Development of the children: The development of the child is made easier if physical, mental, social, and emotional growths are addressed separately. These phases of growth do not occur independent of one another, instead they are interdependent of each other. Knowledge of previous training has its impact on the handling of the child in the nursery school.
Physical development: The nursery school first of all, concerns itself with the child's physical development. This involves the provision of adequate space, suitable equipment, cleanliness, sanitation and proper environment. Growth should proceed regularly. Monthly records about the measurements of height and weight will indicate whether or not the child is growing satisfactorily. The nursery school teacher needs to be familiar with the literature on this subject and with these records of monthly weighings.
The attainment of bodily skills suitable to the age of the child and his/her degree of development must be provided by nursery school in the form of the Montessori material (play and educational material) and also by teaching. Selection of the material is determined by the needs of children. The child's use of the Montessori material mostly plays a big role in his/her development.
As the child's size and strength increases and his/her skills improve, he/she will be able to use more difficult apparatus. This protection on the part of the Montessori teacher must be unobtrusive and must allow the child sufficient freedom to develop his/her faculties. The children are provided with the apparatus, which they appear to need, and a place in which they are free to choose their activities. The teacher needs to watch for signs of fatigue, of over stimulation, and of the completion of their cycle of activities. A child may continue to play with apparatus, which as far as his/her development is concerned, no longer has any value for him/her. He/she may attempt to use apparatus, which is difficult for him/her. The distinction between formal and directed use of apparatus, and guidance in the use of equipment should be studied very carefully.
Mental development: Mental development of the child is also necessary as well as physical development. A distinction between the two is not only difficult to make but it also distorts the image of the child's development. In early childhood, mental development shows itself in the more complete and skilful way that is by using the body perfectly.
Increase of power of appreciation, imitation, creation and refinement of judgement lay a foundation for nursery school life. Enrichment of perception enhances appreciation, enjoyment and intellectual curiosity. Consequently, the nursery school needs to make sure that children have a variety of perceptual experiences in the school.
Emotional development: The nursery school contributes to the development of habitual attitudes, which will be serviceable, as long as the child exists. To stabilise emotional behaviour it is a must to lay their foundation for happiness and cheerfulness. The nursery school believes that emotional behaviour is subject to training and so it accepts as part of its responsibility the cultivation of that aspect of the child. Self-dependence attitude of interest and appreciation are the result of growth and of training. In the nursery school each child must develop skill in the expression of emotional attitude.
The expression of emotion is an important part of the child's personality. One of the main contributions to child's psychology by the nursery school is increased appreciation of the appearance of distinct personality traits in early childhood. While the personality is to some extent inherent in the physiological make-up, hence it is subject to modification.
Social development: Another aim of the nursery school is the social development of the child, the binding up of comfortable, healthy and friendly attitudes towards children and towards adult. The child is able to assume his/her place in society without interfering with the rights of others. He/she learns to have patience. He/she sees the importance of living together. Moreover, he/she learns the importance of respecting another child's play and realises that his/her own freedom must not interfere with other children. He/she discovers that he/she must bear the consequences of his/her own acts.
The child needs practice to take his/her place in the social group. He/she should also be given plenty of opportunity to play alone, to learn to be self-sufficient, to plan his/her own work, to enjoy his/her own company.
The child's social development comes as a result of learning and therefore, depends upon opportunity to practise in the nursery school. This opportunity must be provided by the nursery school so that children can get a chance to work freely, but under enough supervision that provides necessary protection.
Our nursery school sets itself the responsibility for encouraging friendliness and for developing in children a capacity for collaboration. Some children persist over fairly long period of time. Others form strong and permanent friendship; other children appear to play with equal readiness with any or all children. It is very important that the nursery school should recognise these tendencies, since some children need encouragement in broadening the scope of their friendship.
Children's habits: A further aim of the nursery school is to stabilise and generalise children's personal habits. The exercises of practical life should be introduced to them regularly. The Montessori child should be able to assume responsibility for going to the toilet at need and he/she should be taught to help himself/herself as far a possible.