MONTESSO

RI COURSE
PROGRAMM
E

MUMBAI
MONTESSORI
TEACHER TRAINING
INSTITUTE
www.mumbaimontessori.com

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MUMBAI MONTESSORI TEACHER TRAINING

INSTITUTE
Course Subjects
Sr. No.
number.

Topic

Page

1. The Montessori school. Its children and teacher. 3

2. Montessori education for mentally handicapped. Page 5
3. Montessori Method. 6
4. Montessori significant and objective. 7
5. Equipment for the Montessori school. 8
6. School organisation and management. 9
7. Observation forms and cumulative record folders. 15
8. Five areas of development for young children. 27
9. How to start a school. 28
10.

Events to be followed in a school. 31

11.

First day of school. 33

12.

Typical day in a preschool and kindergarten. 34

13.

Circle time. 35
Finger play

14.

.Dramatic Play. 37

Puppetry
15.

Activities:- Their importance and use. 39

16.

Observing child at play. 42

17.

Phonics. 44

18.

Reading readiness. 46

19.

The Montessori school program.47

20.

Curriculum planning. 48

21.

Lesson plan. 51

22.

Story telling. 54
1

23.

Health and nutrition program.55

24.

Parent teacher conference. 56

25.

Disaster management. 57

26.

First aid. 58

27.

Child Psychology. 59

28.

Questions asked in the interview. 63

29.

Class Demo. 64

30.

Montessori apparatus (Material). 65

Examination 4 papers Page 85

LESSON 1
THE MONTESSORI SCHOOL- ITS CHILDREN AND
TEACHERS
The child for the first time is brought away from home when
he enters the nursery school. This weaning from the mother is
bound to arouse a great deal of anxiety in the child. It is up to
the nursery school to minimize this anxiety by making the
teaching & learning process pleasant and appealing to the
child. The nursery school is actually a supplement to the home
and not a substitute. In cooperation with the home, the
nursery school gradually introduces child to a larger group
and helps him to meet his demands. It is a process of vital
importance as the childs behaviour towards the society,
outside the home in general and in school depends largely on
the kind of experiences he gains at this stage.
Age to join the preschool and kindergarten
Now days, due to gender equality, nuclear families and other
economic reasons, women have also started working. One year
olds are being sent to a day care centre or a playgroup. That is
why a number of playgroups have come up in the recent times.
Playgroup kids from 1 - 2
Nursery-from 2 - 3
Jr. K.G. 3 - 4
Sr. K.G.-4 - 5
A child is generally ready for more regular and systematic
work by the age of five years. They develop reading, writing,
and number work.
Duration: - Working days and Hours:-

It is found that young children can actively participate in the

school programme for about three hours only. More than three
hours are exhausting for them. The duration of a
Montessori/kindergarten maybe therefore not more than three
hours and preferably in the morning. However, if it aims to
cater to the needs of working mothers, then the children can
be kept in the centre for the whole day and proper
arrangements for their meals, rest, etc. should be made by the
school. It is best to have a five day week for the children so
that the teachers can be free on Saturday to repair equipment
or evaluate the weeks programme.
Teacher Pupil Ratio:Age group 1.5 to 3.5 can be one teacher for fifteen kids.
Age group 3.5 to 5.5 can one teacher for twenty kids
Playschool Space and Requirements:The main characteristic of the Montessori children is that they
are tremendously active. They are always running, jumping,
carrying things or building and thus, are always on the move.
The Montessori school should therefore, have enough space,
both indoor and outdoor, to give freedom of movement to the
young children.
Teacher Training:To work with small children effectively and to fulfil the
objectives of the Montessori school education, a teacher
should have special training in this field. For example:Montessori or early childhood training.
Although a range of practices exists under the name
"Montessori the below given elements are essential:
1. Mixed age classrooms, with classrooms for children ages
2 or 3 to 6 years old by far the most common.
2. Student choice of activity from within a prescribed range
of options.
3. Uninterrupted blocks of work time, ideally three hours.
4

4. A constructivist or "discovery" model, where students

learn concepts from working with materials, rather than
by direct instruction.
5. Specialized educational materials developed by
Montessori and her collaborators.
6. Freedom of movement within the classroom.
7. A trained Montessori teacher.
Use of Montessori terminology
In 1967, the US Patent Trademark Trial and Appeal Board
ruled that "the term 'Montessori' has a generic and/or
descriptive significance. Therefore, in the United States and
elsewhere, the term can be used freely without giving any
guarantee of how closely, if at all, a program applies
Montessori's work. The ruling has led to "tremendous variation
in schools claiming to use Maria Montessoris methods."
Ages birth to three
Infant and Toddler Programs:
Montessori classrooms for children under three fall into
several categories, with a number of terms being used. A
"Nido", Italian for "nest", serves a small number of children
from around two months to around fourteen months, or when
the child is confidently walking. A "Young Child Community"
serves a larger number of children from around one year to
two-and-a-half or three years old. Both environments
emphasize materials and activities scaled to the children's size
and abilities, opportunities to develop movement, and
activities to develop independence. Development of
independence in toileting is typically emphasized as well.
Some schools also offer "Parent-Infant" classes, in which
parents participate with their very young children.
Ages three to seven
Preschool and kindergarten Montessori classrooms for
children from two-and-a-half or three to six years old are often
called Childrens Houses, after Montessoris first school, the
5

Casa dei Bambini in Rome in 1906. This level is also called

"Primary". A typical classroom serves 20 to 30 children in
mixed-age groups, staffed by one trained teacher and an
assistant. Classrooms are usually outfitted with child-sized
tables and chairs arranged singly or in small clusters, with
classroom materials on child-height shelves throughout the
room. Activities are for the most part initially presented by the
teacher, after which they may be chosen more or less freely by
the children as interest dictates. Classroom materials usually
include activities for engaging in practical skills such as
pouring and spooning, materials for the development of the
senses, math materials, language materials, music and art
materials, and more.

LESSON 2
PRESCHOOL EDUCATION FOR THE MENTALLY
HANDICAPPED AND CONTRIBUTION OF THE
MONTESSORI SYSTEM
Education Plays an Almost Exclusive Part in the
Rehabilitation of the Mentally Handicapped:6

Previously mentally handicapped was confused with mental

illness. The psychological and psychiatric disciplines have
been given undue importance especially in India.
In the English speaking countries they usually associate the
word Mental to Educationally and Intellectually
Handicapped.
Preschool education is very important for a mentally
handicapped child. If during the first five years of life the
retarded child is helped to develop, he would be able to get
along well in the family and community. Doctor Montessori
took the idea of a scientific approach to education from Itard
and Sguin, based on observation and experimentation. Dr.
Montessori studied her mentally disabled patients, listening
and carefully noting their response to her attempts to
implement Seguins educational methods, as well as their
progress in becoming increasingly independent and verbal.
Slowly the children learned to perform most of the everyday
tasks involved in preparing the meals and maintaining the
environment of the residential school. Her success with
these mentally disabled children received international
attention when, after two years, many of Montessori's such
adolescents were able to pass the standard exams given by
the Italian public schools.
Acclaimed for this miracle, Montessori responded by
suggesting that new born human beings normally enter the
world with an intellectual potential that was barely being
developed by schools in the early years of the twentieth
century. She challenged that if she could attain such results
with children who were disabled, schools should be able to
get dramatically better results with normal children.
Montessori's work reinforced her humanistic ideals, and she
actively supported various social re-form movements. She
was a highly regarded guest speaker throughout Europe on
behalf of children's rights, the women's movement, peace
education, and the importance of a league of nations.
7

Montessori become well known and highly regarded

throughout Europe, which contributed to the publicity that
surrounded her schools.
The Children's House
Unfortunately, the Italian Ministry of Education did not
welcome Montessori's ideas, and she was denied access to
school-aged children. Frustrated in her efforts to conduct the
experiment with public school students, in 1907 she
welcomed the opportunity to serve as the medical director
for a day-care centre that was being organized for workingclass children who were too young to attend public school.
This first Casa dei Bambini (Children's House) was
located in the worst slum district of Rome, and the
conditions Montessori faced were appalling. Her first class
consisted of fifty children, from two through five years of
age, taught by one untrained caregiver. The children
remained at the centre from dawn to dusk while their
parents worked, and had to be fed two meals per day, bathed
regularly, and given a program of medical care. The children
themselves were typical of extreme inner-city poverty
conditions. They entered the Children's House on the first
day crying and pushing, exhibiting generally aggressive and
impatient behaviour. Montessori, not knowing whether her
experiment would work under such conditions, began by
teaching the older children how to help out with the
everyday tasks that needed to be done. She also introduced
the manipulative perceptual discrimination and puzzles and
eye-hand manipulative exercises that she had used with
mentally disabled children.
The results surprised her, for unlike her mentally disabled
children who had to be prodded to use her apparatus; these
very small children were drawn to the work she introduced.
Children who had wandered aimlessly the week before
began to settle down to long periods of constructive activity.
They were fascinated with the puzzles and perceptual
training devices.
8

To Montessori's amazement, children three and four years

old took the greatest delight in learning practical everyday
living skills that reinforced their independence and selfrespect. Each day they begged her to show them more, even
applauding with delight when Montessori taught them the
correct use of a handkerchief to blow one's own nose. Soon
the older children were taking care of the school, assisting
their teacher with the preparation and serving of meals and
the maintenance of a spotless environment. Their behavior
as a group changed dramatically from that of street urchins
running wild to models of grace and courtesy. It was little
wonder that the press found such a human-interest story
appealing and promptly broadcast it to the world.
Montessori education is sometimes criticized for being too
structured and academically demanding of young children.
Montessori would have laughed at this suggestion. She often
said, "I followed these children, studying them, studied them
closely, and they taught me how to teach them."
Montessori made a practice of paying close attention to the
children's spontaneous behaviour, arguing that only in this
way could a teacher know how to teach. Traditionally
schools at this time paid little attention to children as
individuals, other than to demand that they adapt to external
standards. Montessori argued that the educator's job is to
serve the child, determining what each student needs to
make the greatest progress. To her, a child who fails in
school should not be blamed, any more than a doctor should
blame a patient who does not get well fast enough. Just as it
is the job of the physician to help people find the way to cure
themselves, it is the educator's job to facilitate the natural
process of learning.

LESSON 3
MONTESSORI METHOD
DR. MARIA MONTESSORI
Madam Montessoris contribution to early childhood
education is very much appreciated all over the world. In her
book The Secret of Childhood she wrote , the amazingly
rapid progress in the care and education of the children in
recent years may be partly attributed to a generally higher
standard of life but still more to an awakening of conscience.
The Montessori Method
The chief components of the Montessori Method are selfmotivation and auto education. Followers of the Montessori
method believe that a child will learn naturally if put in an
environment containing the proper materials. These
materials, consisting of "learning games" suited to a child's
10

abilities and interests, are set up by a teacher-observer who

intervenes only when individual help is needed.
Self-construction, liberty, and spontaneous activity
Montessori education is fundamentally a model of human
development, and an educational approach based on that
model. The model has two basic principles. First, children and
developing adults engage in psychological self-construction by
means of interaction with their environments. Second,
children, especially under the age of six, have an innate path
of psychological development. Based on her observations,
Montessori believed that children at liberty to choose and act
freely within an environment prepared according to her model
would act spontaneously for optimal development.
Human tendencies
Montessori saw universal, innate characteristics in human
psychology which her son and collaborator Mario Montessori
identified as "human tendencies" in 1957. There is some
debate about the exact list, but the following are clearly
identified:
1. Abstraction
2. Activity
3. Communication
4. Exactness
5. Exploration
6. Manipulation (of the environment)
7. Order
8. Orientation
9. Repetition
10.
Self-Perfection
11.
Work (also described as "purposeful activity")
In the Montessori approach, these human tendencies are seen
as driving behaviour in every stage of development, and
education should respond to and facilitate their expression.
Prepared environment
Montessori's education method called for free activity within a
"prepared environment", meaning an educational environment
tailored to basic human characteristics, to the specific
characteristics of children at different ages, and to the
individual personalities of each child. The function of the
11

environment is to allow the child to develop independence in

all areas according to his or her inner psychological directives.
In addition to offering access to the Montessori materials
appropriate to the age of the children, the environment should
exhibit the following characteristics:
1.
2.
3.
4.

An arrangement that facilitates movement and activity

Beauty and harmony, cleanliness of environment
Construction in proportion to the child and his/her needs
Limitation of materials, so that only material that
supports the child's development is included
5. Order
Planes of development
Montessori observed four distinct periods, or "planes", in
human development, extending from birth to six years, from
six to twelve, from twelve to eighteen, and from eighteen to
twenty-four. She saw different characteristics, learning modes,
and developmental imperatives active in each of these planes,
and called for educational approaches specific to each period.
First plane
The first plane extends from birth to around six years of age.
During this period, Montessori observed that the child
undergoes striking physical and psychological development.
The first plane child is seen as a concrete, sensorial explorer
and learner engaged in the developmental work of
psychological self-construction and building functional
independence. Montessori introduced several concepts to
explain this work, including the absorbent mind, sensitive
periods, and normalization.
Absorbent mind: Montessori described the young child's
behaviour of effortlessly assimilating the sensorial stimuli of
his or her environment, including information from the senses,
language, culture, and the development of concepts with the
term "absorbent mind". She believed that this is a power
unique to the first plane, and that it fades as the child
approached age six.
Sensitive periods: Montessori also observed periods of special
sensitivity to particular stimuli during this time which she
12

called the "sensitive periods". In Montessori education, the

classroom environment responds to these periods by making
appropriate materials and activities available while the periods
are active in the young child. She identified the following
periods and their durations:
1. Acquisition of languagefrom birth to around six years
old
2. Interest in small objectsfrom around 18 months to three
years old
3. Orderfrom around one to three years old
4. Sensory refinementfrom birth to around four years old
5. Social behaviourfrom around two and a half to four
years old.
6. Normalization: Finally, Montessori observed in children
from three to six years old a psychological state she
termed "normalization". Normalization arises from
concentration and focus on activity which serves the
childs developmental needs, and is characterized by the
ability to concentrate as well as "spontaneous discipline,
continuous and happy work, social sentiments of help and
sympathy for others."
Second plane
The second plane of development extends from around six to
twelve years old. During this period, Montessori observed
physical and psychological changes in children, and developed
a classroom environment, lessons, and materials, to respond to
these new characteristics. Physically, she observed the loss of
baby teeth and the lengthening of the legs and torso at the
beginning of the plane, and a period of uniform growth
following. Psychologically, she observed the "herd instinct", or
the tendency to work and socialize in groups, as well as the
powers of reason and imagination. Developmentally, she
believed the work of the second plane child is the formation of
intellectual independence, of moral sense, and of social
organization
Third plane
The third plane of development extends from around twelve to
around eighteen years of age, encompassing the period of
adolescence. Montessori characterized the third plane by the
13

physical changes of puberty and adolescence, but also

psychological changes. She emphasized the psychological
instability and difficulties in concentration of this age, as well
as the creative tendencies and the development of "a sense of
justice and a sense of personal dignity." She used the term
"valorization" to describe the adolescents' drive for an
externally derived evaluation of their worth. Developmentally,
Montessori believed that the work of the third plane child is
the construction of the adult self in society.

Fourth plane
The fourth plane of development extends from around
eighteen years to around twenty-four years old. Montessori
wrote comparatively little about this period and did not
develop an educational program for the age. She envisioned
young adults prepared by their experiences in Montessori
education at the lower levels ready to fully embrace the study
of culture and the sciences in order to influence and lead
civilization. She believed that economic independence in the
form of work for money was critical for this age, and felt that
an arbitrary limit to the number of years in university level
study was unnecessary, as the study of culture could go on
throughout a person's life.
Education and peace
As Montessori developed her theory and practice, she came to
believe that education had a role to play in the development of
world peace. She felt that children allowed to develop
according to their inner laws of development would give rise to
a more peaceful and enduring civilization. From the 1930s to
the end of her life, she gave a number of lectures and
addresses on the subject, saying in 1936
Preventing conflicts is the work of politics; establishing peace
is the work of education. Doctor Maria Montessori, with her
educational ideas brought a vital impulse in the field of
education. She was a scientist interested in mathematics,
biology and medicines and was a brilliant and determined
personality with an independent mind, original ideas and
14

unique courage. As a doctor she used to visit the asylums for

the insane in Roman city. Her generous heart was touched by
the piteous condition of the retarded unfortunate children. On
studying their condition, she found its cause as mental
deficiency due to pedagogical problem rather than mental one.
She also studied the history of deficient children. She became
convinced that methods applied to normal children would
develop and set free the personality of the retarded children in
a superior way. She therefore took up the course of improving
poor abandoned children, who had grown up in dirty tumbled
down cottages without anything to stimulate their minds,
dejected and uncared for. These children on having received a
proper stimulating environment revealed the real and so far
hidden characteristics. She did such a great research work in
child education that every school for child education is called
Montessori School.

LESSON 4
MONTESSORI SIGNIFICANCE OBJECTIVE
Significance of Montessori School Education:The demand for Montessori /Nursery /Playgroup school is
increasing day by day everywhere in India, particularly in
urban areas. To cater to this need, a large number of
Montessori schools are coming up. The pre school age I.e. 36 years is the most important age in ones life. Moreover, the
rate of development at this age is so rapid that the child is able
to take almost anything given to him in a form in which he can
understand it. It is also true that many of our homes are not
able to provide an enriched and stimulating environment to
the children, either because they live in deprived condition or
because they do not know how to do so. The more experiences
we give the child at this age, the richer the dividend.

15

Montessori School/ Nursery/ Kindergarten/Playgroup are a

house of and for the children for Free play:- A child who goes
to a nursery before joining the primary school adjusts himself
better and fares well in primary classes because of his early
preparation. He has had group experiences gained better
emotional control, developed proper habits and attitudes and
he has been encouraged to investigate, explore and draw his
own conclusions. Establishment of Montessori schools is also a
social necessity these days. Due to economic pressure, many
mothers have to work to supplement the family budget. As a
result of urbanization, joint families are breaking up and it is a
problem for working mothers to leave their children at home
and go out to work. Under the circumstances day care centres
or nursery schools take sincere care of such children. Living
space becomes limited leaving no space for free movements of
children. School should provide space for free play, to help
large muscles skill development

LESSON 5
EQUIPMENT FOR THE MONTESSORI SCHOOL
Equipment is most essential for running a Montessori school
effectively. Variety of equipment is required to provide the
children with challenging and interesting learning
experiences. The equipment is jungle gyms, swing, balancing
boards, etc. to climb, to hang on, and to swing to balance.
16

They are the means by which the children develop physical

sense and motor coordination. Indoor and outdoor
equipment is needed. Other equipment such as costumes,
puppets is needed for drama play. Musical instrument and
CD players are needed for activities in music class. Books,
pictures and flashcards are required for language
development. Different types of blocks for constructing and
building and so on. Such equipment helps the child in
learning the required social skill and in developing his
cognitive abilities. It is therefore necessary that the teacher
takes utmost care in selecting the equipment for the nursery
school. The following points maybe borne in mind by the
teacher when she buys the equipment:1.
Number and age level of the children: For
instance the swing, merry go round, slide etc. should be
sufficiently low as these are to be used by the 3 year old
children otherwise these children will be scared to use
them. Similarly the size of the beads, constructive material
etc. should be large for the younger group and small for the
older group of children. Moreover the number of time of
each type of equipment should be in proportion to the
number of children. For e.g. If the school has only one
hammer for a group of 20 children it is bound to lead to
quarrels and unhappiness among the children. At least 4-5
hammers are necessary to enable the children to use it
freely.
2. Durability of the Equipment: The equipment should
not break easily
Because the children at this stage are very active and they
tend to use it roughly.
3.
The equipment should be firmly fixed to avoid
hazards. Before they are allowed to use the equipment the
teacher should see that it does not involves and risks and
has been safely installed.
4.
Proper placement and arrangement of
equipment facilitates its use. It should be attractively
arranged in the room and should be placed on low open
17

shelves so that the children may take out the play material
themselves and learn that there are fixed places for things
to be kept, and that they should keep it back in place after
play. This helps the children to take care of the material
they play with.
5.
The teacher should be well informed and constantly
in search of new equipment and material available and
challenging to the children.
6.
Outdoor play equipment for the development of
large muscles:
Swings (double seat)
Jungle gym.
Tier Swings
Sea-saw
Scooters

Slide and ladder

Try-cycles
Gardening equipment
Pull and push toys
Rubber balls (medium and large)

Indoor play equipment for development of motor skills and

other movement
Puppets
Picture books
Models (Plastic /
wooden)
Puzzles
Show cases
(three side
glasses)
Easel Boards

Display Boards
60 x 40
Display boards
Wooden blocks
(all sizes)
Doll house
Plastic buckets
(small)

Height and weight

measuring instrument
Child Size chairs
Decolom top
tables(Rectangular)
Carpet (big) and Small
Wooden rack (for
children bags)

Open steel
cupboard

Construction Equipment: children like to construct roads and

play with a variety of small vehicles.
Cars big and small
Wooden construction toys

House building sets

Threading beads equipment:

18

Colourful beads
Plastic beads
Bowls

Wooden beads
Thick thread
All beads should be medium and big sized

Carpentry Equipment tools

Plastic Hammers
Pieces of soft wood
Small Saws

Plastic Nails
Wooden planks

Colouring and paper work:

Drawing papers Colour pencils, Paint brushes, Water
colours
White papers
Wool pieces
Velvet papers
Scissors (blunt headed)
Glazed papers
Drawing materials
Erasers, Gum
Leaves
Feathers
Burnt match sticks
Musical instruments:
Flutes
Bells
Small drums

Mouth organs
Drums for teachers
Small enclosed bells

Science equipment:
Powerful Magnifying Glasses
Balancing Weights

Brass magnets

Cleaning activity tools:

Small brooms
Small buckets

Dusting cloth
Vim powder

A Nursery teacher should be a good collector. She should

collect plenty of waste material, good pictures of butterflies,
nests, birds, insects, etc. to show the children. She should be
interested in everything only then will the children be
interested in their surroundings.
19

LESSON 6
SCHOOL ORGINISATION
A. Relationship between Organization, Administration and
Management
1. Organization
It refers to the form of the enterprise or institution and the
arrangement of the human and material resources functioning
in a manner to achieve the objectives of the enterprise. It
represents two or more than two people respectively
specializing in functions of each perform, working together
towards a common goal as governed by formal rules of
behaviour.
2. Administration
It is concerned with the determination of corporate policy and
the overall coordination of production, distribution and
finance.
3. Management
It refers to the execution of policy within the limits which are
established by administration and the employment of the
organization as required.
20

Relationship
Sheldon states, Organization is the formation of an effective
machine; management, of an effective executive;
administration, of an effective direction. Administration
defines the goal; management strives towards it. Organization
is the machine of management in its achievement of the ends
determined by Administration.
B. Scope and Importance of School Organization
The scope of school organization is very vast. It includes;
efficiency of the institution, securing benefits of the school
through practical measures, clarification of the functions of
the school, coordination of the educational programmes, sound
educational planning, good direction, efficient and systematic
execution. It provides close collaboration and sense of sharing
responsibilities, organized purpose and dynamic approach.
Any organization plays a vital role in the life of human being. It
plays different functions like; brings efficiency, guide pupil to
receive right direction from the right teachers, enables the
pupil to get profit from their learning, bring coordination of
the student-teacher-parents-society. It provides well defined
policies and programmes, favourable teaching learning
situation, growth and development of human beings, make use
of appropriate materials, effective development of human
qualities, execution of the programmes, arrangement of the
activities, efforts for attainment of the objectives etc.
In school organization, there is a great role of economy, men,
and material to achieve the desired objectives. Following there
is a great role of different subject which is called the scope in
the school organization.
1. Role of School Plant
It is a comprehensive term which means, building, playground,
furniture, equipment, library, laboratory etc. all those physical
facilities which are required for achieving various objectives of
the school organization constitutes the school plant. Optimum
21

utilization of school plant helps in achieving fruitful results and

desired objectives.
2. Role of Curricular and Co-Curricular Activities
Kerr defined curriculum as, all the learning which is planned
and guided by the school whether it is carried on in a group or
individually, inside the school or outside it. He further states
that it can be divided into four inter-related components i.e.,
curriculum objectives, knowledge, learning experiences and
curriculum evaluation. Curricular activities involve games,
sports, and seminars etc. which play their important role for
comprehensive development of the personality of the child.
3. Role of Human Resources
Human resources of the school are students, teaching staff and
non-teaching staff. There is no betterment without teacher in
the school. Proper planning and organization of teaching
learning activities can only be achieved through Cooperation,
willingness, involvement, fellow feelings and devotion of
teachers, students, librarians, assistants, peons, etc.
4. Role of Financial Resources
Utilization and development of financial resources have its
great importance in school organization. School organization
requires proper budgeting, accounting and audit system
because these are beneficial for making transparent policies,
plans, rules and regulation.

SCHOOL MANAGEMENT
The policies of the school have been developed according to
educational principles, government policies and the goals of
kindergarten school education.

22

1. Reinforce administrative organization, maintain job

responsibilities and boost work efficiency.
2. Follow a democratic approach, make personnel, funds,
opinions, rewards and punishment public in an attempt to
lead the school toward united and harmonious direction.
3. Strengthen personnel management, increase employees
motivation. Look, listen and understand more. Promote a
focus on mobile management.
4. Emphasize delicate campus planning, improve working
environment, and inspire employees professional spirit.
5. Encourage in-service teacher education to improve
teaching methods and counselling skills in order to more
effectively implement educational functions.
6. To respect and serve rather than manage
7. Focus on teachers sense of honour and responsibility
8. Focus on research, experimentation, innovation and the
teaching profession. Invigorate teachers spirit and
stimulate educational renovation.
9. Enhance teaching equipment and make good use of social
resources in order to create modern well-developed
citizens.
10.
Incorporate the five main themes of education, and
teach students in accordance with their aptitudes to
maximize their talents.
11.
Focus on the planning and delivery of special
education services.
12.
Strengthen life education, moral education, and
traffic safety education in order to develop a harmonious
atmosphere.
13.
Develop good relationships with communities, make
use of social resources, and continue school development
in order to make the school a centre of community
development.
23

14.
Management operates through various functions,
often classified as planning, organizing, staffing,
leading/directing, and controlling/ monitoring, Motivation
.i.e.
15.
Planning: Deciding what needs to happen in the
future (today, next week, next month, next year, over the
next 5 years, etc.) and generating plans for action.
16.
Organizing: (Implementation) making optimum use
of the resources required to enable the successful
carrying out of plans.
17.
Staffing: Job analysing, recruitment, and hiring
individuals for appropriate jobs.
18.
Leading/Directing: Determining what needs to be
done in a situation and getting people to do it.
19.
Controlling/Monitoring: Checking progress against
plans.
20.
Motivation: Motivation is also a kind of basic
function of management, because without motivation,
employees cannot work effectively. If motivation doesn't
take place in an organization, then employees may not
contribute to the other functions (which are usually set by
top level management).

24

LESSON 7
OBSERVATION FORMS AND CUMULATIVE RECORD
FOLDER
Observation forms and cumulative record folders are
developed from
Experience in working with young children aged 2 and year
to 5 years.
These are the means by which the teacher gets to understand
the child. The rest of the information is gathered through
home visits, interviews with parents, medical check-ups, etc.
all these details are entered in the cumulative record folder.
Observation Forms are of 7 types:1. Physical Chart includes observation on items like
general physical condition, facial expression, posture and
gait, cleanliness and functional efficiency of sense organs
and limbs, stamina, activity level etc.
2. Motor Chart- observes various hands and legs skills. It
helps the teacher to assess the extent of muscular
coordination the child has developed.
3. Emotional Chart- it studies emotional development of the
child such as expressions of emotions, emotional outburst
and emotional dependence.
4. Personal, Social Chart- observes aspects of behaviour as
cooperation, friendliness, competition, independence,
responsibility, social acceptance etc.
5. Language Chart focuses on language development such
as oral expression and fluency of - speech.

25

6. Intellectual Chart- takes into account abilities such as

attention, memory, imagination, reasoning and problem
solving.
7. School Participation Chart- to determine how much the
child participates in school programme. It lists the
various activities of the school and the teachers are
required to note the nature and participation of the child.
Cumulative Record Folder: - Consists of 6 forms:
1. Admission form Is given at the time of registration. Parents
are required to give full personal information of the child.
2. General information Form- the parents are given this form
after the child has been admitted in the school. They are
required to give factual details concerning the family.
3. Detail information form- this form is used by the teacher when
she goes for home visits. She uses as an interview form asking
questions as. What is the kind of disciplinary method the child
is used to? How much supervision does the child get? What are
his interests? This information is vital to understand a child.
4. Health Form- gives details of the height weight body
proportions of a child. It also gives information regarding any
physical, sensory defects or any other serious illness. The
health form is to be filled by a school doctor with the help of
relevant information given by the teacher.
5. Teachers estimate Form-It is from this form that the teacher
sums up the information collected from various sources and
arrives at an estimate of the child. It is divided into 7 parts.
Physical development.
Motor development.
Emotional development.
Personal Social development.
Language development.
Intellectual development.
School participation.

26

The teacher rates the children in these aspects of

development.
6. Report Card-The report card is a link between school and
home. It is through the report the parents come to know, how
far the child has developed how he has adjusted to the school
and how well he participates in the school programme.

EVALUATION OF MENTAL, SOCIAL AND PERSONAL

DEVELOPMENT
ATTRIBUTES

AU
G

OC
T

JA
N

APRI SIGNATURE OF
L
GUARDIAN

1. MIXES
FREELY
2. SPEAKS
FREELY
3.
COOPERATION
4.NON27

COOPERATION
5. CHEERFUL
6. RESTLESS
7. CONFIDENT
8. GENEROUS
9. OBSERVATION
10. ATTENTION
11. CURIOSITY
GRADES
A- GOOD
B- SATISFACTORY
C- FAIR
D- AVERAGE
E- POOR
THESE GRADES ARE TO BE ENTERED BY THE TEACH

EVALUATION OF PUPILS PHYSICAL DEVELOPMENT

PERIODS

HT In
Inches

WT
In Kgs

CHEST

GENERAL
HEALTH

PERSONAL
CLEANLINES
S

HABIT
S

SIGN

JULY

NOVEMBER

28

MARCH

EXAMINATION PROGRESS REPORT

SUBJECTS

MARK
S
OUT
OF

AUG
1ST UNIT
TEST

OCT
TERMINA
L
EXAM

JAN 2ND
UNIT
TEST

APRIL
ANNUAL
EXAM

ENGLISH
RECOGNITION
READING
SPELLING

29

WRITING
CONVERSATIO
N
NUMBERWORK
RECOGNITION
COUNTING
SPELLING
WRITING
ADDITION
SUBTRACTION
GENERAL
KNOWLEDGE
DRAWING
CRAFT
TOTAL
MARKS
REMARKS

Teachers
Signature
Principals
Signature
Parents Signature

KIDOOLAND
PLAYSCHOOL AND NURSURY
ADMISSION FORM

PHOTO

a) NAME___________________________________________________
b) GENDER: BOY / GIRL

D.O.B___________________________

c) FULL ADDRESS: ______________________________________

30

d) CONTACT NO: RES _______________________________

e) MOB___________________________________
f) PREVIOUS SCHOOL_________________________
g) VACCINATION DATES: - SMALLPOX ____________

h) TRIPLE VACCINATION__________________________________
i) BCG__________; POLIO ________________________;
j) MEDICAL HISTORY:-ALLERGIES, ETC__________
k) FAMILY DOCTORS NAME & TEL NO. _______
FOR OFFICE USE
a) NAME OF THE STUDENT_______________________
b) FEE PAID (IN WORDS) ___________________________________
c) CLASS ______________________
d) DATE OF ADMISSION___________________
e) DATE OF WITHDRAWAL_____________________________
f) SIGNATURE OF GUARDIAN: _______
g) SIGNATURE OF THE PRINCIPAL_________________________

LESSON 8
FIVE AREAS OF DEVELOPMENT FOR YOUNG CHILDREN
There are five kids development areas which include Physical
(Motor Skills), Social Development and Emotional, Approaches
to Learning, Thinking (Cognitive Development), and Speech
and Language Development.
Five Kids Development Areas:
31

1. Motor Skills (Physical Health, Well-Being, and

Movement Skills)
These activities are designed to help develop your childs
large and small muscle control, his/her coordination, and
his/her overall physical fitness.
2. Social and Emotional Development
Activities in this area target your childs ability to make
and keep social relationships, both with adults and with
other children. He/she will learn to recognize and express
his/her own feelings more effectively. He/she will gain
experience understanding and responding to the
emotions of others.
3. Approaches to Learning
Children differ in how they approach new tasks, difficult
problems, or challenges. These activities will spark your
childs curiosity, interest, and attention and the ability to
stay on task. Research suggests strong links between
positive approaches to learning and success in school.
4. Cognitive (Thinking Abilities)
The suggestions in this area help your child figure out
how the world works and how things are organized. Your
child will experience how to learn skill improving
problem-solving ability and abstract thinking.
5. Speech and Language Development (Communication,
Language and Literacy)
These activities will help children learn to express
themselves and to understand what others say. Early
reading and writing skills are also targeted.

32

LESSON 9
HOW TO START A PRESCHOOL
ADVERTISEMENT:

The very first thing is to do is advertise vigorously.

Display board outdoors, ads on the internet, newspaper
and pamphlets.
Online advertising is free and extremely effective.
Publicity: Notices posted in libraries, churches, and
stores.
Telephone Listing: A telephone listing in white and yellow
pages.
Letterhead: Prepare a school letterhead with logo,
address, and telephone number.
Brochure: Typical items in a school brochure name,
address, phone number, brief description of program
characteristics for each age level, admission
procedure, tuition fee, faculty and administrative staff
list map showing location and good clear photos.
CLASSROOM:
A classroom should have good amount of lighting, a tile or
wood floor.
Cupboards for toys and stationary, books, papers etc.
hangers for bags and water bottles, dustbins.
Walls and curtains should be in cool pastel colours.
The charts should be colourful and attractive.
Toys and story books should be ample.
Keep CD/DVD and TV.
For play group and nursery the walls can be painted with
cartoon characters, the small kids identify them as their
house members as they watch these character in the
safety of their homes, therefore they will feel comfortable
if they see them life size on the walls.
33

 Kindergarten I & II must not be painted with cartoon

characters, as it can be distracting for the children.
FURNITURE
Playgroup and nursery children cannot sit in one place,
therefore a big mat is more than sufficient for them. For
kindergarten tables can be of different shapes, like rectangles,
squares, ovals etc. Childrens shelves should be child-sized,
and not in excess of eight inches wide for easy access.
WASHROOMS:
Washrooms should be child-sized. The washrooms must have
bright light, an exhaust fan. There should be tissues, tissue
roll, soap pump and a dustbin. A colourful chart with pictures
of washing hands, flushing the toilet, using the dustbin etc.
must be hung on the washroom walls.
PANTRY / KITCHEN:A small refrigerator is necessary to keep icepack for first aid,
drinking water etc.
OUTDOORS:Playground should be covered with a rug, carpet or a green
plastic carpet to make it a safe play area. Thorny shrubs
should not be planted. Toys, such as big doll houses, jungle
gyms, supermarket, see saw, swings, slides, swinging horse,
pool and sand and water tub should be put in the playground.
SAFETY:
Keep fire and health regulations charts, exit lights, fire alarm
exits and extinguisher and safety plugs.
FIRST AID KIT:First aid kit should ideally contains scissors, all sizes of splints,
tweezers, safety pins, bandages, antiseptic creams, cotton,
hydrogen peroxide solution etc. Ice pack should be ready
always to be applied on the wounds.
LIBRARY:

34

Keep colourful childrens books in low shelves. Make children

sit on a mat or rug in the library corner. Colourful pictures of
story characters can be hung from the ceiling.

STARTING A DAYCARE & BABYTTING BUSINESS

Approximately one-half of the children in the world today are
cared for by day-cares. In two-thirds of two-parent homes,
both parents work, providing a large and ever growing
consumer base for the day-care industry. In addition, 12
million children, more than 20% of the children in the world,
live with single parents and they need child care in order to go
for work. Many of the small child day-care businesses are
home-based, or operated out of a privately owned home,
working mothers use centre-based care. Business of day-care
in your home can cost from as little as 10,000.
You will need:
A clean hygienic place with proper ventilation
Licence from BMC
Trained care taker to handle very small kids.
Sleeping Equipment for children for babysitting
Pampers
Local doctors/nurse on call
First aid
Toys
Educational equipment
Playground equipment
Employees.

35

LESSON 10
SCHOOL EVENTS
All students should be encouraged to participate in school
events.
FIELD TRIPS:
Field trips are an important part of curriculum introduced
right from the pre-primary classes.
The children enjoy trip of natural surroundings with the peers
and foster harmony among them.
These trips have been extremely helpful in kindling the spark
of curiosity in the children.
They ignite their analytical senses and broadened their
horizons.
Visits to the Post-office, Railway station, Hospital, Bank,
District library, Court, Police station, Amusement park, Farms,
various water sources, different places of worship, Zoo,
Aquarium, Science city etc. have been a source of immense
excitement and fun brings children come close to reality and
the environment around them.

36

SPORTS DAY -Sports are an important aspect of a growing

child. Races should be organized every year. Children should
be trained 3 months prior to the race
FESTIVALS
The stories behind the festivals must be told to the children.
This will bring awareness in students about all religions and
gives them the concept of unity in diversity.
Celebrations like Grandparents Day honour them and make
them feel important and needed.
PICNIC:
1. Number each child. Count the children at every step.
2. Take a rope, so that they can hold the rope and walk in a
straight line.
3. Keep an adult at both ends of the rope.
4. First-aid kit.
5. Wet wipes/tissues
6. Children's change of clothes
7. Bed sheet or plastic mat
8. Basket
9. Ice packs
10. Umbrella
11. First-aid kit
12. Trash bags/hand sanitizer
13. Water & torch
14. Frisbee / bubble liquid/ ball/ Bucket and spade
15. Camera
16. Telephone number of all the parents.

37

LESSON 11
FIRST DAY OF SCHOOL
Decorate the room like a birthday party, with balloons etc.
Stick children's photos on the classroom door, in unique
ways, e.g. on the windows of a train, two or more photos
in a parachute falling from the sky etc. Children feel
bonded to the class when they see their photo on the
classroom door.
Let popular local music played in the classroom, children
can dance so that the classroom looks lively
Give party hat to each child as they walk in.

38

 For ages 3 to 5. As the parents come to leave the child,

give them a heart sticker and let them stick it on their
child hand and then leave. This way if the children miss
their parents they can kiss the heart on their hands.
Take the children out to play in the garden or play area.
This is the best way to bond with the little ones.
Reassure the parents, whose children are crying, that the
child will calm down as the day progresses. Parents must
leave the school; only then the children give attention to
the teacher.
If a child is crying nonstop. Start by being compassionate.
Say "I noticed you are crying. Can you tell me what you
are sad about? Oh you miss your mommy? I understand.
She will come back. I miss my mommy too, but I know I
will see her later. Lets find something to play with. What
are those children doing over there? Lets go see."
There's no such thing as "make them stop crying" but if
you show a little compassion and try to re-direct them,
you will often be successful at forming a bond and
helping them find something they will enjoy.
For Sr. K.G children. Give colouring sheets and crayons,
paints and plain paper. Before they leave make them do a
simple art or craft activity, which they may take home.
No class work or teaching work should be started in the
first week, as that much time is needed for the children to
adjust.

LESSON 12
A TYPICAL DAY IN PRESCHOOL & KINDERGARTEN
1. A playgroup provides children the initial knowledge of
alphabet numbers(only orals).
39

a. Children arrive at playgroup. They hang up their bag and

coat. Each child has their own named peg. The children
are welcomed into playgroup and sit quietly for
attendance. Sing welcome song,
b. Free-flow session, allows children to move between the
inside and outside space and access a wide range of
activities. These include creative activities, messy play,
gardening, construction, imaginary play, computer time,
and quiet time reading with a member of staff. Different
activities on different days i.e. art, craft and construction
activities, sand and water play, adventure play, music and
movement, books, stories, games etc.
c. Drinks and snacks should be available to the children
throughout this free play time. They learn to select, serve
and tidy away
d. Free-flow play - opportunity for children to explore the
equipment and self-select at their own choice and time.
e. Group Story time
f. Group Singing - using books, props, song bag and/or the
children's choice of songs or nursery rhymes.
g. Tidy up, goodbye song.
2. In a nursery many activities are same as playgroup, but
as the children are one year older than playgroup, they
can do more activities and are able to write on the dotted
lines.
a. Fun-filled activities in each area of learning
including: arts & crafts, role-play, science &
discovery, touch screen computers, language &
literacy, maths, cooking, games and toys indoors
and outdoors
b. Writing by joining dots Math and English.
3. In a lower kindergarten all remains same, but stress is
on writing , introduction of phonics and learning more
concepts of science & social studies.
4. In a higher kindergarten children learn to read, write,
phonics, higher maths and much more

40

LESSON 13
CIRCLE TIME
Childcare centres often have a group gathering in the morning
or later in the day that is referred to as "circle time." During
this time, the children sit in a circle (usually on a rug) and the
teacher may read a book aloud, lead a sing-along, or engage
the children in a discussion.
With its co-operative activities and discussion, Circle Time
ensures that each student gets a chance to contribute and feel
valued. It is a special time to share finger plays, chants and
rhymes, songs, play rhythm instruments, read a story, and
participate in movement games and relaxation activities.
Circle time provides a time for listening, developing attention
span, promoting oral communication, and learning new
concepts and skills. It is a time for auditory memory, sensory
experiences, socialization, and a time for fun. Circle time can
be a complex, dynamic interaction among adults, children, and
resources used. Teachers have the power to make group time
more effective and enjoyable for all involved. It also has roots
in social group work and in solution focused therapeutic
approaches. Circle time is generally meant for children from
ages 25.
Circle time rules
1.
Sit in a circle.
2.
Hands together
3.
Listen to the teacher
4.
Listen to the children
5.
Raise my hand to talk
FINGER PLAY
Finger play is hand action or movement combined with singing
or spoken-words to engage the child's interest. From the ages
three to four children become active listeners and can control
their eyes, body, and attention on the teacher. Finger play
helps young children to focus on each finger and the
movement of their hands and fingers when they act out each
part of the finger play. It develops fine motor skills, listening

41

skill, pre reading skill, counting skill, social skill and large
motor skills. An example of finger play:
Five Little Monkeys
Five little monkeys (five fingers)
Jumping on the bed - (rest elbow on other hand, jump arm up
and down)
One fell off, (holds up one finger, bring down as if falling)
And bumped his head! (Hand to head)
Apple tree
Way up high in the apple tree (Point up high)
Five red apples looked at me. (Hold up five fingers)
I shook that tree as hard as I could, (Pretend to shake the tree
with both hands)
Down came an apple, (Wiggle fingers down from the air)
Mmmm, it was good.
Rub tummy! (Repeat with four, three, two, and one apple
smiled at me.)
Five Little Popcorn Seeds
Five little popcorn seeds sitting in a pot-Have the children
squat down low
One got hot and it went Pop!-Jump on the word Pop!
Repeat with Four, three, two, one, and no more popcorn seeds
sitting in the pot.
Hello Song
Hello, hello-Wave hand
Hello and how are you?-Point to the children
Im fine, Im fine,-Point to self
And I hope that you are too!-Point back to the children

42

LESSON 14
DRAMATIC PLAY
Dramatic play is an extremely valuable part of the daily
curriculum. Here are just some of the benefits of dramatic
play:
1.
Enhances children's development
2.
Develop their understanding about new experiences
3.
Develop and practise language
4.
Express fears and feelings
5.
Develop social skills, such as learning to cooperate, share
and take turns
6.
Practise problem solving
Setting up the dramatic play area
Dramatic play is best situated near the dough and block play
areas.
Adults can help
1.
Provide a selection of materials and equipment
2.
Stimulate ideas by reading stories, taking children on
outings etc.
3.
Support children to put their own ideas into practice,
without taking over
43

4.
Help children sort out problems constructively
5.
Encourage children to help tidy up after the session.
6.
Equipment for dramatic play
Keep a selection of dress-up clothes. Keep accessories for role
playing of both men and women.
1.
Male and female dolls representing different cultures
2.
Dolls clothing, beds and bedding
3.
A table, chairs, kitchen utensils, and furniture
4.
A clothes line with pegs
5.
A selection of boxes and lengths of material
6.
Mirror at child height
7.
Props as necessary for other types of dramatic play, e.g.
shops or medical play.
8.
Ideas for literacy and numeracy. Talk with the children
using the language that goes with the play. Provide writing
materials for children to use in their play, e.g. making menus.
For a restaurant, money for a shop, signs for a road, invitations
to a party, etc. Talk about the math elements of their play, e.g.
with money, number, shapes.
PUPPETRY
Puppets are a great teaching tool. And a lot of fun too and can
be used anyway, anywhere, and anytime, to spark young
childrens imagination. Puppets are a great way to capture
childrens interest. Using puppets is a wonderful teaching
technique that can lead children to learning. Puppets can be
used to teach concepts, to expand language, listening skills,
manners and to encourage creative thinking. They can be used
for transition time, drawing children to circle, telling stories,
and singing songs.
1.
Buy or make puppets
2.
Give a job to each puppet and always repeat the same
puppet for the same job so that the children know what to
expect when they see that puppet. It can introduce basic skills
include letter sounds, counting; simple spelling and creative
reading or introducing manners etc.
3.
Give the puppets names based on the job they teach. I.e.
Polite Pam.
4.
Modulate your voice for the puppets. Large puppets or
male puppets could have a deep voice, while small puppets or

44

girl puppets could have a soft voice. You could us higher pitch
voices for small animal or childs voices.
5.
You can use a puppet theatre or cut a hole in a bag or box
have your puppet pock its head out of the bag. Place items to
be introduced in the bag or box.
6.
Assign an area in your classroom where children always
have puppets to use. Help the children to make their own
puppets using boxes, paper tubes or paper bags.
7.
Create paper bag puppets for each child so the class can
put on their own puppet shows.

LESSON 15
ACTIVITIES: - THEIR IMPORTANCE AND USE
LEARNING

WHAT THE

TEACHER
45

CENTER /
ACTIVITY

CHILD LEARNS

PARTICIPATION

Small
Muscle/
Manipulative
s
Beads, peg
sets, puzzles,
lotto, small
blocks, Legos

Eye-hand
coordination,
small muscle
development,
colours, sizes,
numbers, space
relationships,
shapes, language,
likeness/
differences

Help a child who seems

to need it. Let the child
have the satisfaction of
success. Rotate
materials to keep
children's interest.

Creative
Activities
Painting, clay,
markers, glue,
play dough,
chalk, crayons,
scissors, tape

New sensory
experiences,
Tensional outlet,
self-expression,
small muscle
development and
coordination,
Colour, shapes,
textures,
Language,
Whole/part
relationship

Give simple suggestions

which will aid child in
satisfying use.
Emphasize the
experience, not the end
product. Do not make
models or ask "What is
it?" Encourage the child
to talk about it, if s/he
wishes. Write the child's
name on the back of the
work in manuscript
alphabet. Let child print
own name if able.(i.e. for
Sr. K.G)

Blocks
Large and
small blocks
used with
various
accessories
such as trucks,
cars, trains,
animal figures,
people figures
and houses,
etc.

Eye-hand
coordination.
Muscle
coordination.
Balance, shapes.
Math concepts.
Creative
expression.
Construction.
Dramatic play.
Cooperative play.
Recognition of

Guide building away

from shelves so that
blocks are accessible.
Keep area reasonably
clear. Put blocks away
which are not in use
from time to time. Do not
allow blocks to be
thrown or built any
higher than the shoulder
of the shortest child in
the area.
46

shapes. Problem
solving.
Sequencing.
Equivalencies
Dramatic
Play

Dramatic,
imaginative,
cooperative play.
Opportunity to
act out life's
experiences,
feelings.
Emotional outlet,
social contact,
family
relationships

Occasionally arrange
materials if needed to
stimulate play. Give
simple suggestions if a
child needs help
entering play.

Sensory
Materials
Water, sand,
etc.

Sensory
experience.
Measuring.
Tensional outlet.
Basic science
concepts.
Opportunity for
solitary, parallel
or cooperative
play

Give minimal direction.

Sit low and nearby.
Materials may not be
thrown. Encourage
talking about the
materials and help
develop measuring
concepts if the child is
interested.

Large Muscle
Climber,
slides,
balances
beams,
rocking
horse, etc.

Big muscle
development.
Balance,
coordination.
Energy, tension
release. Safety
education.
Opportunity for
social growth

Always watch carefully.

Avoid crowding or
pushing.
Feet first down slides.
Children's hands must
be free of toys when
climbing.

Writing in
workbooks
/worksheets
Math,

Eye-hand
coordination.
Small muscle
development

Helping children with

joining dots and write
and holding hands of
those children who are
47

English,
Language,
EVS

unable to write
independently

Science
experiences

Development of
natural curiosity
of the world
around them.
Change and
growth

Share interesting
objects. Encourage the
children's curiosity. Help
them to look, listen, feel,
smell and discover.

Clean-up

Sense of
orderliness and
cooperation.
Satisfaction in
helping and in
completing a job.
Responsibility.
Respect for
property

A short time before

clean-up warns children
that it will soon be time
to end the play.
Encourage children to
help by giving them a
task to do.

Storytelling & Opportunity for

Picture
quiet, restful
reading
activity. Learning
to listen.
Appreciation of
books.
Vocabulary and
speech
development.
Visual, auditory,
memory. Selfconcept

Provide comfortable
atmosphere. Choose
books wisely. Show
interest in reading. Show
pictures and ask the
children to depict the
story in the picture or
tell the story from the
picture.

Washroom
and hand
washing

Experience in
good health
habits.
Development of
self-help skills

Allow time for child to be

self-sufficient. Assist as
needed. Be sure to wash
hands. Teach washroom
etiquette.

Snack

Social skills.
Practice in

Set an example of
courtesy and friendliness
48

pouring.
Awareness of
nutrition.
Language
development.
New taste
experiences

Encourage conversation
and sampling the foods
offered.

Music
Singing,
dancing,
rhythms and
games.

Muscle
coordination.
Awareness of
different sounds
and rhythms.
Appreciation of
songs and music.
Language
development.
Socialization
skills. Creative
expression

Be a part of the music

circle.
Participate by singing,
dancing, etc.

Field
trip/Picnic
(Not
appropriate
for Toddler
groups).

Gives the child a

variety of
experiences.
Helps form
accurate
concepts of the
world. Learns
how to behave in
a variety of
situations

Each adult should know

which children s/he is
responsible for and each
child should know which
adult s/he is with. The
adult should explain a
little bit about the trip
and what behaviour is
required. Each car
should have one adult to
drive and one to
supervise.

49

LESSON 16
OBSERVING CHILD AT PLAY
It is highly desirable to keep some record on each child in the
group. Brief notes should be recorded on childs individual
progress showing the activities which the child enjoys and the
way he reacts to them.
Note the following:
a) Discover material he selects and how he uses it.
b) The childs approach to the material, after which activity
has he taken the material, does he come on his own or on
teachers suggestion or is he following others. Is he eager
reluctant or neutral about using it?
c) Situation in which the child is operating
d) This includes other activities going on, number of
children at activity being observed, proximity of teacher,
atmosphere in the room(noisy, peaceful, boisterous,
controlled , rigid etc.), availability of material , method of
presenting it, time available for its use and restriction set
by the teacher. Can the child get the material by himself
when he wants it? Is it set before him or are suggestions
made that he uses it? Can he have it if he asks for it?
e) How he concentrates when he is using the material?
f) Does he seem intent on what he is doing, or is she more
interested in others childrens work , and works in a
disinterested fashion.
g) How he uses his energy?

50

h) Does he use fairly even energy or a great deal of energy

in the manipulation of the material in his baby
movements and his verbalization?
i) Is he careless or careful while using the material?
j) Manipulative actions. Is he free or tensed in his handling
of the material. Are his movements large and sweeping or
small or precise or smooth or jerky?
k) Does he work rapidly cautiously or slowly?
l) Tempo of work. Does he seem to hurry to finish the work
or is he leisurely in pace?
m)
Does he share with other children or keeps it with
himself only?
n) Does he talk sing, hum or use nonsense phases while
handling the materials?
Development of movement
a) Is there any change from the initial approach till the
end of the session? Does he become progressively free
or venturesome?
b) These points teachers may observe children. The
teacher can find her own way to observe the child and
write her views in the childs record. (Refer to LESSON
number 9 for child record.)

51

LESSON 17
PHONICS
What is phonics?
Phonics is a way of teaching children to read quickly and
skilfully. They are taught how to:
recognise the sounds that each individual letter makes;
identify the sounds that different combinations of letters
make - such as sh or oo;
Blend these sounds together from left to right to make a
word. Children can then use this knowledge to de-code
new words that they hear or see. This is the first
important step in learning to read.
52

Why phonics?
Research shows that when phonics is taught in a structured
way starting with the easiest sounds and progressing
through to the most complex it is the most effective way of
teaching young children to read. It is particularly helpful for
children aged 5 to7.
Phonemes the smallest units of sound that can differentiate
meaning of words i.e. change a single letter in front of
at/cat/fat/mat/. Separating the spoken word "cat" into three
distinct phonemes, /k/, //, and /t/, requires phonemic
awareness. Phonemes can be put together to make words.

GIVEN BELOW IS THE SOUND OF ALL THE ALPHABET

A SAYS AE AS IN APPLE.

The sound of a in Say

B SAYS BA AS IN BALL

the sound of b in Cab

C SAYS DA AS IN CAT

the sound of b in Sack

D SAYS DA AS IN DOG

the sound of d in Bad

E SAYS EH AS IN ELEPHANT

the sound of e in Met

F SAYS FA AS IN FISH

the sound off in Stuff

G SAYS GA AS IN GIRL

the sound of g in Mug

53

H SAYS HA AS IN HAND
I SAYS E AS IN INSECT
J SAYS JA AS IN JUG

the sound of h in hot

the sound of I in Bin
the sound of j in Major

K SAYS KA AS IN KITE

the sound of k in Back

L SAYS LA AS IN LAMP

the sound of l in fall

M SAYS MA AS IN MONKEY
N SYAS NA AS IN NESTS
O SAYS AW AS IN ORANGE
P SAYS PA AS IN PENCIL

the sound of m in Sum

the sound of n in Sun
the sound of o in Cot
the sound of p in Soup

Q SAYS QWA AS IN QUEEN

the sound of q in quality

R SAYS RA AS IN ROBOT

the sound of r in Sir

S SAYS SA AS IN SUN

the sound of s Bus

T SAYS TA AS IN TREE

the sound of t in Bat

U SAYS UH AS IN UMBRELLA

the sound of u in Sun

V SAYS VA AS IN VAN

the sounds of v in revamp

W SAYS WA AS IN WATCH

the sound of w in wave

X SAYS X AS IN X-MAS
Y SAYS YE AS IN YELLOW
Z SAYS Zzzz as in Buzz

the sound of x in Fox

the sound of y in yoyo
the sound of z in Maze

LESSON 18
READING READINESS:
Reading readiness has been defined as the point at which a
child is ready to learn to read and the time during which a
person transitions from being a non-reader into a reader.
Other terms for reading readiness include early literacy and
emergent reading. Skills that indicate whether a child is ready
to learn to read include:

54

Age-appropriate oral language development and

vocabulary

Appreciation of stories and books

Phonemic awareness (ability to distinguish and

manipulate individual sounds of language)

Understanding of basic print concepts (for example,

printed text represents spoken words; spaces between words

are meaningful; pages written in English are read left to right
starting at the top of the page; books have a title and an
author, and so on).

Understanding of the alphabetic principle (letters

represent the sounds of language)

Ability to distinguish shapes of the alphabet (visual

discrimination) or discerning shapes

Ability to identify all letters of the alphabet.

Math Readiness: Preschool-aged children need to be

involved with concrete materials and manipulatives in order to
build pre-math skills. Most pre-schoolers are not ready to add
and subtract until they can recognize numbers from one to ten,
count and sequence forward and backward, and use one to one
correspondence to count objects up to ten. Once a preschooler has mastered these pre-math skills, he may be ready
for simple addition and subtraction activities using
manipulative

LESSON 19
55

THE MONTESSORI SCHOOL PROGRAMME

A programme needs to be drawn so that it meets the objectives
of Montessori school education. The Montessori education
aims at the all-round development of the child physical,
social, emotional and intellectual. It helps the child to develop
good health habits, proper attitudes, and desirable social
skills. It leads to better adjustment to groups and increased
emotional maturity on the part of the child. It develops in the
child a questioning mind and scientific outlook. In other words
it should stimulate the total development of the child.
An important point in planning the Montessori programme is
that activities should be introduced at the time they are ready
for it, this ways they will enjoy leaning and doing the activity
more. For this the developmental level and needs of the
children has to be taken into account.
The Montessori school programme should be balanced
between individual and group activities. When a child first
joins a Montessori school, he indulges in solitary play. He takes
any material that he likes and plays with it. There is no
interaction with other children. But as he becomes adjusted to
the school, he is gradually drawn into group activities. As he
becomes older, he likes to spend time in group work, and thus
group activities increase and he becomes a part of the group.
But at the same time the Montessori school provides enough
opportunity to him for individual work also. Many different
types of activities, individual as well as group activities are
provided during the free play period and the children are free
to choose any activity they may prefer. The teacher keep an
eye on them to ensure that teach child get an opportunity for
individual as well as group work. If she finds that the child
indulges in only solitary play, she gradually brings him to a
group and similarly if she finds that a few children are always
clustered in a group, she tries to divert them at times to
individual work.
Then Montessori school programme should alternate between
active play and quiet play. If the children are taken outdoors
56

for play, then this activity should be followed by some quiet

activity indoors. Too much physical activity makes the child
exhausted and so it is necessary to provide some restful
activity after a spell of active work. A child leaves home and
comes to an unknown environment for the first time when he
joins a Montessori school. So the primary requirement at this
stage is to make him familiar with the environment and help
him to adjust to it. To achieve it the teacher has to work with
the children individually. She has first to be very friendly with
the child.
LESSON 20
CURRICULUM PLANNING
Curriculum is defined as what to teach and how to teach it.
Principles to be kept in mind while formulating a Daily and
Weekly Curriculum / Schedule/ Plan
All activities have to be age appropriate. A sr.kg child can
execute tasks of a playgroup child but a child in a playgroup
cannot perform tasks of a Jr. Kg / Sr. kg child.

While formulating a daily or a weekly schedule, you must

see that the activities are planned keeping in mind the allround development of the child i.e.
Planned activities
Materials and equipment
Interactions between children and providers and among
children
Your curriculum should focus on all areas of child
development.
1. Cognitive/intellectual - numbers and shapes, counting,
patterns and measurement, sense of space, knowledge and
experience with the world, art, movement and dramatic play.
2. Language/literacy - communication (listening,
understanding and speaking), knowing about letters and word
sounds and patterns, knowing about print and books

57

3. Social - cooperation, positive social relationships, respect

for others, knowledge about families and communities
4. Emotional - self-control and knowledge about feelings
5. Physical - gross motor skills, fine motor skills, active play
and health and safety
6. Cultural - awareness and appreciation of their own and
others' cultures
7. Approaches to learning - initiative and curiosity,
engagement and persistence and reasoning and problem
solving
8. Your curriculum should be based on providers'
observations of the needs, strengths and interests of the
individual children in care. It builds new experiences and
expectations based on children's previously learned knowledge
and skills. Providers need to be intentional in the methods
used to support children's learning.
9. Your curriculum should support children with disabilities
and children whose home language is not English.

The children should be taken out at least 4 out of 5 times

a week for vigorous physical exercise.

There should be a balance between

indoor activities and outdoor activities planned

active play and quiet play

group play and individual play

Old activities and new activities.

If the teacher keeps doing only old and same activities

then the children will get bored.

If the teacher keeps introducing new activities all the

time then the children will get confused. Therefore proper
balance should be maintained.

Every Activity made should have an Aim to it which

should explain how a particular activity will help the child.
Keeping in mind the above we can plan curriculum for
the whole year.
Full curriculum of a Nursery
June
Letters: Cc/ Oo/ Gg
Number: 1, 2, 3
Shapes: Circle
Colours: Red, Blue
Sensorial: Big/Little, Up/Down
58

Practical Life: Body Image

Science: Exploring Our Feelings, Weight and Measurement
July
Letters: Aa/ Dd/ Ss
Number: 3, 4, 5
Shapes: Square
Colours: Yellow, Green
Sensorial: Open/Close, In/Out
Practical Life: Balance
Science: Stop, Drop and Roll, Trick or Treat Safety
August
Letters: Ll/ Ii/ Tt
Number: 5, 6, 7
Shapes: Triangle
Colours: Orange, Purple
Sensorial: Over/Under, Top/Bottom
Practical Life: Gross Motor Skills
Science: Respect and Good Manners
September
September
Letters: Ff/ Ee/ REVIEW
Number: 7, 8, 9
Shapes: Star
Colours: Black, White
Sensorial: Fat and Thin
Practical Life: Fine Motor Skills
Science: Liquid to Solid
October/November
Letters: Hh/ Bb/ Uu
Number: 9, 10 REVIEW
Shapes: Rectangle
Colours: Brown, Primary
Sensorial: Tall and Short
Practical Life: Inside and Outside
Science: Hibernation/Winter
December/January
Letters: Pp/ Nn/ Rr
Number: 11, 12, 13
Shapes: Heart
Colours: Pink, Lavender
Sensorial: Right and Left
Practical Life: Hand/Eye Coordination
Science: Our Body
February
Letters: Ww/ Vv/ Kk
Number: 13, 14, 15
Shapes: Oval
Colours: Gold, Silver
59

Sensorial: On/Off, Middle

Practical Life: Foot/Eye Coordination
Science: Gears and Gadgets
March
Letters: Qq/ Xx/ Jj
Number: 15, 16, 17
Shapes: Diamond
Colours: Mixing Colours
Sensorial: Across/Through/Diagonal
Practical Life: Directionality
Science: Gardening/Life Cycles
April
Letters: Yy/ Zz
Number: 18, 19, 20
Shapes: Line
Colours: Turquoise, Magenta
Sensorial: Behind/ Around/ Time
Practical Life: Perception Motor Skills
Science: Animals: Past and Present

LESSON 21
LESSON PLAN
A lesson plan is the teacher's guide for running a particular
lesson, and it includes the goal (what the students are
supposed to learn), how the goal will be reached (the method,
procedure) and a way of measuring how well the goal was
reached (test, worksheet, homework etc.).
Lesson Plan 1:
Teaching the Seasons
Objective: Teach students about the different seasons of the
year: Summer, Monsoon & Winter.
Materials: Chart paper, arts and craft supplies, calendar,
photos of each season, four childrens books
Procedure:

60

12:0012:15 Show different pictures of each season. Start

with summer and progress all the way to winter, explaining the
weather in each season and using the pictures as a visual aid.
12:1512:30 Read short childrens books, each telling a
story about a different season. This will give the students
something familiar to associate with each season.
12:3012:45 Put the children at different tables, and hand
out art supplies. Demonstrate to them what the project is: a
large piece of chart paper split into four. In each corner, the
students will be doing art that reflects each season. For
monsoon, help them colour umbrellas; for summer a sun; for
fall, leaves; for winter, a snowman.
12:451:45 Give the students ample time to complete this
project. Go around and help them construct this piece of art
and label the seasons. Ask questions when going around about
other things each season includes. For example, summer is a
time to go to the beach, wear cottons while winter is a time to
wear sweaters.
1:452:00 Hang the art around classroom.
2:002:15 Ask them what kinds of things they associate with
each season, including things like weather and also personal
memories. This will solidify that they understand the lesson
completely.
Homework: Have them help their parents draw a picture at
home including something from one specific season of their
choice. They will have to come in the next day and show the
class their drawing and explain why it fits into one particular
season.
Lesson plans appropriate for kindergarten students
Lesson Plan No. 2
Title: Letter D Sound
Objective:

61

This lesson will help students recognize the sound of the letter
D and learn to identify in the names of things typically found
around
Materials Needed:
Books and magazines with many pictures
Markers or crayons
Large white sheet of construction paper
A 46 card with the letter D printed on it for each
student
Procedure:
Find a photo of an object with a name that starts with D and
show it to the class. Ask if anyone knows what the picture is
and have them say it. Have the class repeat the sound D
then says the name associated with the picture.
Continue with this exercise to give every student the chance to
identify a D item
Ask the students what things around the room have the D
sound
Have them come up and write the D on their card on the
chart and finish the word for them
Continue by asking what other items around them at home
have the D sound including people and place names
Review the words to make sure the students understand the
D sound and some words that start with that letter
This exercise can be repeated with all of the letters of the
alphabet. If the class is small, one may work with two or three
letters in one lesson.

62

Lesson Plan 3
Title: The Shape of Things
Objective:
This lesson plan teaches the students how to draw four shapes,
square, circle, triangle, and rectangle, and what items around
them correspond to those shapes.
Materials Needed:
White construction paper for each student
Markers or crayons
Procedure:
Describe each of the four shapes and draw them on the board
Point out how each shape is different from the others
Draw the shapes in different sizes to show that they are still
the same shape no matter what size
Have each student practice drawing the shapes on their paper
Work with one shape at a time
Have them draw different sizes of each shape
Focusing on one shape at a time, have the students look
around the room and find the shapes (for example, a globe for
circle, a window for a rectangle)
Have the student draw the object on their sheet of paper and
point out the shape
Now ask the students to look around the room and find where
the shapes are together in the room (for example, a round
doorknob is on the rectangular door)
Have the students draw these objects and point out the shapes
Have students show their pictures to the class and point to the
various shapes they found in the room.

63

LESSON 22
STORY TELLING
Storytelling is neither reading aloud nor reciting from
memory. Instead the teller uses voice, gesture, posture, and
eye contact to relate a tale. Stories heard in this way make a
deep and unforgettable impression on the young absorbent
mind
1. Its Importance:
2. It is an art of expressing your thoughts and imagination in
a simple, captivating, interactive moral based event.
3. Storytelling is a powerful tool and a necessity, especially
for young children, as it helps them reach their full
potential.
4. Stories are also great ways to teach lessons.
5. Dramatic play acting by a few children explaining the
story. For e.g. do not lie, steal or beat others
6. It is an effective communication tool.
7. Children love to hear stories; a story well told can
communicate important lessons.
8. Young ones begin to appreciate the goodness, humour,
bravery, and beauty of the characters in the stories
before they really know these qualities themselves.
9. Children who memorize stories in the form of nursery
rhymes at an early age become some of the best readers
as they get older.
10.
Children who hear stories on a regular basis usually
develop good reading and language skills that will be a
benefit all through their lives.
11.
Young children are developmentally wired to love
language, and using storytelling in the classroom cashes
in on that expansive love of words and the desire to try
out such language
64

12.
Hearing stories regularly allows pre-schoolers
become familiar with narrative patterns, speech rhythms,
and the flow of language. Telling stories to young children
also increases their vocabulary.
13.
Hearing the stories makes them reach places they
can never go to.
Aids /Materials used during Storytelling:
1. Masks of all animals
2. Puppets of stick, sock, single finger, hand, straw etc.
3. Flashcards stick the story content facing you and stick
the corresponding pictures of the story facing the
children.
4. Drawings while narrating a story, sketch drawing either
on the blackboard, floor with chalk, by racing in sand or
in the book.
5. Use Picture Illustrated Storybooks and show pictures
while storytelling.
LESSON 23
HEALTH AND NUTRITION PROGRAMME
Child Health should receive more attention by delivering
effective, preventive and health promoting care. Nursery and
K.G teachers should be prepared for this by essential training
as they come in close contact of the children. Action for
children in the first 6 years of life is of great importance to the
child. A majority of children live in rural area, tribal areas and
urban slums are under privileged and thus exposed to greater
risks regarding health.
Therefore it is necessary to design a programme for the
following objectives: To promote health and nutrition during
this early stage.
1. To adopt measures for development of personality.
For e.g. grooming, moral sciences, etiquettes, table
manners etc.
2. To provide suitable home and community facilities to
ensure security love and acceptance.
65

3. Preventive health supervision of child includes:

4. Immunization against common communicable diseases
i.e. T.B, small pox, polio, tetanus, diphtheria, woofing cough.
5. To observe growth and development
6. Nutritional health to poor children
7. Sanitation and water supply
8. Mass education this subject
9. Availability of nutritious food to preschool children.
10.
Training facilities for instructors or health
auxiliaries, preschool and kindergarten teachers and child
social workers should be improved.

LESSON 24
PARENT TEACHER CONFERENCE
Its Importance:
A parent-teacher conference is a short meeting or
conference between the parents and teachers of students
to discuss children's progress at school and find solutions
to academic or behavioural problems. Parent-teacher
conferences supplement the information conveyed by
report cards by focusing on students' specific strengths
and weaknesses in individual subjects and generalizing
the level of inter-curricular skills and competences.
66

Most conferences take place without the presence of the

students whose progress is being discussed. The
meetings are generally led by teachers who take a more
active role in information sharing, with parents relegated
mostly to the role of listeners.
Tips for Organizing a Great Open House
Parents need to know about the open house in advance.
Get the classroom set for company.
Write all the things you want the parents to know, on the
black board or notice board.
Keep comments book on your table, if you are not
present, the parents can leave a message in the book.
Keep all files book craft etc. ready in alphabetical order,
to give to the parents.
Listen to them and make notes of their views. Do not
interrupt.
Don't criticize, compare and insult their child.
Don't complain, just be helpful.
Only if there is a major problem in the child, Ask the
school supervisor to speak about it with the parents.
Make it fun, enjoyable, and brief.

LESSON 25
DISASTER MANAGEMNENT
FIRE DRILL
During a fire, you should do the following:
Use a fire extinguisher to put out small fires. You can
also use water if the fire is not electrical or chemical. Do
NOT try to put out a fire that you cant control.
67

 If theres a fire that is too big to put out, leave the

building immediately. You might not have much time
before the fire spreads, so dont even stop to call fire
brigade. Once youre outside and safe, you can use a cell
phone or a neighbours phone to call.
If your clothes catch fire, do NOT run. This could
make the fire spread more quickly. Instead, stop, drop,
and roll on the ground, cover your face with your hands,
and roll back and forth until the fire is put out.
Cover your face and hair with wet clothing (Take all
childrens extra set of clothing and dip the in water from
the water bottles)
If there is smoke in your house, cover your nose and
mouth with a small cloth and stay low to the ground as
youre leaving. Since smoke naturally rises, you should
crawl on your hands and knees to exit the building.
Do NOT open the door if the door is hot, there is
smoke coming through the cracks around or under the
door, or the doorknob is hot. This means that the fire is
close.
If you are trapped in the room, use duct tape, wet
towels, or clothing to seal off any cracks or vents around
the door. Call Fire Brigade and let them know where you
are. You could even put a white t-shirt outside the window
to let fire-fighters know where you are.
If the doorknob feels cool and smoke is not coming
in the room, open the door slowly and carefully. Then
quickly exit the building.
Open windows for the smoke to be let out and shout
for help.
After the fire has been out off:
It is very important to calm the children after any such
incident and then send them home. Take all children to the
garden and sing songs, nursery rhymes, games, etc.

68

LESSON 26
FIRST AID
FIRST AID FOR FRACTURES
WHAT IS A FRACTURE?
1. A fracture is a break or crack in a bone.
2. If the broken bone, call local emergency doctor or
hospital DO NOT move the injured part in order to
identify a fracture.
3. Ask the injured person if they have heard a bone snap at
the time of injury.
4. Clean and dress or cover open wounds with loose
clothing.
5. Gently feel along the length of the bone for tenderness,
swelling and deformities.
6. If you are not sure whether a bone is fractured, treat the
injury as if it is.
7. Stop any bleeding. Apply pressure to the wound without
causing further damage to the bone. Use a splint and
immobilise the joints above and below any fracture.
8. Apply ice packs to help limit swelling and relieve pain.
Don't apply ice directly to the skin as this could cause
frostbite wrap the ice in a towel, piece of cloth or some
other mater
FIRST AID FOR MINOR BURNS:
1. Cool the area by running cool water over it (not cold).
2. Put burn ointment on the area after the pain has
subsided.
3. Cover the burn with a dry sterile non-stick dressing.
4. Use pain relief ointment or spray to reduce pain.
5. For minor burn wounds get tetanus injected

69

LESSON 27
CHILD PSYCHOLOGY
CP is one of the many branches of psychology and one of the
most frequently studied specialty areas. This particular branch
focuses on the mind and behaviour of children from prenatal
development through adolescence. Child psychology deals not
only with how children grow physically, but with their mental,
emotional and social development as well.
The Different Contexts of Child Psychology
The Social Context: Relationships with peers and adults have
an effect on how children think, learn and develop. Families,
schools and peer groups all make up an important part of the
social context.
The Cultural Context: The culture a child lives in contributes
a set of values, customs, shared assumptions and ways of
living that influence development throughout the lifespan.
Culture may play a role in how children relate to their parents,
the type of education they receive and the type of child care
that is provided.
The Socioeconomic Context: Social class can also play a
major role in child development. Socioeconomic status (often
abbreviated as SES), is based upon a number of different
factors including how much education people have, how much
money they earn, the job they hold and where they live.
Children raised in households with a high socioeconomic
status tend to have greater access to opportunities, while
those from households with lower socioeconomic status may
have less access to such things as health care, quality nutrition

70

and education. Such factors can have a major impact on child

psychology.
All three of these contexts are constantly interacting. While a
child may have fewer opportunities due to a low socioeconomic
status, enriching social relationships and strong cultural ties
may help correct this imbalance.
Topics within Child Psychology
Child psychology encompasses a wide range of topics, from the
genetic influences on behaviour to the social pressures on
development. The following are just some of the major subjects
that are essential to the study of child psychology:
Genetics
Environmental Influences
Prenatal Development
Social Growth
Personality Development
Language
Gender Roles
Cognitive Development
Sexual Development
Understanding how children grow, think and behave parents
and professionals working with children can be better
prepared to help the kids in their care.
A teacher acts as a philosopher and a guide to the students,
must know the growth and development of the child and his
requirements at different levels. Educational/Child psychology
helps the teacher to study the ability, interests, intelligence,
needs and adopt different techniques of teaching for effective
communication.
The importance of educational psychology for a teacher
can be divided into two aspects I.e.:
Study teaching and learning situations.
71

 Application of teaching and learning principles.

(I) Study teaching and learning situations
(a) Individual difference
A teacher has to deal carefully with a group of students in
class room situation. As there, are wide variations in different
abilities among the students. Therefore it is very essential to
understand the individual difference of students regarding
their ability, interests, attitudes & need at different levels of
growth and development.
(b) To know the classroom teaching-learning process
A well-developed theory of class room teaching and learning is
helpful for transacting the content to the students effectively,
which includes class-room climate and the teaching
competence which are required for effective communication
and presentation of content. A teacher must know the
appropriate principles of teaching-learning, different
approaches to teaching for better result of teaching-learning
process.
(c)Awareness of effective methods of teaching
The method of teaching is based on the developmental
characteristic of the students. For example History is taught
effectively to small children with the help of storytelling
method because small children like stories. So the classroom
teaching depends on the teachers knowledge about the
interest of students and methods of teaching for the students
of different age-groups.
(d)Curriculum development
The course of study of particular degree or diploma is
prepared by teachers. Knowledge of psychology is helpful in
developing curricular of different levels of students in different
subjects. The developmental characteristics and needs of the
students are also taken into account in the formulation of
curriculum.
(e) To study mental health of students
In the process of teaching & learning activities in the
classroom, mental health of the teacher and the taught plays
significant role. As the mental condition influence directly the
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achievement of students. The mental health of teacher and

students must be normal or healthy. There are different causes
of mental illness of the teacher and the taught. It should be
known to the teachers to regulate teaching learning process.
(f) Guidance to the students
A teacher has to play different roles in school as guide,
philosopher, and leader. Guidance is a type of assistance to the
students to solve their problems by themselves. The
knowledge of psychology enables the teacher to provide
necessary educational and vocational guidance to the students
of different age groups.
(g) Measuring learning outcomes
Teacher has to perform two important activities in classroom
such as teaching and testing. The testing activities help in
measuring learning outcomes of the students to judge their
improvement and effectiveness of teaching-learning process.
(II)Application of teaching and learning principles.
(a) Objectives of Education
Education is a purposive attempt to bring about desirable
changes in the students behaviour. The objectives of education
are realized in terms of behavioural changes among the
students. Teachers have to create the learning conditions to
provide knowledge and experiences to the students for the
changes of behaviour. They have to relate teaching to learning
by appropriate method of teaching.
(b) Use of Audio-Visual aids in teaching
The teacher can take the help of scientific devices. The Topic
of presentation in the classroom can be made interesting by
involving more students participation. Television is a more
popular device as compared to radio, because television it
provides both audio and visual experiences. Many difficult
concepts can be made easy and interesting by the use of audiovisual teaching aids. The knowledge of psychology is necessary
to plan and teaching aids appropriately.
(c)Co-curricular activities

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Education is to have all-round development of the child. The

curricular exercise develops only cognitive aspects of j the
child. Therefore other activities like games, sports scouting,
girls guiding, debates, cultural programmes are essential
along with curricular activities for whole some development of
the child.
(d)Preparation of time table
The Class-room teaching of various subjects is organized by
perfectly arranged time table. Knowledge preparation of timeTable needs thoroughly psychology. As the difficulty subjects
like mathematics and science are placed in the first I periods
and other subjects like history, geography are usually | taught
in the last periods.
(e) Democratic administration
The school and class room administration should also be
impartial and democratic. It should provide freedom of
expression to the students to explore their innate power. The
students problems are to be solved sympathetically through
mutual discussion and understanding.
The study of educational psychology is thus very useful for
teachers for planning, organizing and evaluating the teaching
learning activities in the class.
Key lessons from positive psychology
Help children to notice their positive experiences.
Introduce activities that children enjoy in the classroom.
Tell children to ask for help when they find themselves in the
panic zone.
Give children the courage to fail.

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LESSON 28
QUESTIONS ASKED IN INTERVIEWS
Briefly tell us about yourself.
Can you teach extracurricular activities?
Do you have work experience?
What would your classroom look like?
How much salary do you expect?
How do you handle difficult students?
How do you reward achieving students?
How do you motivate students?
What do you get out of teaching?
Why do you want to teach?
Describe a lesson plan
What are the five areas of development?
What is phonics?
How will you teach a shape circle?
Do you like work with another teacher?
What would you do on the first day of school?
One of the children in your classroom is crying. How will you
address the situation?
How will you deal with difficult parents?
How would you teach an alphabet?
How will you handle crying children?
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Do you know storytelling and puppetry?

What is dramatic play?

LESSON 29
Class Demo
Some basic questions you will want to have answers to, if
possible.
Who? Which level of students should the lesson is designed
for?
What topic or teaching point should be covered?
How Long? What amount of time will you be given to deliver
your lesson?
What materials will be available?
You need to know what props or teaching aids you will need to
bring yourself to enhance your lesson, if they will want you to
perform a demonstration lesson.
Most school administrators are looking for someone who is
patient, friendly and kind to the students and to structure a
good lesson, so always keep that in mind.
Be well prepared
Learn lesson plan of Math, English and G.K.
Learn a short story by heart.
Make puppets.
5 Tips for Success:
1. Be energetic:- Greet children with enthusiasm. Be
outgoing and smile. Introduce yourself and then ask their
names and say we can be friends now.
2. Get the students involved and show that you can be fun.
Move around the room Walk around the room and make eye
contact with each individual student and with your evaluators
at least once.
3. Speak clearly and slowing with a strong voice,
demonstrating that you can teach a lesson and control a
classroom and are easily understood by children
4. Be confident:-look confident and in control, even if your
insides feel like jelly and your students do not pay much
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attention or participating. Forge on, stick to your plan and

your enthusiasm and friendly behaviour

LESSON 30
Montessori Materials
Maria Montessori writes about the characteristics of her
didactic materials as
1. The principal quality of my material is to attract the
attention of the child and to provoke a permanent
reaction within the child.
2. (The next quality) of my material is that it is systematic.
All the objects are connected in a series and together
form a material of development.
3. (The third quality) of my material is that it contains (what
I call) the control of error. As the child uses the material,
the material shows the child his mistakes and, in this free
path the child can correct these errors.
This also liberates him from unfavourable and discouraging
criticism of others and develops in him the sense of (self-)
criticism.
The Montessori Materials are classified under five titles:
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a. Practical Life:

Practical Life studies are the type of activities where the child
encounters as preliminary activities in a Montessori classroom.
Practical Life materials provide a smooth transition between
home and school for children. The tools used in the practical
life materials are mostly household goods where children are
familiar from their homes. Although, they are not allowed to
touch those materials at home, they are encouraged to play in
Montessoris terms work with them in a Montessori
environment. Therefore, practical life activities are very
attractive for children.
It is very interesting that when children use real household
goods in the classroom, they do not show any interest to play
with the fake and toy like versions of those materials. In
addition, using tools that are used in the real life situations are
more meaningful for children, because mastering them is a key
to their independence.
Practical Life activities serve, also, for another important
purpose in the Montessori Method. Understandably, due to the
reasons stated above, the child meets with the work cycle of
Montessori for the first time in the practical life area. The child
learns how to prepare a proper place to study (table or mat),
how to choose a material and after his/her work finishes, he
learns how to tidy up and place the material in its correct
location.
While working with the practical life materials, the childs

Attention and concentration skills,

Hand-eye coordination,

Understanding of order,

Self-control ability,

Perception of independence develops and improves.

Practical life activities are

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Manual Skills: Pouring, sorting, threading beads, paper

cutting, weaving and sewing buttons, and so on.

Grace and courtesy: How to greet others, how to

introduce yourself, how to shake hands and how to apologize
and so on.

Self-care: Cleaning your nose without disturbing the

others, washing hands, dressing, buttoning, and ribbon
binding and so on.

Care of the Environment: Ordering the shelves, dusting,

caring for the plants and animals and so on.

b. Sensory Materials

The purpose of these materials is to stimulate the childs

senses and to improve sensory perception from course to fine
in order to increase their sensitivity. Children can work on
their own or with a friend. The materials were designed to
appeal to the childs every sense aiming the most from each.
The information about quality of objects such as dimension or
color is defined to the child through the Montessori Materials.
In the traditional education methods, these kinds of concepts
are presented by showing pictures or by using some random
objects in the environment, but the Montessori Materials
intelligently present these qualities in a concrete from and
they form a complete curriculum which is lacked in traditional
methods. Consider the Red Rods: it teaches long-short concept
and grading the material from long to short and when the child
is carrying and ordering the rods, his hands and even the
whole body measures their length not only by the eye but also
with the movement of the body in reference to his own
dimensions. Of course, any child learns the concept of
dimensions at last, whether they look at the pictures of long
and short trees, buildings or people. The main difference of a
child who learned these concepts at three will be the capacity
of the brain that is to be developing. The brain resembles a
perfect balloon; its volume will be limitless. So, you can blow it
with a constant flow of air. The only limit is time; you have six
years and you can start to blow any time. If you wait for four
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years, that will result in the loss of a capacity that could be

obtained in four years.
Sensory Materials also prepares the child for the concept of
number and builds a basis for the concept of area and volume.
c. Mathematical Materials

Mathematical Materials of the Montessori Method is a perfect

evidence of Maria Montessoris elegant genius. These
materials are simple in design and the concept is easily
delivered to the childs mind. Children learn math as an
enjoyable pursuit but not as a difficult subject. When children
experience math in a comfortable and enjoyable way, there
wont be a reason to fear or to be anxious about math. One
other important aspect of Mathematical Materials is their
ability to lead the child towards success; as a result, the childs
attitude towards the concepts of math will be confident.
Mathematical Materials are always attractive for children.
Because, when the child feels that he is successful this
experience strengthens his confidence and develops
continuous success.
Mathematics is completely an abstract knowledge;
Montessoris genius lies in her ability to design materials
where this abstract form of knowledge is presented in a
concrete form. The important thing is not the childs
correctness in operations, but his experience of the
mechanism of mathematical concepts. Moreover, the control of
error quality of the Montessori Materials shows the child
whether his operations are correct or false. As a result, the
child builds a positive attitude towards mathematics from the
very early years of his life, which is an invaluable kind of
experience.
Mathematical Materials are composed of information on
numeracy, mathematical operations, geometry and other
various mathematical concepts. An advance of the related
concept presented in a material always follows a simpler one.
Therefore, Montessori Materials, as a whole, accepted as a
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wall of bricks that built the mathematical knowledge piece by

piece while establishing a perfect coherence between each
concept. While working the materials children learn
mathematics as hands on experience. The child begins with
the concrete form of concepts and reaches an abstract
understanding of mathematics. In traditional education, the
child never experiences a mathematical concept in a concrete
form. As a result, math education is delayed till six or seven,
but in the Montessori Method children begin learning math at
the age of two. When children come to age of six, they can
process two or three digit operations and know about basic
geometric concepts, fractions, they can read simple graphics
and they have information about the concept of area and
volume. Moreover, throughout the whole process, none of the
children builds a negative perception towards mathematics.
d. Language

Language is the most important media for communication,

self-expression and thinking. In the first year of their lives
children learn hundreds of words, the rules of grammar of
their mother tongue and correct pronunciation. The early
years of life are very important to strengthen and expand the
word stock of the child. Literacy area aims to teach the child
how to use his language most efficiently.
First of all, children recognize the sounds that make up a
language and after learning the sounds, they learn the symbols
(letters) of those sounds. Reading is the process of sounding
these symbols, but reading includes also understanding,
therefore learning reading is a stepwise process. After
learning to vocalize the symbols, the children are encouraged
to learn how to give meaning what they have read.
Literacy for children is another world, such as math.
Surprisingly, most of the time, you can see many kids
preferring writing experience instead of playing with toys.
e. Cultural and Artistic Materials

The materials of culture aim at learning about the Earth and

promoting the diversity of every living being. This area is one
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of the most important areas in a Montessori classroom.

Children learn about different cultures, different civilizations
of history and most importantly, our responsibility to protect
animals and nature.
Geography, history and biology allow the development of the
childs perception of his environment and the world. When
creating the concept of the world, the child learns to think and
behave with all the living beings in his mind.
For Montessori, art is an inseparable part of the culture area.
Art is a form of language for self-expression with different
possibilities. In this area, Montessori aims to show children
different art forms and make them familiar with the language
of art. The end product in an art activity is not the main aim
but the art experience. Children are encouraged to live this
experience to express their inner selves freely.
The child is introduced with the art of different cultures and
artists. This gives a broad perspective of ideas about how
other people interpret the world, life, or anything they want to
express.
Experiencing art at an early age support childrens perception
of beauty and aesthetic pleasures.
The characteristics of the Montessori Materials:

Each set of material presents only one concept at a time.

By that quality the concept is differentiated from all other
stimulus to be isolated. So, the attention of the child is
focused only on the aimed concept.

Each set of tools has pieces, which show the maximum

and minimum values of the concept that it intends to
present. This quality is because the relative concepts can
only be presented with the opposite.

The tools are designed in such a way that will teach the
concepts from the simple to complex and from concrete to
abstract.
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Each material forms the basis for advanced concepts.

One of the most important features of the Montessori

Materials is to have the control of error mechanism.
Through this mechanism the child learns by herself, in other
words she works with the material without help of an adult
and can evaluate the result by herself.

PRACTICAL LIFE EXERCISES

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Dressing Frames
These individual Dressing Frames
present a variety of activities
which introduce self-help skills buttoning, lacing, zipping, etc.
While doing these exercises,
children also hone fine finger
motor skills, understand the
importance of sequence in tasks,
as well as enhance focus and
concentration.

Pouring Exercises
Dry Pouring
Wet Pouring When presented to the
children, they are shown how to do
pouring without spilling the contents of
the vessels. Mind-hand coordination is
developed as the children exert their
efforts to pour in the same manner
presented by the teacher. Thus, all their
focus and attention, their entire body
concentrates to complete "pour without
spilling".
This procedure promotes what
Montessori calls "integration of the mind
and the body" which is the primary
foundation for the child's "development of
will". The child discovers that he can
conduct his bodily movements through
the direction of his will. When translated
to a life skill, this gives the child
confidence in facing challenging activities
realizing that he can practically
accomplish any task as long as he wills it.

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Transferring Exercises
Spooning
Marble Spooning
Tongs Exercises
(various kinds of tongs ranging
from simple to difficult)
Transferring Exercises in the
Practical Life Area provide
interesting opportunities for the
child to build eye-hand
coordination, develop focus and
attention, refine motor skills and
hone muscular control.
Making use of things mostly found
around the home, these activities
promote learning of skills that also
enable them to participate fully
and independently in their home
life. With independence comes also
the building of the child's selfconfidence and initiative which
carries out to his attitude towards
learning in general
Washing Hands Exercise
The Washing Hands Exercise is only one
of the many "Care of the Self" exercises
of the Practical Life Area. In doing these
exercises, children are able to integrate
and practice a variety of skills while
gaining a better understanding of the
importance of sequence in completing a
task. Since the completion of this activity
requires a series of related steps,
children learn to improve on their focus
on the task and increase their attention
span to see the task through its
completion.

SENSORIAL EXERCISES Sensorial Materials allow for

individual work and repetition, and allows children to classify
their sensorial impressions in an organized, orderly, and
scientific manner. They have a built in control of error, which
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builds in the child the habit of working independently, without

fear of making mistakes, becoming comfortable in the fact that
errors are essential to the process of learning.
Rough and Smooth Boards Set
This set of three boards forms the
introductory materials for
development of the tactile sense and
prepares the hand for writing. The
first board introduces the contrast of
rough and smooth. The second board
helps to coordinate finger movements
and builds dexterity. The third board
introduces gradations of texture from
fine to coarse.

Pink Tower
This series of cubes develops visual
discrimination of size in three
dimensions. Exploration with this
material prepares the child for
mathematical concepts in the decimal
system, geometry and volume.

Set of Knob less Cylinders

The Knob less Cylinders are the final
stage (application) in the dimensional
material where the child places in
order the sets of cylinders based upon
his abilities to discriminate. The
cylinders have interrelationships in
size that are revealed to the child as
he works with the sets in
combination.

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Thermic Tablets
When touched, each of the Thermic
Tablets has a different sense of
temperature. The pairs of tablets are
used to cultivate the ability to
discriminate thermic qualities.

Baric Tablets
The Baric Tablets introduce and refine
the concepts of the baric sense. While
blindfolded, the child endeavours to
discern the weight of the tablets of
wood. Error is controlled by the
colour of the wooden tablets, the
lightest colour being the lightest
weight to the darkest colour wood
being the heaviest weight.

Geometric Solids
The Geometric Solids introduce the child
to solid geometry. The set contains one
each of the following solids: Cylinder,
cube, ellipsoid, cone, sphere, squarebased pyramid, triangular-based
pyramid, ovoid, rectangular prism and
triangular prism.

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Binomial Cube
The Binomial Cube is a concrete
representation of the algebraic
formula (a+b) 3. The factors of the
equation are represented by the
cubes and prisms. The primary
Montessori child explores the
Binomial Cube as a sensorial
activity of visual discrimination of
colour and form. This indirect
preparation for algebra prepares the
child for the elementary Montessori
class.
Trinomial Cube
The Trinomial Cube is a concrete
representation of the algebraic formula
(a+b+c) 3. The factors of the equation
are represented by the cubes and prisms.
The primary Montessori child explores
the Trinomial cube as a sensorial activity
of visual discrimination of color and
form. This indirect preparation for
algebra prepares the child for the
elementary Montessori class.

MATHEMATICS
Math materials allow the children to have a sensorial
experience of the abstraction that is mathematics, allowing
them to store concepts so that when the time comes to deal
exclusively in abstract terms, the understanding is already
there. Every piece of material isolates one concept, which
integrates to form the basis for a further step in the child's
understanding of mathematics.

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Number Rods
The Number Rods introduce the
child to quantity 1-10 and their
corresponding number names.
Serves as the child's link to the
sensorial exercises as it is very
similar to the long rods. Through
exploration with the material, the
child also develops concepts in
sequence of number, combinations of
10 and basic arithmetic.

Sandpaper Numerals
The sandpaper numerals introduce the
child to symbol 0-9 and their
corresponding number names. By
tracing the numerals in the style and
direction in which they are written, the
child is preparing for writing numbers.
The child is then given the opportunity
to relate his knowledge of quantity and
symbol with the number rods and cards.

Spindle Boxes
Spindle Boxes provide practice in
associating quantity and symbol for
the numbers 0-9, and introduces
zero as no quantity.

Memory Game, Cards, and

Counters
The memory game, cards, and counters
serve as practice for the child as he is
required to remember and associate
quantity to symbol. The cards and
counters provide practice for the
sequence of numbers and also
introduce odd and even
Numbers.

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Introduction to Decimal Quantity

A tray containing Golden bead
materials for introducing the decimal
quantities of 1, 10, 100 and 1000

Introduction to Decimal Symbol

A tray containing cards that differ in
length and color to introduce the values
of 1, 10, 100 and 1,000.

Golden Bead Material

The golden bead material introduces
the child to the decimal system with
concrete representations of the
hierarchy of numbers. Quantity and
place value of the decimal system
are explored by the child in activities
in the operations of addition,
subtraction, multiplication and
division.
Stamp Game
After being introduced to the processes
of the decimal system using the golden
bead materials, the Stamp Game
provides opportunities for individual
practice in the operations of addition,
subtraction, multiplication and division.
In a step towards abstraction, the
quantity and symbols of the decimal
system are combined and are
represented by each "stamp".

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Tens Boards
With the Tens Boards, the child
explores the number names of the
tens and the sequence of numbers
11-99. Bead quantities are created
from the ten bars and unit beads in
the Tens Bead Box and are
associated with the corresponding
numeral on the Tens Board.

Hundred Boards
An enjoyable counting activity that
reinforces the sequence of numbers
from 1-100. The Hundred Board is used
by placing the wooden chips in
sequence on the board.

Bead Material
This extensive set of bead material is
used for the exercises of linear and
skips counting the quantities of the
squares and cubes of the numbers 110. It prepares the child for later
activities in multiplication, squaring
and cubing, as well as base number
work.

91

Addition Equations and Sums Box

This two-compartment box with lid
contains plastic chips, one set with
equations printed on them and one set
with the answers to be used with the
addition working charts. These aid the
child in practice and memorization of
the unit addition combinations.

Colored Bead Stairs

The colored bead stairs are used for
activities of addition, subtraction and
multiplication.

Addition Snake Game

The addition snake game introduces the
child to addition combinations of the
unit numbers.

LANGUAGE materials have some essential points in common

with Sensorial materials. They provide the children with keys
to discover something that is beyond what lies on the surface.
Sandpaper letters give the shape of the letters, the Movable
Alphabet makes it possible to arrange these letters to form
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words, and the Metal insets makes it possible for children to

control a writing instrument and later on, put their thoughts
on paper.
Sandpaper Letters
The sandpaper letters guide
the hand for writing
as the child traces the
Letter shapes in the style and
direction that they are written.
Each sandpaper letter is in
lower case with the consonants
on boards painted pink and the
vowels on boards painted blue.

Movable Alphabet
After learning the letter sounds
with the Sandpaper Letters, the Movable
Alphabet
Is used by the children for the writing of
words.
The set contains 10 of each consonant in red,
And 15 of each vowel in blue, in thick plastic
letters.
Writing Insets
Dr. Montessori analysed the
movements,
which are connected with
writing and
developed the Metal Insets for
Directly preparing the child for
handwriting.
The metal insets exercises
strengthen the
three-finger grip and
coordinate the
Necessary wrist movements.
The exercises also advance
proficiency in lightness of
touch and evenness of pressure
Through drawing activities.

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Reading Analysis, First Chart and Box

This material helps the child to analyse the
basic parts of a sentence and identify their
Function. The first chart and box introduces
The predicate, subject, and direct object.

Reading Cards
Allows the child to different key
letter combinations.

Grammar Symbols
Grammar Symbols help to reinforce
Sensorially each part of speech.
There are 15 different symbols,
Each representing a specific part of speech.

CULTURAL EXTENSIONS: GEOGRAPHY With the

Geography materials, the child is given the facts of his physical
world, provides him with intellectual exploration and
development, and the understanding that he shares the planet
with other peoples and cultures.

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Globe of Land and Water

With this globe, the child gets a sensorial
impression of land and water. The globe has
a sand surface representing land and a
smooth surface representing water.

Puzzle Map of the World Parts

& Puzzle Map of Asia
Through sensorial activities with
the Puzzle maps, children begin to
build their knowledge of world
geography.

SENSORIAL
The Montessori brown stair lesson, also called the broad stair
or prism lesson, consists of a series of 10 wooden rectangles or
prisms that are all the same length but of progressively larger
heights and widths. When arranged correctly, they make a
wooden stairway that appears to have an extremely broad top
step and then narrower and narrower steps toward the
bottom. The brown stair is part of a Montessori lesson series
designed to help children draw comparisons in size and
dimension.
Description: Pressure Cylinders contains a wooden tray with 6
matching pairs of cylinder. By pressing the spring-loaded
plungers, the child senses the difference in resistance
pressure, and searches the matching pairs.

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B
rown Stairs the Montessori cylinder block lesson consists of four wooden blocks that
contain ten cylinders each. The cylinders each have a round knob at the top to make
them easy to grasp and manipulate. It helps children in: Visual discrimination of
dimensions. Preparation for writing; coordination of the fingers used to hold the pencil.
Refinement of voluntary movement. The child will be able to fit the cylinders with one
precise movement. Preparation for mathematics.
Cylindrical blocks

Taste bottles consist of 8 bottles with a dropper. The bottles are colour coded with 4
having caps of one colour and the other 4 having caps of a different colour. These are
then filled with different types of edible material through which the child can learn
various tastes such as sweet, sour, salty & bitter and to realize that there are only four
fundamental tastes.

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Taste Bottles
Smell Bottles set of 12 bottles is used to develop the Olfactory (sense of smell) sense
of the child. The child learns to differentiate between various types of smell introduced
by filling the bottles with different types of material. The lid of the bottles has porous
openings that allow the child to take in the smell. The lids are also colour coded to
enable pairing and gradation. Each of the bottles is also provided with a lid to hold the
smell for a period of time

Smell Bottles
Sound Boxes consist of 2 boxes, each with a set of six cylinders: One set has red tops
the other has blue tops the sounds in the red set match their counterpart in the blue.
Each cylinder when shaken makes a different sound, ranging from loud to very soft so
as to refine the auditory sense. The ability of the child to discriminate the sounds
Sound boxes

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Colour Tablets
Colour Tablets 3 boxes with lids containing colour tablets: Box 1: has 6 tablets;
a pair of each of the primary colours (red, yellow, blue). These are the most
sharply pink, brown, black, white, and Grey. Box 3: Have 63 tablets; 7 shades
each of 9 colors red, yellow, blue, green, orange, purple, brown, pink, and grey.
Montessori colored tablets sharpen visual acuity. Children begin to understand
the color spectrum with these wonderful lessons. Color discrimination helps
with later learning, such as using logic, classification of similar and different
objects, groupings and patterns of color in nature. This exercise helps develop
visual language skills. These visual skills are used in reading and math skills.
Contrasted colors. Box 2: has 22 tablets; a pair of each of the primary colors,
the secondary colors (green, orange, purple), and also

First box

Second Box
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Third Box

EXAMINATION
PRACTICAL EXAMINATION - 1
1. Make 2 worksheets- Math and alphabet
2. Do an art with finger and hand printing
3. Make 3 types of puppets
4. Make a mask,
5. Make 3 paper craft
EXAMINATION - 2
1. What is school management and organisation?
2. Write a note on Health and nutrition for children.
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3. Write two lesson plans.

4. State two activities each that you will do to improve a
childs; Fine motor skills, gross motor skills, language skills,
social skills and emotional skills.
5. What is the importance of child psychology for a teacher?
6. How will you give a demonstration in kindergarten?
EXAMINATION - 3
1. What are five areas of development?
2. Write a note on
(a) Play space requirement of Montessori school
(b) How will you minimize the anxiety of the child?
3. What First Aid will you give a child with Burns and
Fractures?
4. Plan an entire days schedule for children at a preschool.
5. How will you manage your first day as a teacher in a
preschool?
6. How will you arrange a picnic for KG students? How far is
it useful from the education point of view?
EXAMINATION - 4
1. What is curriculum planning?
2. Explain the following
a. Circle time
b. Puppetry
c. Finger play
d. Dramatic play
3. Write a short note on significance of Montessori
education?
4. What is the importance of storytelling in child education?
5. Name and explain all the observation and cumulative
record folders.
END

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