A child that comes to the Casa (this is another word for pre-school or school) at two and a half years is in her / his active formation period of mental powers, and by that building up a storehouse of social experiences and acquiring their own human characteristics throughout the expressions of their needs, tendencies, and by the sensitive periods. We consider very young children up to the age of three years, Spiritual Embryos and in regards to the development of social behaviour we may say that a child below three years of age is also considered a Social Embryo. As the child becomes gradually aware of the fact that and how his or her actions affect others, he / she will start to evaluate situations using intellectual powers such as intelligence, moral and judgment. If the environment is reassuring, the child finds itself secure and finds orientation, he or she will gradually make conquests to adapt and furthermore develop a sense of belonging to the environment. As the understanding develops about being one with society, a social restructuring process takes place within the child. As the child crosses the stage from his self centred and unconscious creator to a conscious worker, he or she will then be accountable, will feel reliable for his / her own work and a feeling of responsibility towards society will emerge. When the child is offered a mentally nurishing environment and has adapted to the environment, there will be a feeling of oneness, and willingness to work for others, be part of the community and eventually contribute to the wider environment. There lies the importance of a Mixed Age group. Dr Montessori wanted to create an environment where children of different age groups can work together towards self development. In our period of physical and social growth, we are in a mixed age group at every step. In the same manner, children Will already learn to be and coexist in a mixed age group. It not only helps in learning but also develops a caring nature amongst the children. I have been a foreign Montessori student at RTI Mumbai, under the guidance of Ms. Zarin Malva.

Opportunities and constraints affect future orientations in young and late adolescents. Own competencies and individual attributes, the concept of Self and a refined “executive functioning” go along the axis of the timeline in the transition from early experiences in childhood to adulthood. Our future orientation can therefore be seen as one component of a time perspective. Along the age of about 16 years, the ability to think in abstract ways brings itself about. This age group will be soon expected to perform and solve demands in an ever-changing job landscape, requiring a scalable, efficient and comprehensive vocational training ecosystem to meet future requirements, within the structual frame work of broad policies that govern the skill development activities in India. Showcasing the end result and overview of vocational and prior Language Training: if young people are confident that after acquiring a particular training, the pathway to a particular job and certain income is feasible - to know basically the career path - they will be interested in being part of a particular ecosystem. It is known that motivation affects cognition, which then influences behaviours, such as information seeking. Exchange online is a vital source of information gathering for the millennials and younger - for example on Reddit via threads like r/delhi or r/mumbai. Young people’s identities are shaped by a multitude of factors — family, cultural and societal expectations, experiences with institutions like school and the media, and friends. Individual stories of success shared in online forums are a sure shot. Again, a clear outline of steps of a career path are an incentive to take ownership over ones’ future. I believe it is important to understand the challenges of a young person today, for instance in the metropolitan regions of India which are affordable housing, perceived parental acceptance and autonomy but also perceived loneliness or lack of social connectedness when moving away (Gen Z, Generation Alpha). In any case, across cultures and boarders, adolescents gain increasing autonomy from their parents both in terms of emotional distance and decision-making.

Children with dyslexia and dyscalculia often struggle to grasp written symbols—letters, numbers, and the relationships they represent. These challenges are not tied to intelligence but to the way the brain processes information. Sensorial training provides a bridge between concrete experiences and abstract concepts, helping learners build the neurological foundations needed for reading and mathematics. Through multisensory activities — tracing shapes in sand, geometrical shapes, later tracing sandpaper letters, manipulating beads, blocks, or quantity rods —students activate multiple pathways in the brain. This engagement strengthens visual-spatial awareness, auditory discrimination, and kinesthetic memory. For a child who finds it difficult to tell the difference between b and d, or who cannot intuitively sense that 8 is larger than 5, these sensorial encounters create meaningful anchors. By first experiencing letters as shapes and numbers as quantities they can feel, move, and compare, learners develop a deeper conceptual understanding before being asked to interpret symbolic forms. Repetition through varied sensory channels reinforces neural connections, making recognition more automatic. This can reduce cognitive load when decoding words or solving equations, freeing mental energy for comprehension and reasoning. Click here to view an example of a work sheet. Sensorial training also nurtures pattern recognition, sequencing, rhythm, and spatial orientation—skills foundational to reading fluency and numerical reasoning. Importantly, it restores confidence: when children discover that they can understand through their senses, they become more willing to take risks with symbols on the page. In classrooms and therapeutic settings, sensorial approaches affirm that learning is not solely auditory or visual. For students with dyslexia and dyscalculia, it is the multisensory, hands-on pathway that ultimately transforms abstract symbols and quantities into concepts they can grasp, internalize, and use with greater independence.