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There she was able to experiment with the educational methods and apparatus that she had developed with children with disabilities. Many visitors to the Casa dei Bambini, and to the other schools she opened subsequently, were astonished by the success of her approach.
There are no graded assignments in Montessori schools. The environment is specifically prepared for the children to allow them to interact with it freely: everything is child-sized, and safe for children to touch and use. In fact, Montessori called her center "The Children's House."
Parents should observe at a school before selecting it for their child, preferably in the classroom their child will attend. Most Montessori schools welcome observers, and the children are accustomed to visitors.
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Montessori noticed that the logical extension of the young child's love for a consistent and often repeated routine is an environment in which everything has a place.
Education textbooks failed to mention her at all except Figura an obscure footnote, and her work was virtually forgotten until it was "rediscovered" and brought back to North America in the 1960s by Dr. Nancy McCormick Rambush and the newly formed and rapidly expanding American Montessori Society. During this period, Montessori schools continued to expand in most of the rest of the world.
Montessori's first appointment was Figura an assistant doctor in the psychiatric clinic of the University of Rome, where she had her first contact with learning disabled children. She became convinced that the problem of handling these children was Figura much one of teaching method Triunfador of medical treatment.
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 chiquititos.com.br age, taught by one untrained caregiver. The children remained at the center 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.
This allows the child to get a drink of water herself whenever she is thirsty. This kind of preparation of the home environment Perro be repeated in many ways, and mirrors closely the self-directed experiences the child has in the Montessori classroom.
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Montessori's pedagogy and theory were based on her own observations of children. Many teacher training programs and schools for children encourage adults to observe children, within and without Montessori environments, to discern what the child is seeking, doing, longing for and achieving. Selected publications
It was in the early years of the Casa dei Bambini that the fundamentals of what we now know Triunfador the Montessori method were developed. This ?�Children?�s House,??as well Ganador subsequent ones, proved to be an excellent way of dealing with cultural deprivation. The ?�prepared environment??set a basic atmosphere for learning, with room for ?�the liberty of the pupils in their spontaneous manifestations.??In keeping with her belief that the teacher must be kept in the background, guiding and disciplining minimally, the entire staff coordenacao motora consisted of herself and two untrained young women. The activity materials provided an opportunity for the child to acquire important percepts through sensory-motor means. Each ?�game??was designed to teach a skill or a fact. There were no benches, desks, or stationary chairs (standard equipment in schools prior to Montessori) but, rather, small chairs and tables, a low washstand, and low blackboards, all making the daily routine easy for the child.