Q1. Discuss the significance of Montessori culture exercise?

Ans. In Montessori class rooms the cultural activities are very intelligently incorporated in the
environment. Along the familiarizing children with the culture fulfill the development needs of the
children.

Jigsaw puzzle map of the hemispheres.

Exercise

The exercise help teach the name of the seven continents ( Asia, Africa, Europe, Australia, North
America, South America and Antarctica ) and the five oceans (Arctic Ocean, Indian Ocean, Atlantic
Ocean, Pacific Ocean, Antarctica Ocean ). The teacher begins by inviting a child and his him lay out a mat
and shift the continent puzzle map to the mat. She select and takes out three continents which are
contrasting in color, as well as in shape (also including the child’s own continent). The three period
lesson is given and the exercise continued on the following day until the child become well familiarized
with the name of each continent. When the child has learned the names of the first three continent,
more continents are added and the three period lesson continued, while simultaneously reviewing
previously learned names as well. Once he has learned the names of all seven continents the names of
the five oceans are taught in the same way through the three period lesson.

Presentation The continents material

. A set of six wooden maps, one for each continent except Antarctica.

. Each continent is divided into puzzle piece according the countries.

. The wooden knob is approximately in the position of the capital city of each.

. The puzzle Map of the world.

Exercise

The exercise helps children with visual recognition of the forms of the political divisions of the
continents and help familiarize with and memorize the name of the countries. A child is invited by the
directress to come work with her and a mat laid rolled out with their help. He is brought over to the
puzzle maps and told that they will be working with the puzzle of one of the continents. He teacher
begin with their home continent, for example, Asia, pointing to it on the world map and asking the child
for the continent’s name. She shows the child that the Asia this is in large.

She tells the child that now on the Asia map, they can see countries (putting the world map aside for
now). Slowly, by using the knobs, three of the puzzle piece are taken out. Each one is place on the map
to the left of the puzzle as another three piece are taken out are replace in their correct spot by the
child similarly, four pieces are replaced correctly and so on the child is allowed to work with the piece of
the country map, three piece are taken out for e.g. China, Bangladesh and Pakistan and their name
repeated. The child is then asked to replace them using their name please put peek China. The child is
then asked three pieces, one by one by name.

This three period lesson is repeated for the other countries until the child knows all the countries by
name.

Q3. Name and briefly explain all the exercise that can be carried out using the Jigsaw Puzzle Maps of
Continents?

Ans. In a Montessori classroom, experience in Life Science (Botany and Zoology), Physical Science,
History, Geography, Dance and Music are given to the child under the header of “Culture Exercise”. The
Montessori Cultural Studies Curriculum provides children with an opportunity to explore the whole
world including continents, countries, people, culture, terrain, natural phenomena, science and art. The
Montessori Culture studies are aimed at helping the children develop their personality, adapt to their
culture as well as become an independent, useful member of his society. During the early years, a child
is quick to grab culture and absorb most of the culture around him during 0 to 6 years. A child’s natural
ability to absorb the culture understanding and norms of life prevalent around him are universal
regardless of the fact that the child is born in America or a primitive tribe of Africa.

The sensitive period for culture according to most psychologists, also sustains through 2 to 5 years of
age. It is crucial to expose children to direct culture experiences, including way of living, history, science.
The meaning full and interesting activities full fill the development needs of the children.

Exercise of practical life (EPL)

These exercise enable a child to learn how to perform everyday living activities in a purposeful way.

Sensorial Exercise

The sensorial material help the child become aware of the details. It first children are exposed to
material with strong contrasts such as tall/short, rough/smooth, loud/soft. Next the child is expose to
more material where the contrast more subtle. They work on organizing geography and arts, during the
absorbent period to maximize development in this area. Cultural subject are character forming and they
culture the spirit the child. Children develop culture value naturally and undoubtedly but still something
lacks in today’s complex word, most of which has been designed by the adults, which hinder’s the child’s
fullest culture development. There are strong reasons to support the point that it should be the local
culture of the land which should be incorporated in the Montessori curriculum and not some foreign
culture.

In Montessori class room the culture activities are very intelligently incorporated in the Montessori
curriculum and not some foreign culture 10 objects from tallest to shortest height, weight, color weight,
shape texture, sound or smell. The Montessori Sensorial Materials helps as the child to distinguish,
categorize and relate the information to object they already know.

Language Exercise
The exercise include a variety of gross and fine motor skill activities that help the child develop hand and
eye coordination. Montessori module may be taken in any order, emphasizing of the fundamentals of
the phonics approach to reading, developing a child’s vocabulary, writing and reading skills.

Material Exercise

. Montessori Math Memorization

. Number Rod Addition

. Short Bead stair Addition

. Addition strip Board

. Subtraction snake Game

. Subtraction strip Board

. Short Bead stair Multiplication

. Multiplication Board

Cultural studies help teach children how to respect people from other races, countries and religions. At
this stage, the teacher involves the class a study of life and culture on earth. The curriculum then
branches into different direction, such as geography, culture and history.

Q4. Explain how land and water forms and introduce to the child?

Ans. Definition of Land and Water Forms

1. An ISLAND is a piece of land surrounding by water.

2. A lake is a body of water surrounded by land.
3. A BAY is an inlet of the sea surrounded mostly by land.
4. A CAPE is a piece of land jutting into body of water beyond the rest of the coast line.
5. A PENINSULA is a piece of land jutting out into the water and is almost surrounding by water.
6. A GULF is an arm of the sea extending far into the land.
7. An ISTHMUS is a narrow strip of land which join larger portions of land.
8. A STRAIT is a narrow water way connecting two larger portions of land.
9. An ARCHIPELAGO is a group of Islands.
10. A SYSTEM OF LAKES is a formation of several lakes grouped together.

Presentation 1: Land and water form Trays

Culture subject are character forming and they cultivate the spirit of the child. Children develop
culture, value naturally, but still something lacks in today’s complex world, most of which has been
designed by the adults for the adults, which has been designed by the adults for a adults, which
hinders the child’s fullest culture development. There are strong reasons to support the point that it
should be the local culture of the land which should be incorporated in the Montessori Curriculum
and not some foreign culture.

In Montessori class rooms the culture activities are very intelligently incorporated in the
environment. Along with familiarizing children with the culture these meaningful and interesting
activities fulfill the development needs of the children.

Exercise of Practical Life (EPL)

These exercise enable a child to learn how to perform everyday living activities in purposeful way.

Q4. Exercise

Land and water form tray

Firstly place water form trays are kept. Pour water in these trays where land and water forms pour
enough water in a land water form tray.

Now brief the children “A Lake is a body of water which is surrounded completely by land. Also
show the picture of real lake. Complete three period lesson.

We can introduce land and water form cards.

The teacher begins by inviting a small group of children who have worked with land and water form
trays to work with her, as she ask them to bring land and water form card are kept, and asks a child
to shift the material. The children are asked to tell the name and give a brief definition of each
model in order to review and reinforce previous learning. The cards are taken out from the box and
piled up, before a card is selected and placed in front of the children. They are asked to place the
card beside the appropriate land and water form tray, and this exercise is continued until all the
remaining cards have been matched against the corresponding trays. Finally, the trays are removed
and the three period lesson is completed with the card, taking three at a time.

Q5. How are children trained to tell the time in a Montessori house?

Ans. The purpose of the following exercise is to help enable the children to understand the
concept of time and to be able to know as well as tell the time on a clock.

Material

1. Model clock with movable arms.

2. Series of cards.

Now invite a small group of children who can count and identify numerals.

1. Child arrange numerals on the clock introduce the long arm which represents minutes.
2. Now pointing to 12 and 1 which between time span of five minutes.
Then begin long arm move around clock covering sixty minutes. Now introduce when long arm goes
all the way around the clock covering sixty.

Short arm moves one hour ahead.

Exercise 2

The directress asks the children to arrange the numerals on the clock. Once the children can
comfortably arrange the numbers on the cock face from 1 to 12. She demonstrate how the clock
arms can move around, pointing to the short arm she say “This is the short arm. It show what hours
it is”. She moves the short arm onto number 1 and say “one o’ clock”. Finally she asks the children
to make different times for her, for

Example

“Can you please make six O’ clock for me”?

The end