) 2. Which Montessori activity would help a child with Dyslexia, and why? (300 words) incl a brief description of Dyslexia. 3. establish to walk on a line carrying a pile of books. Walk carefully toe to heel and move rhythmically, if possible to music. Write a few lines about this experience. (100 words) 4. How does rhythm help a child who has great difficulty in spelling? (250 words) Lesson 34 1. Why did Dr. Montessori talk about Cosmic Education? (1000 words) 2.How would you help the children to adapt to the environment of their own day? (500 words) include the f our planes of development(Physical,spiritual,social and emotional) Lesson 35 1. On a scale of 1cm. to a year, make a time-line of your own life. Include some interesting points and highlights and visuals, if possible. Lesson 36 1. Give an idea of the materials for teaching your own religion or for the teaching of comparative religions. List at least 10 activities and explain each one with a short paragraph on the background of your religion. Lesson 37 1. What are the characteristics of a Montessori class? List 20 characteristics with an explanation for each one. 2.What is the teachers relationship to the children in her class? (500 words) 3. How would you help the children towards becoming independent? (800 to 1000 words). Include all the areas of the Montessori classroom that you would like to prepare. 4. Describe the decor of a Montessori Include in your answer the outdoor and indoor(a), with an indoor floor plan. 5. What would be your main activities with the children during thei r first days at school? (250 words) Environment freedom, structure and order. reality and nature beauty and atmosphere, Montessori materials, development of residential area life Materials and exercises *The difficulty or the error that should be discovered by the child and an nderstanding should be isolated in every individual piece of material. The isolation makes the task easier for the child making it easy for him to figure the problem more readily. All Ebola rated one at a time not all at once. E. g. Variation in sizeColourNoise Design *the materials progress from simple to more complex design and usage. E. g. numerical rods st length 2nd numbers and length helping to understand simple addition and subtraction tertiary introduces writing numerical problems *the materials are designed to prepare the child indirectly for future learning. E. g. the indirect preparation for writing. Knob on materials to co ordinate thumb and motor actionUse of metal insets to guide movements wit h the ability to use a pencil Using fingers to trace of sandpaper letters helps develop a muscle memory of pattern to form letters. *the materials are concrete expressions of an idea and become more abstract. Helps the child grasp the abstract essence of the concrete material leaving the child independent without concrete evidence allowing for natural development. A solid wooden triangle is a good e. g. st a solid wooden triangle is sensor ally explored. Then the separate base and sides are explored. Then dimensions are discovered. *control of error and auto education allows for the materials to be self correcting where a child can independently realize error without the help of an adult which allows the child to be in control. Teachers