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Pakistan Montessori Council

Final Written Evaluation
Test paper for PMC’s Infants & Toddlers Diploma Students

(Total Marks=250)

Note: Please read the following points carefully before solving the paper.

a) The paper should be solved in 24 hrs. And send it back to the head-office.
b) Use a blue color ball point pen only to solve the paper.
c) Overwriting is not allowed and will result in negative marking.
d) Whitener is not to be used.
e) All questions are compulsory.
f) 60% marks are required to pass. In case of failure, you will have to appear in
test again.
g) PMC reserves the right to cancel your paper in case of copied form internet or
with other student.
h) Please attach a copy of your Last Educational Certificate with your paper

Q1- Encircle the correct answer

20 marks

1. Maria’s first house of children was named

a)-Case dei Banani
b)-Casa dei Bambini
c)-Caso dei Bambini

2. Dr. Maria was died in

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a)-Acona italy
b)-Netherlands
c)-Columbia

3. The focus of activity in a Montessori setting is on

a)-teacher’s teaching
b)-children learning
c)-reporting to the principal

4. Children love to work

a)-Purposefully
b)-for incentives
c)-none of above

5. Our five senses are our ________ to the environment.

a)-bridges
b)-vision
c)-key

6. The journey of awareness, emotional and social development begins with

a)-community awareness
b)-environmental awareness
c)-self awareness

7. Montessori sensory activities for infants help to develop

a)-understanding to color
b)-understanding of shapes
c)-both

8. Learning occur due to the activity of

a)-parents
b)-teachers
c)-learner’s mind
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9. There are more sensitive periods occurring from birth through the age
a)-6 years
b)-11 years
c)-16 years

10. At 3 years the child consolidates all the conquests he made a

a)-during the previous year’s

b)-within his mother’s womb
c)-since the last two years

Q2- Fill in the blanks.

20 marks

1. A thing for a place and a place for a Everything.

2. Mind is unconsciously absorbent during the age of 0-3 years

3. After completing activity, Material should be taken to its basket.

4. Language and communication is not restricted to mare one language.

5. Sometimes toddlerS show signs of Freedom and explore when they are going to a
specific sensitive period.

6. The second step in 3-period lesson is called Show me.

7. A toddler learns through exploring their Environment.

8. The child should be followed to develop according to the laws of Nature.

9. Activities should be Planned before presenting to the child.

10. By the age of 2 years a child can develop vocabulary of at least 50 words.

Q3- Match the following Jumbled items into correct form in the Matched Order
table 20 marks
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JUMBLED ORDER

(i) Social awareness is c. When two infants

developed work together

(ii) before presenting d. Planning is important

b. Source of
(iii) Language
communication

(iv) Material should be e. Child sized

(v) Child’s mind during early a. Absorbent

years

Q4- Encircle the correct answer (True / False)

20 marks

1. A toddler starts babbling at the age of 2 years. (False)

2. Saying “thank you” develops child’s motor skills. (False)

3. Learning depends on learner’s mind. (False)

4. Practical life actives help to improve confidence and independence. (True)

5. Using inappropriate language in front of the child is a part of learning. (False)

6. A child should be called by different names to identify their identity. (False)

7. According to the Montessori Method, it’s important to separate the eating area. (True)

8. Touching different textures improves the sense of sight. (False)

9. Between 3 - 6 the child is unconsciously absorbing. (False)

10. At the age of 9 months a child can communicate most of his/her needs. (False)
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Q5- Answer the following questions. Attach a sheet with the paper to answer the
questions. Must write your roll no on each page.
5x10=50 marks

Q1. Write down 5 discoveries of Dr. Maria Montessori.

Ans

Following are the discoveries of Dr. Maria Montessori:-

1. Children love to work purposefully. If it corresponded with the inner

developmental needs, they work until they reached their goal. Adults, on the
other hand, work for incentive, but children do not. They work out a natural drive,
which makes them select and concentrate on tasks which are appropriate for
development.
2. The inner drive is sufficient. The adults need not to be motivators or conventional
teachers but only have to provide the necessary conditions. They just have to
follow the child, who is following a purposeful inner urge. Total development is
possible only when the child can work in various fields of human activity at
specific times, whose awareness and urge comes to him naturally. Montessori
teachers/guides are not even allowed to give rewards to children for the
possibility of children beginning to work for incentives ignoring their inner urge to
do work on some other activities
3. Real obedience is based on love, respect and faith. When obedience leads to
inner satisfaction it becomes real obedience and hence it leads to real
development.
4. Most of the activities presented to the children in Montessori houses are results
of observing the child, and therefore, may be constructed as discoveries. The
silence activity, exercises of practical life and walking on the line are some of the
examples.
5. Normality depends on all the human powers working in unison, in collaboration.
Very often children deviate from this normality because they do not find the
conditions necessary for their development. During the early childhood it is
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possible to rectify any developmental errors and being the child back to
normality. The rectification can be made possible only by the child working
individually at the developmental freedom.
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Q2. Write any two basic roles of Montessori directress.

Following are two of the basic roles of Montessori directress:-

1. They prepare an environment meant to facilitate children independence and

ability to freely select work that they find appealing, selecting activities that will
appeal to their interest and keeping the environment in perfect condition, adding
to it and removing materials as needed.
2. They respect and protect their students independence. They must know when to
step in and set limits or lend a helping hand, and when it is in a child’s best
interest for them to step back and not interfere.
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Q3. What is the common difference between a traditional school and a

Montessori house?

In Montessori the toddlers get early education. The early years are the most
important years of a person’s life. Early childhood is the only period when qualities of
mind, character and body can be absorbed, so as to form an inherent part of the
individual’s personality. This is the time when foundation of an integrated personality
can be laid. Growing awareness of this fact and the desire on part of parents to give
the best to their children, leads them to seek Montessori education for their kids.
Whereas in traditional schools children get education. Education is not merely
learning of various subjects and increasing your quantum of knowledge. Knowledge
is necessary but not sufficient. It is important for a child to grow into a well-
developed personality, who knows how to live a healthy life in every aspect of
human existence. Education has to be an effort to help child live his life as he is
meant to and to actualize his inner potential. Education is an aid to life which actually
begins at birth and continues throughout the course of development. Direct teaching,
however well done, creates a situation of superiority and inferiority.

In traditional classrooms the teacher does all of the teaching, in Montessori

classrooms, the carefully prepared learning environment and method encourages
development of the desire to learn. All of the curriculum in Montessori is multi-
disciplinary and intertwined and encourages creative thinking and problem solving
while building self-confidence and self-esteem.

There is no check list or end point to their learning, it means that if they are loving
learning about butterflies they can continue to learn and discover butterflies or if they
are really interested in fractions at age 4, they can learn about fractions at age 4. It
means that not every child is at the same place and that some of their learning
motivation comes intrinsically.

The goal in traditional preschools and kindergarten programs is for the kids to
master the curriculum objectives, the goal of Montessori and Step By Step is to
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foster a love of learning. When that happens, there is no limit to what children can
learn
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Q4. Write a brief note on “Motor Activities”.

Motor Activities

Movement is a faculty which brings the young child in touch with the world around him
and allows him to explore his surroundings. When the child acquires mobility his first
response is to begin exploring the things he comes into contact with which are all
around him. This connection with the world outside his physical being helps him to
make very significant connections in his brain. Every child is born to move and to help
him move freely and appropriately right from the very beginning is essential his physical
development and development of his intelligence.
The following motor activities give the infant opportunities to;
a. Rollover to grasp an object

b. Develop and practice the pincer grasp

c. Discover competence and independence

d. Understand the concept of in and out

e. Develop visual activity

f. Develop coordination and manual dexterity

Children develop new physical skills quickly. Within two years toddlers go from taking
their first wobbly step to confidently running, jumping and climbing, advises the penn
state cooperative extension system. A toddler learns through exploring their
environment. It is fascinating to observe the toddler touching, handling and tasting
everything he can get his hands on. Development happens in stage, each stage being
more difficult than the last. Since each child develops at a different pace, the parents
and child care providers need to understand what to expect during the toddler
development and how to encourage and facilitate his development.
a. Fine Motor Development. A fine motor skill include the subtle
changes in the toddler ability to use his hand and his hand-to-eye
coordination skills. As his fine motor skills increase, he has an easier time
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exploring and learning about his world, within a short span of 1 year, an
average toddler will go from struggling to pick up small object between his
thumb and fore finger to being able to manipulate objects easily, by the
age of 2 1/2 or 3 a toddler should be easily able to turn the pages of a
book, build a tower of 6 blocks, unzip the large zippers, pull off his shoes,
turn door knob and use a cup with one hand
b. Gross Motor development. Gross motor skills include those skills
that require the movement of large muscles groups such as walking,
jumping and climbing. By the age of 2 years, an average toddler will be
walking confidently, pushing and pulling objects, picking up objects without
falling, taking a few steps backwards and begin to gain physical control of
bladder and bowls. He will also like to run, but struggle with stopping or
turning well. By the time the toddler reach the age of 3, he should be able
to walk up and downstairs while holding onto the railing, begin learning to
use toilet, toss or roll a large gall, catch a ball with both arms extended
and squat without falling.
c. Nurturing physical Development. Parents and child care provider
can nurture the toddler’s physical development in various ways by
enhancing the toddler’s gross motor skills by providing him with a safe
place to carry out important physical activities like climbing etc. providing
him with blocks, bucket, sand, shape sorters and cardboard boxes will
also encourage him to practice fine motor skills. The parents and
caregivers should pay a lot of attention on their child’s development and
take the time to get down on the toddlers level. The caregivers should
remove anything breakable or dangerous that a toddler can access.
d. Aims of motor activities for toddlers. The Montessori motor
activities give the toddler opportunities by following these exercises
1) Sliding clothespin onto a rim
2) Placing objects IN and out
3) Putting objects IN and OUT of a packed booklet
4) Putting lids on ends and taking them off
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5) Unwrapping objects
6) Picking up objects with a magnet
7) Putting pieces IN and OUT of a puzzle
8) Beading / stringing objects
9) Transferring objects using the pincer grasp
10) Transferring from the container to another
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Q5. What is the importance of introducing Practical life Activities to the

children?

Real life materials must be provided to the children that actually serve their purpose and
are not mere toys. All materials must be child-sized so that the children may
appropriately handle and manipulate them in order to produce better result. If the
instruments do not produce the understand simple instructions such as please bring
your milk, same result as the adult sized tools do, then the child may feel disappointed
and may lose interest in the exercise. Child must never be under-estimated. It should
always be remembered that children are more competent most people believe.
The practical life activities include:
1. Introducing eating utensils
2. Handling Eating Utensils
3. Sorting eating utensils
4. Squeezing a sponge or cloth
5. Crushing Paper
6. Ripping paper into strips
7. Using a spoon
8. Pouring Water
9. Drinking out of a cup

The above mentioned practical life activities give the children opportunities to
1. Learn to recognize and use basic eating utensils.

2. Develop manual dexterity

3. Clean up spills

4. Develop independence and competence

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Q6 How could you give the concept of language to the children?

Ans. Communication is the actual basis of language production. It is a special gift of

nature to mankind. It is truly one of the most significant factors which distinguish
humans from animals. New born may not be able to produce language at the time of
birth but nature has prepared them for receiving, understanding and the amazing ability
to acquire “Language”. Even at the time of the birth the baby’s brain is capable of
recognizing basic sounds and has a vast potential for language. Acquisition is definitely
not limited merely to one specific language. All children are born with inbuilt ability to
recognize songs and absorb lingual queues; however, every child acquires his or her
mother tongue which is spoken in his household, country and culture of his birth.
Therefore, the basic sound recognition is a universal phenomenon. No matter what
language the child is exposed to during this absorbent period. He/she will be able to
acquire it without conscious effort as his/her part. This can be understood by the simple
fact that it is easier to acquire more than one language during the early years of
development than at a later stage or during adulthood.
1. Language Development Stages
The development of language is split into following stages for children:-
a. At the end of 3 months. By the end of three months, an infant
may; smile and show excitement when a parent or caregiver appears,
startle upon hearing loud sounds, make “caring” sounds, smile when
spoken to, seem to recognize your voice, cry differently for different
needs, while lying on his/her back, will visually follow a moving object,
orient to sound (i.e. looks for the source of a sound), mouth some objects.
b. By the end of 6 months, an infant may. Make giggling sounds
when playing with the parent or left alone, babble repetitive syllabus, such
as ba, ba, ba. Use his/her voice to express pleasure and displeasure,
move his/her eyes in the direction of sounds, respond to changes in the
tone of voice, notice that some toys make sounds, pay attention to music,
fixes gaze on others faces, respond to own name by looking for, the
source of the voice, sometimes vocalizes in response to speech, pay
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close attention to movement in his/her environment, smile when he/she

sees another’s face, recognize a spoon or bottle, laugh, cry when parent
leave the room, imitate familiar sounds and actions.
c. By the end of 12 months, an infant may. Tries to imitate words, say
a few words, such as “dada” “mama” and “uh-oh”. Understand simple
instructions, such as “please drink your milk”, understand “no”, turn and
look in the direction of sounds, initiate vocalizing to another person, have
different vocalizations for different emotional states (e.g. anger,
contentment, hunger). Attempt to imitate gross gestures (i.e. motor
movements, involving the arms and legs), look at some common objects
when; their names are spoken, comprehend some nouns, bang objects
together.
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Q7. Briefly explain the purpose of introducing Self-care material to the child?
Ans. Most Montessori centers have a number of places where the children can wash
their hands quickly and easily. Near each child size sink are easily accessible materials
such as soap in a soap dish or dispenser, small size chair table, water proof apron,
towel, wash clothes, sponges, hand lotion and so on. Invite the toddlers to join you in
washing hands, before they have a snack. Take the child to the nearest free sink, put
the plug in the sink, turn on the faucet and run a small amount of water then turn off the
faucet. Reach for a towel and dry hands. Like these children should use child size sinks
such as after painting, outdoor play or eating.
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Q8. Suggest any 2 exercises for Language Training of the children.

Ans.
1. Language Exercise 1
a. Naming parts of face
(1) Direct Aims
(a) The development of vocabulary
(b) Development of concept of “self” separate from the mother
or caregiver
(2) Indirect Aims
(a) Developing awareness about own body
(b) Developing social skills
(3) Material
(a) No specific material required
(4) Presentation
(a) The activity should be started when the parent or caregiver
is holding the infant while the infant is facing the caregiver.
(b) The caregiver should begin interacting with the infant when
he/she has the infant's complete attention.
(c) Commence by touching one part of the infant’s face and say
it softly yet clearly enough to be legible to the infant.
(d) The parent or caregiver should hold the infant’s hand and
guide it to own nose. It should be ensured that infants hand
is led to the right place even if he/she doesnot hold the nose
completely in his small hands.
(e) The same may be repeated for a different part of face, for
example, chin, ear, cheek.
(f) The exercise should be prolonged for as long as the infant’s
attention span lasts.
(5) Age
(a) Best suited for 6-9 months old
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2. Language Exercise 2
a. Identifying pictures of familiar objects in a book
(1) Direct Aims
(a) Learning the names of familiar objects and identifying them
in a book.
(2) Indirect Aims
(a) Acquiring visual and motor skills.
(b) Learning to handle books with respect from the very
beginning.
(3) Material
(a) Work Mat
(b) Basket
(c) An appropriate sized picture book preferably with
photographs of a few simple, real or real-looking objects
familiar to the infant.
(4) Presentation
(a) The material should be prepared and placed in the basket
with the work mat ready for activity before getting the infants
attention. The caregiver may show the child how the things
are placed in their appropriate positions. In advance place
the book in the basket and get the work mat.
(b) While sitting facing the infant the caregiver should begin the
exercise when he/she has the infant’s attention.
(c) The book should be taken out of the basket , then the book
should be presented to the infant so that the pictures are
completely visible to him in the proper direction.
(d) The caregiver should turn the first page of the book by
holding from top right corner of the page. Then while pointing
to the first picture in the book, the caregiver should
pronounce its name clearly yet softly, for example, “CUP”
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(e) The same may be repeated for other pictures in the book.
Try to limit the number of picture to two or three in the first
experience. It also allows better absorption and acquisition
of new vocabulary.
(f) The infant wants to examine the book all by himself, allow
him the pleasure and privilege to do so. Whenever he allows
to introduce the name of the picture he is most interested in.
(g) When the infant has finished the activity, place the book
back in the basket, then take the infant with you to return the
work mat and materials to their proper places. This
completes the activity.
(h) Ensure that the book remains available on a very low shelf
for the infant to access and examine when he/she wishes.
(5) Age
(a) Best suited for 6-9 months old
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Q9. Explain in your own words the exercise of introducing shapes to a toddler.
Ans. Becoming familiar with shapes with the help of following activities for toddlers
1. Ask the child to get the work mat and put it in a place
2. Once we have placed all the pieces on the work mat, pick one piece up, then
hold it beside each of the shapes in the puzzle, turn it this way and that before
putting it into its matching space.
3. Repeat with the other pieces.
4. Pause and smile at the child.
5. Invite the child to do the activity, for example; say: now you take out the
shapes and match them.
6. Allow the child ample time to start the activity
7. As soon as the child starts focusing on the activity, get up quietly and let the
child work undisturbed.
8. If the child doesnot start the activity or does not seem to know what to do, ask
“may I help?” then gently guide the child’s hands to take a piece out of the
puzzle and place the piece on the work mat. As soon as you feel the child
starts to engage, gently remove your hand and let the child work on their own.
9. When the child has finished the activity, encourage the child to put the pieces
in the puzzle then return the work mat and puzzles to their proper places.
10. Make sure that the materials presented stay available on a low shelf for the
children to work on again when they wishes.
11. Make available a variety of geometrical shapes for the child to handle in her
everyday environment. Examples, large foams, fabric-covered cushion, long
heavy cardboard, wrapping paper, tubs, shapes cut out of sponges, metal
and wood cylinders that the child can roll, assortment of balls, sand paper
shapes that the child can glue on to paper.
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Q10 Name five exercises of Practical life activities. (apart from the book)
Ans. The practical life activities include:
1. Introducing washing towels
2. Using small sink
3. Using low sized shelves
4. Introducing money box
5. Using toilet
6. Using a fork
7. Using work mat
8. Using large size sponges
9. Using tubs for washing small clothes/towels
10. Using pencil colors
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Q6- Answer the following questions. Attach a sheet with the paper to answer
the questions. Must write your roll no on each page. Each question carries
equal marks. 15x8=120 marks

Q1. Prepare and attach any two worksheets of “Practical Life Activities”.

1. Handling Eating Utensils

a. The caregiver should get the work mat and prepare the materials in
advance. The bowl and spoons should be placed on the work tray.
b. The work mat should be placed in front of the infant and the tray should be
placed on the work mat
c. The caregiver should be facing the infant.
d. The exercise should be started only when the caregiver has the infants full
attention
e. After removing the bowl and spoons from the tray, the caregiver should
place them on the work mat and move the tray and sponge aside
f. Now, the caregiver should slowly and deliberately pick up the spoon and
hold it up in front of the infant, repeat with the other three spoons, lining
them up beside the bowl
g. Now the infant should be offered a spoon. The caregiver should invite the
infant to put the spoon into the bowl e.g. she may choose to say now you
put the spoon into the bowl.
h. Ample time should be allowed to the infant to carry out the activity by
himself
i. In case the infant shows signs that he may not be able to carry out the
activity then the caregiver should proceed to help him in a pleasant
manner guiding the infant’s hand to place the spoon in the bowl
j. After placing one spoon in the bowl, the infant may be invited to do the
same with the rest of the spoons.
k. When the infant is fully engrossed in the activity of taking out the spoons
and placing them back, the adult caregiver should move silently aside to
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let the infant work. Uninterrupted but she should remain close by
observing and ready to offer help if and when required
l. Upon completion of the activity the caregiver should show the infant how
the material is placed back in its appropriate place.
m. The material must be made available on very low shelves for the infants to
explore, examine and work within the future.

2. Squeezing a sponge and cloth

a. Care giver should get the work mat and prepare the materials in advance.
The basin and sponge should be placed on the work tray.
b. The work mat should be placed in front of the infant and the tray should be
placed on the work mat.
c. The caregiver should be facing the infant.
d. The exercise should be started only when the caregiver has infant’s full
attention.
e. After removing the basin and sponge from the tray the caregiver should
place them on the work mat and move the tray and sponge aside.
f. Now the caregiver should pick up the sponge and place it in the basin of
water.
g. After waiting for a few moments she should then lift the sponge out of the
water and squeeze the sponge over the basin, allowing the water to
stream back into the basin.
h. The activity should be repeated.
i. Pause and smile at the infant.
j. Now the caregiver should pleasantly offer the sponge to the infant and
invite him to carry out the same exercise.
k. She should give the infant ample time to do the activity.
l. The e caregiver should guide the infants hand to carry out the activity, if
the infant seems unable to carry it out or reluctant to proceed.
m. The infant should be allowed to carry out the activity uninterrupted and
should be observer from a distance.
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n. Upon completion of the activity, the caregiver should show the infant how
the material is placed back in its appropriate place.
o. The material must be made available on very low shelves for the infants to
explore, examine and work within the future.
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Q2. Write a detailed note on the principals of Montessori House.

Ans. The fundamental principles of Montessori education are as follows

1. Activity and independence

Under the urge of nature and according to be serious about two fundamental
things
a. The first is love of activity coupled by the desire to accomplish
things. Both of these are extremely important to the child. From the point
of view of the adult there may be nothing serious in the childs activities or
accomplishments but they are vital to the fulfillment of the child’s
fundamental and necessary functions. A serious part of the childs
activities is to imitate the adult. The achild accomplishes this in his own
way. In Montessori class rooms, children not only select their own work,
most of the time, but also continue to work with tasks, returning to
continue their work over many weeks or months, until finally the work is so
easy for them that they can teach it to younger children. This is one of
many ways that Montessori educators use to confirm that student have
reached mastery of each skills.
b. The second fundamental thing is independence
All the efforts of growth are effort to acquire independence. When does
the child need to begin to do things by himself without our help? The
answer is simple; the child needs to do things by himself from the
beginning of life, from the movement he is capable of doing things. We
can help the child by giving him objects which he can handle himself and
he can learn to master. In short the whole purpose of education is to give
the child necessary help, excluding any unnecessary help, to develop
himself. This means that the adult must re-orientate himself in his
understandings of the child. Self-activity thus becomes the basis of
education
2. Prepared Environment
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Montessori discovered that children aging 3-6 years are constantly absorbing
from the environment and do not need to be taught in the conventional terms.
If they learn from the environment all that we need to do in order to maximize
learning is to make the environment right according to their needs. The
environment should be designed to meet the needs, interest, abilities and
development of the children in the class.

3. Everything is child sized

The chairs, table, wash basin etc are child sized. The material is arranged on
low shelves and there is nothing which is out of the reach of the child

4. A focus on individual progress and development

Within the Montessori program, children progress at their own pace, moving
on to the next step in each area of learning as they are ready. While the child
lives with in a larger community of children, each student is viewed as a
universe in itself.
5. A family setting
Montessori classrooms are communities of children and adults. As children
grow older and more capable, they assume a great role in helping to care for
the environment and meet the needs of younger children in the class. The
focus is less on teachers and more on the entire community of the children
and adults, much like one find in a real family
6. Cooperation and collaboration rather than competition
We normally find children who have a great fondness for one another, and
who are free from the one – up – man ship and needless of inter personnel
contest for attention and prestige because children learn at their own pace,
and teacher refrain from comparing students against one another.
7. Role of the adult

The teacher, commonly called the directress in Montessori system, is just a

facilitator in the class room. Teachers in ordinary schools arranges the
specific Montessori material according to the level of students on low shelves
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and allows them to explore it and work with the material of their child.
Directress are able to prepare healthy happy kids who are stable, normal,
flexible and equipped with advanced skills like reading, writing, problem
solving and creativity.

8. Mix aged group

In the Montessori circles the phrase mix age group is used very often
because this is one of the very important features of any Montessori
environment. Children of 3 , 4 and years of age work together without being
segregated into divisions it is termed mixed age group.

9. Concrete to abstract

In Montessori, students rarely learn from texts or workbooks in all cases,

direct personal hands-on contact with either real things under study or with
concrete models that brings abstract concepts to life allowing children to learn
with much deeper understanding.

10. Individual activities

Unlike conventional schools where the teacher in charge makes all the
children do the same task as a class, in Montessori houses, each child is
given time to explore the materials present in the classroom, select and work
with the activity of his choice individually. This inculcates freedom,
independence and sense of achievement in children.
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Q3. Write down introduction of language and explain different language

activities for toddlers

Ans. Communication is the actual basis of language production. It is a special gift of

nature to mankind. It is truly one of the most significant factors which distinguish
humans from animals. New born may not be able to produce language at the time of
birth but nature has prepared them for receiving, understanding and the amazing ability
to acquire “Language”. Even at the time of the birth the baby’s brain is capable of
recognizing basic sounds and has a vast potential for language. Acquisition is definitely
not limited merely to one specific language. All children are born with inbuilt ability to
recognize songs and absorb lingual queues; however, every child acquires his or her
mother tongue which is spoken in his household, country and culture of his birth.
Therefore, the basic sound recognition is a universal phenomenon. No matter what
language the child is exposed to during this absorbent period. He/she will be able to
acquire it without conscious effort as his/her part. This can be understood by the simple
fact that it is easier to acquire more than one language during the early years of
development than at a later stage or during adulthood.

Language activities for toddlers

Following are language activities for toddlers
1. Language Exercise 1
a. Focusing on names of Objects
(1) Direct Aims
(a) Acquiring new words
(b) Building vocabulary
(2) Indirect Aims
(a) Developing
(b) Concentration
(c) Visual acuity
(3) Material
(a) Work mat
(b) Basket
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(c) Real life objects(like sock, pillow)

(4) Presentation
(a) The Montessori guide / care giver should place the basket
on work mat
(b) The caregiver should sit facing the infant with the work mat
between them
(c) The activity should be started when the caregiver has the
infant attention
(d) The object should be in line of vision of infant. Pick up the
object and hold it in the infant’s line of vision.
(e) The object should be named quietly in a pleasant manner
like “Cap”.
(f) The object should be placed back on the mat after it has
been named.
(g) The activity may be repeated twice or thrice so that the child
may develop interest in it. The third or fourth time the activity
is repeated th child may be allowed to hold the object.
(h) The child should be allowed to observe the object for as long
as he/she wishes to or for as long as his concentration lasts
and he/she drops the object.
(i) When the infant has finished working and observing the
object, he should be involved in putting all the things back in
the basket and then the caregiver should take the infant
along while putting the work mat and materials in their
proper places. This marks the completion of activity.
(5) Age
(a) This exercise meets the developmental needs of infants 3-6
months of age.
2. Language Exercise 2
a. Naming parts of face
(1) Direct Aims
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(a) The development of vocabulary

(b) Development of concept of “self” separate from the mother
or caregiver
(2) Indirect Aims
(a) Developing awareness about own body
(b) Developing social skills
(3) Material
(a) No specific material required
(4) Presentation
(a) The activity should be started when the parent or caregiver
is holding the infant while the infant is facing the caregiver.
(b) The caregiver should begin interacting with the infant when
he/she has the infant's complete attention.
(c) Commence by touching one part of the infant’s face and say
it softly yet clearly enough to be legible to the infant.
(d) The parent or caregiver should hold the infant’s hand and
guide it to own nose. It should be ensured that infants hand
is led to the right place even if he/she doesnot hold the nose
completely in his small hands.
(e) The same may be repeated for a different part of face, for
example, chin, ear, cheek.
(f) The exercise should be prolonged for as long as the infant’s
attention span lasts.
(5) Age
(a) Best suited for 6-9 months old
3. Language Exercise 3
a. Naming parts of the body
(1) Direct Aims
(a) Acquisition of new vocabulary
(2) Indirect Aims
(a) Self-awareness
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(b) Social interaction and developing bonding

(3) Material
(a) No specific material required
(4) Presentation
(a) The activity should be started when the parent or caregiver
is holding the infant while the infant is facing the caregiver.
(b) The caregiver should begin interacting with the infant when
he/she has the infant's complete attention.
(c) Commence by touching one part of the infant’s body and say
it softly yet clearly enough to be legible to the infant.
(d) The parent or caregiver should hold the infant’s hand and
guide it to own leg. It should be ensured that infants hand is
led to the right place even if he/she does not hold the part of
body completely in his small hands.
(e) The same may be repeated for a different part of face, for
example, foot, neck.
(f) The exercise should be prolonged for as long as the infant’s
attention span lasts.
(5) Age
(a) Best suited for 6-9 months old

4. Language Exercise 4
a. Identifying pictures of familiar objects in a book
(1) Direct Aims
(a) Learning the names of familiar objects and identifying them
in a book.
(2) Indirect Aims
(a) Acquiring visual and motor skills.
(b) Learning to handle books with respect from the very
beginning.
(3) Material
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(a) Work Mat

(b) Basket
(c) An appropriate sized picture book preferably with
photographs of a few simple, real or real-looking objects
familiar to the infant.
(4) Presentation
(a) The material should be prepared and placed in the basket
with the work mat ready for activity before getting the infants
attention. The caregiver may show the child how the things
are placed in their appropriate positions. In advance place
the book in the basket and get the work mat.
(b) While sitting facing the infant the caregiver should begin the
exercise when he/she has the infant’s attention.
(c) The book should be taken out of the basket, then the book
should be presented to the infant so that the pictures are
completely visible to him in the proper direction.
(d) The caregiver should turn the first page of the book by
holding from top right corner of the page. Then while pointing
to the first picture in the book, the caregiver should
pronounce its name clearly yet softly, for example, “CUP”
(e) The same may be repeated for other pictures in the book.
Try to limit the number of picture to two or three in the first
experience. It also allows better absorption and acquisition
of new vocabulary.
(f) The infant wants to examine the book all by himself, allow
him the pleasure and privilege to do so. Whenever he allows
to introduce the name of the picture he is most interested in.
(g) When the infant has finished the activity, place the book
back in the basket, then take the infant with you to return the
work mat and materials to their proper places. This
completes the activity.
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(h) Ensure that the book remains available on a very low shelf
for the infant to access and examine when he/she wishes.
(5) Age
(a) Best suited for 6-9 months old
5. Language Exercise 5
a. Adding sound effects to favorite stories
(1) Direct Aims
(a) Improving
(b) Comprehension
(c) Word recognition
(2) Indirect Aims
(a) Developing
(b) Social skills
(c) Listening skills
Sound recognition and association with appropriate object
(3) Material
(a) Work mat
(b) Basket
(c) An appropriate sized picture book preferably with
photographs of a few simple, real or real-looking objects
familiar to the infant. Create a story regarding objects. If
actions are being shown in the picture, then describe the
actions.
(4) Presentation
(a) The material should be prepared and placed in the basket
with the work mat ready for activity before getting the infants
attention. The caregiver may show the child how the things
are placed in their appropriate positions. In advance place
the book in the basket and get the work mat.
(b) While sitting facing the infant the caregiver should begin the
exercise when he/she has the infant’s attention.
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(c) The book should be taken out of the basket, then the book
should be presented to the infant so that the pictures are
completely visible to him in the proper direction.
(d) The caregiver should turn the first page of the book by
holding from top right corner of the page. Then the story
should be told in simple words. The pictures should be
named and their appropriate sounds produced. For example
for train the sound “choo choo” may be produced and for a
hen “cluck cluck” may be produced. Then while pointing to
the first picture in the book, the caregiver should pronounce
its name clearly yet softly, for example, “CUP”
(e) The infant should be encouraged to repeat the sounds after
you. For example the cow say “Mooo” “Mooo”. Look at the
child encouragingly so that he may imitate the you. The
same may be repeated for other pictures in the book. Make
sure to link the story with the pictures and the sounds.
(f) The infant wants to examine the book all by himself, allow
him the pleasure and privilege to do so.
(g) When the infant has finished the activity, place the book
back in the basket, then take the infant with you to return the
work mat and materials to their proper places. This
completes the activity.
(h) Ensure that the book remains available on a very low shelf
for the infant to access and examine when he/she wishes.
(5) Age
(a) Best suited for 9-12 months old infants

6. Language Exercise 6
a. Introducing numbers
(1) Direct Aims
(a) Awareness regarding counting words and activities
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(2) Indirect Aims

(a) Developing
(b) Listening skills and coordination
(3) Material
(a) Work mat
(b) Work tray
(c) An object that makes an interesting sound when tapped.
Examples jar with lid, block of wood, small drum
(d) Spoon or some other utensil to tap with
(e) Repertoire of simple counting songs
(4) Presentation
(a) The material should be prepared and placed in the basket
with work mat ready for the activity before getting the infant’s
attention. The caregiver may show the child how the things
are placed in their appropriate positions.
(b) While sitting facing the infant the caregiver should begin the
exercise when he/she has the infant’s attention.
(c) The spoon and the object to be tapped e.g. a pan, may be
removed from the tray and placed on the work mat.
(d) The caregiver should use the spoon slowly and deliberately
tap in a rhythm. The caregiver should quietly sing in rhythm
along with the tapping for example she may say “one” with
the first tap, the “two” with the second tap.
(e) Similarly the caregiver should slowly and deliberately tap the
object three times; again singing along saying ”One, two,
three” along with the three taps.
(f) Allow the infant to hold the spoon and tap the pan/ the object
being tapped whenever he wants to take over.
(g) If the infant does not seem to understand the process, the
caregiver may guide the infant’s hand holding the spoon and
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tap the object; repeating the counting along with tapping

rhythm.
(h) The infant may be allowed to examine the spoon and the
pan and tap the pan for as long as the infant wishes to.
(i) At the end of the activity, the infant may be shown how the
objects are placed at their appropriate places.
(j) The material must be made available on low shelves for the
infant to work with them in the future.
(5) Age
(a) Best suited for 9-12 months old infants
7. Language Activity 7: Identifying pictures of objects with unusual or
complex names
a. Primary Goals.
(1) Expanding vocabulary and object recognition
b. Secondary Goals
(1) Developing concentration and matching skills
(2) Developing motor skills
c. Age
This activity appeals particularly to the interest and abilities of twos (24-27
months old) who have already done some object matching activities.
8. Language Activity 8: Naming pictures starting with same phonetic sound
a. Primary Goals
(1) Expanding vocabulary and object recognition
b. Secondary Goals
(1) Developing concentration and fine motor skills
c. Age
This activity appeals particularly to the interest and abilities of twos (27-30
months old). In advance, put the booklet in the basket. As the child
acquires experience and skill, introduce pictures representing more
complex and unusual words. Examples of more complex hard C words are
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caterpillar, cantaloupe, corncob, cormorant, cornet, coriander, corgi,

continent, constable.
9. Language Activity 9: Becoming familiar with letters and their sounds
a. Primary Goals
(1) Becoming familiar with letters of alphabets and their sounds
b. Secondary Goals
(1) Laying the basis for reading skills, developing cognitive, sensory
and fine motor skills.
c. Age
This activity appeals particularly to the interest and abilities of twos (27-33
months old).
10. Language Activity 10: Matching letters on alphabet board
a. Primary Goals
(1) Becoming more familiar with the letters of the alphabets
b. Secondary Goals
(1) Developing visual acuity, developing cognitive and fine motor skills
c. Age
This activity appeals particularly to the interest and abilities of twos (33-36
months old).
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Q4 What are the aims of Motor Activities for toddlers?

Ans. Children develop new physical skills quickly. Within two years toddlers go from
taking their first wobbly step to confidently running, jumping and climbing, advises the
penn state cooperative extension system. A toddler learns through exploring their
environment. It is fascinating to observe the toddler touching, handling and tasting
everything he can get his hands on. Development happens in stage, each stage being
more difficult than the last. Since each child develops at a different pace, the parents
and child care providers need to understand what to expect during the toddler
development and how to encourage and facilitate his development.
a. Fine Motor Development. A fine motor skill include the subtle
changes in the toddler ability to use his hand and his hand-to-eye
coordination skills. As his fine motor skills increase, he has an easier time
exploring and learning about his world, within a short span of 1 year, an
average toddler will go from struggling to pick up small object between his
thumb and fore finger to being able to manipulate objects easily, by the
age of 2 1/2 or 3 a toddler should be easily able to turn the pages of a
book, build a tower of 6 blocks, unzip the large zippers, pull off his shoes,
turn door knob and use a cup with one hand
b. Gross Motor development. Gross motor skills include those skills
that require the movement of large muscles groups such as walking,
jumping and climbing. By the age of 2 years, an average toddler will be
walking confidently, pushing and pulling objects, picking up objects without
falling, taking a few steps backwards and begin to gain physical control of
bladder and bowls. He will also like to run, but struggle with stopping or
turning well. By the time the toddler reach the age of 3, he should be able
to walk up and downstairs while holding onto the railing, begin learning to
use toilet, toss or roll a large gall, catch a ball with both arms extended
and squat without falling.
c. Nurturing physical Development. Parents and child care provider
can nurture the toddler’s physical development in various ways by
enhancing the toddler’s gross motor skills by providing him with a safe
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place to carry out important physical activities like climbing etc. providing
him with blocks, bucket, sand, shape sorters and cardboard boxes will
also encourage him to practice fine motor skills. The parents and
caregivers should pay a lot of attention on their child’s development and
take the time to get down on the toddlers level. The caregivers should
remove anything breakable or dangerous that a toddler can access.
d. Aims of motor activities for toddlers. The Montessori motor
activities give the toddler opportunities by following these exercises
1) Sliding clothespin onto a rim
2) Placing objects IN and out
3) Putting objects IN and OUT of a packed booklet
4) Putting lids on ends and taking them off
5) Unwrapping objects
6) Picking up objects with a magnet
7) Putting pieces IN and OUT of a puzzle
8) Beading / stringing objects
9) Transferring objects using the pincer grasp
10) Transferring from the container to another
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Q.5 Write a note on Movement and Body Control.

Ans. “Toddlers” is a specific term used for children who are 1 to 2 years of age. The
toddler years extend from around 1 year of age to around the age of 2 – 2 ½ years as
advised by healthychildren.org. However, the “toddler” years actually begins when a
child begins to “walk”, which may happen any time between 10 and 15 months of age
and extend until the child begins pre-school. This time period is a stage of high paced
growth for the young child. During this time, he will go through many changes in the
physical, psychological and social development.
The following are some developmental milestones which every parent and child care
provider should be aware of in order to keep track of proper growth and development of
the child.
1. Physical Development. The child grows and changes as he acquires new
mental and physical skills
a. Movement. The child’s muscles develop as his motor (movement) skills
get better. Since the child is now completely “mobile”, a whole new world
of opportunities has opened up to him. He can move around and explore
the world with a more up-close view and while he gets better control of his
muscles he can actually manipulate things better, thus experimenting
with various new materials and learning through trial and error.
b. Body Control or Movement. The child of this age can sit without
support. He may start walking on his own or still need to hold your hands.
Later, he may be able to jump, hop and skip as well.
c. Hand and finger control. The child learns to use his hands.
According to Dr. Maria Montessori, the child’s hand is the “instrument of
the brain” at this stage in life. He may be able to hold a book, firstly with an
adult’s assistance and later without significant help and turn “board” pages
which are thicker than regular pages.
d. Weight and Height. The child may gain four times his birth weight
during this time. His height may increase to about 22 inches, which is the
average height of children of this age.
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e. Language Developments. The toddler becomes excessively

interested in his environment when he finds out that he can move,
manipulate and experiment with a lot more things than before. His
language skills improve as he acquires or picks up words from the adults
and older siblings in the environment and tries to express his thoughts to
others.
f. Speech. The child tries to form words which may result in babbling
sound like words but have no apparent sound like words but have no
apparent at first, later he learns to use actions to tell what he wants. He
learns a lot of words which may start to come out like sentences. He may
be able to make 2 to 3word sentences, at around two years of age.
g. Understanding Words. The child may be able to point a body part
when named or point to pictures in books, which is clear sign that his
comprehension of language has undergone proper development over the
period of time since his birth. Later he may be able to name familiar
pictures.
h. Emotional and Social Development. The child begins to express his
feelings and thoughts and may show signs that he wishes to interact with
children of his own age group, like sitting together with children of his own
age.
i. Attachment and fears. During the toddler years, the child want to be in
close proximity to his caregiver. The child will not like to be away from his
caregiver or around strangers. He may play beside other children, but not
want to share his toys with them,
j. Behavior. The toddler wants to be in control of his actions and may
insist on doing things all by himself without any assistance. He may seem
stubborn, refuse help and get easily frustrated. He may often say “no”
when he is asked a question. His mood may easily change and lead to
temper tantrums. Sometimes toddlers show signs of frustration and
dissent when they are going through a specific sensitive period and are
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not getting the appropriate environment and material to satisfy their inner
urges
2. Significant Factors Affecting The Toddlers Growth And Development
a. Certain Medical Conditions. Problems that affect hearing or the brain
may also slow a toddler’s ability to speak well. These problems may
include infections and head injuries.
b. Eating Habits. Toddlers often become choosy of what they eat and
may prefer certain foods. Refusing to eat or only eating fast food or junk
food may decrease the toddler’s growth and development.
c. Play. Playing helps a child develop his physical skills as
well as imagination. It is a time when the child learns to get along with
others and parent and caregivers should provide the children with ample
opportunities to their toddler to play with other children preferably between
1 to 3 years of age. This will help the toddler develop social skills right
from the early age and a sense of community will start developing.
d. Sleep. Every child needs sleep in order to grow and develop
normally. The total time spent in sleeping includes naps in morning and
afternoon. Lack of sleep decreases the child’s energy.
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Q6 Create 2 exercises of “Sensory activities” in your own words.

Ans

1. Sensory Exercise 1: Identifying the ten basic parts of the body

a. Presentation
(1) This activity focuses on 10 basic parts of the body
(a) Head
(b) Mouth
(c) Hair
(d) Nose
(e) Ears
(f) Legs
(g) Arms
(h) Toes
(i) Fingers
(j) Stomach
(2) Begin by touching the top of your head with one hand. As you
touch, say quietly, “I am touching the top of my head, now you
touch the top of your head”.
(3) If the child touches the top of her/his head, smile and say, “Yes,
now you are touching the top of your head, too”.
(4) Hold your position for a few more seconds, then slowly lower your
hand from your head.
(5) Repeat the process, moving from the top of the body to the bottom.
(6) Continue until all 10 basic body parts have been touched and
named. You may wish to finish the activity at this point.
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2. Sensory Exercise 2: Identifying objects by feel

a. Presentation
(1) Put the objects and paper bags on the work tray in advance before
beginning the exercise.
(2) Moving from the child’s left, pick up the first object and examine it with
your hands. E.g. if the object is a hair brush, run your fingers along the
bristles.
(3) Name the object and describe simply how the object feels, e.g. say “this
is a hair brush, it feels all prickly”.
(4) When the child has felt the object, pick up the paper bag and open it,
then ask the child to place the object inside.
(5) Pick up the second object from the tray feel it also, then name it and
describe how it feels. E.g. Say “these are keys. They feel hard and
jangly”. Give the object to the child to examine and put in the paper bag.
(6) Repeat with the third object
(7) Make sure that the materials presented stay available on a lower shelf,
for example, for the child to work on again when he/she wishes.
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Q7 Write a detailed note on “ Three Period Lesson”.

Ans. The three period lesson, as the name suggests, comprises of three stages
1. The first stage
2. The second stage
3. The third stage
The example of introducing geometrical shapes of sphere, cylinder and cube to a
child with the help of geometric solids, following will be necessary steps to be
taken

1. The First Period

(This is….)
a. Pick up the solids one by one and feel them. Use economy of language i.e
be precise and to the point. Name each solid individually. Pronounce the
name several times, clearly and slowly. Do not hurry

“This is Sphere. Sphere.”

b. Feel the sphere. Let the child feel if he likes to. It reinforces the concept of
shape stereo-gnostically. Repeat the name while he is holding the shape.
Place it back.
c. Pick up the second solid, preferably the one the little child is familiar with

“This is a Cylinder.Cylinder.”

d. Feel the solid. Let the child hold the solid and follow the method
mentioned as above.
e. Take the last solid
“This is Cube.”
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2. The Second Period

(Show me….)
a. It is the longest, most important and extended period. Begin the second
period with the object with which the child is most familiar and say

“Pick up the Cylinder”

“Feel the Cylinder”
“Put the Cylinder on the tray”
“Pick up the Cube”
“Feel the Cube”
“Put the Cube on the tray”
“Pick up the Sphere”
“Feel the Sphere”
“Put the Sphere on the tray”

b. You may add the variation to it like pointing with your finger

“Move the ----- here”

“Take the ----- to the table”
“Bring the -----back”
“Point to the -----”
c. Mostly we haste to move onto the third period too soon, which might result
in frustration on the part of the child. But it is to be strictly followed that the
second-period lesson serves several purposes:
d. Reviewing Vocabulary
e. Reinforcing Vocabulary
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3. The Third Period

(What is this?)
a. When you feel your child knows the names, point to the object and ask
“What is this”
Then point to the next object and ask:
“What is this”
Point to the last object and ask
“What is this”
b. Begin this time with the last object mentioned, reinforcing it immediately.
Keep the known object in the middle. The same techniques can be used
to introduce new vocabulary item e.g numbers, alphabets, nouns etc.
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Q8 Write down the importance of Sensorial needs in an infant.

Ans.
1. By the time children reach the toddler stage they have learned to use their
senses particularly hearing, seeing and touching to such an extent that these senses
now help them explore and understand the world around them. Parents and child care
providers should be aware, however, that children integration of sensory skill is a
particularly important market in their development. Stimuli from the environment evoke
sensory experiences of hearing, seeing and touching. Promote brain growth and
development.
a. Sight. Although a new born baby eye is only 75percent of the size
of an adult. A toddler’s eyes and vision are fully developed. This
unprecedented growth and development in the eyesight within a short
span of 12 to 14 months is a huge milestone for the toddlers. Toddlers,
with the help of their well-developed eyesight as compared to an infant,
begin to improve hand eye coordination and depth perception. Picture
books are terrific base to stimulate an average toddler’s visual sense.
b. Hearing speech. Toddlers have developed the ability to change the
way they speak intonation according to the audience, even though some
of the words they utter may just be jargon they have been able to pick up
cues while listening that show them how to speak differently to a friend, a
younger child or a parent. The teacher may simply sing the rhymes herself
and this produce the same impact on the child as would any music playing
gadget, in fact, the impact of a human singing songs and rhymes to the
child with real facial expression and body language adjusted to the parent
situation will certainly be greater. Just ensure that the rhymes and poems
involved are based on reality and fictitious and stories are avoided at this
stage.
c. Tactile. Young children especially infants and toddlers are
exquisitely sensitive to touch. According to a research, pediatricians have
discovered that babies who are touched a lot have brains to and half than
larger than babies who are touched rarely or not on a frequent basis. This
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amazing discovery makes the significance of the sense of touch quite

evident.
Parents and care providers should ensure that all the babies get lot of
loving touch time throughout the day. The children should be provided with
the soft, furry textures, smooth soupy surfaces and sand papers
roughness, too, so that they can learn to discriminate how different
textures feel.
d. Taste and smell. Consuming food would have been a mundane daily
activity if it had not been for the flavors and aromas of the farmed foods
pro voided by nature and produced artificially humans. Thanks to our taste
bud cells and the different flavors available to be tasted from all around
the world that humans love to eat and experiment with their food. Flowers
would have been mere splash of colors if it had not been for the variety of
smell each of them possesses this ability to distinguish between different
smells is also a natural system for us because we naturally like nice sweet
smell of foods aromas and stay away from pungent, rotten, sharp smell
liked those of rotten foods, acids or poisons. This helps us to easily
distinguish between fresh and rotten food, sweets and poison etc. and
hence we make our choices wisely. The Montessori sensory activities for
toddlers give the toddlers opportunities are following.
3. Identifying colors in color booklets.
4. Matching pairs of objects by colors.
5. Identifying the ten basic parts of the body.
6. Identifying o objects by feel
7. Taking a theme walk
8. Matching objects by pattern and texture
9. Working with modelling dough
10. Identifying loud and soft sound
11. Identifying sources of sound
12. Identifying smells
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2. Our five senses are “bridges” to the environment; through them we connect to
surrounding environment. We receive information form environment only through our
senses of touch, hearing, smell, vision and taste. The following sensory activities give
the infant opportunities;
a. Followings movement with the eyes: - This activity appeals particular to
the abilities and interest of infants 6 - 12 months old.
b. Experience different food textures: - This activity appeals particular to
the abilities and interest of infants 6-12 months old.
c. Experiencing different sounds: - This activity is suitable for
6-9 months old infants
d. Hearing different levels of sound: - This activity appeals particular to
the abilities and interest of infants 6-9 months old.
e. Recognizing Patterns: - This activity is suitable for 6-9 months old
infants.
f. Making different sounds with utensils: - This activity is suitable for
6-9 months old infants
g. Experience different fabric textures: - This activity appeals particular to
the abilities and interest of infants 6-9 months old.
h. Slathering objects in nature: - This activity is suitable for 9-12 months
old infants.
i. Identifying containers with objects inside: - This activity appeals
particular to the abilities and interest of infants 9-12 months old.
j. Experiencing warm and cold: - This activity is suitable for 9-12 months
old infants.