![]() ![]() Although specific to be learned might differ from culture to culture, at a broad level Montessori’s educational objectives remain universal to help children become eager, confident, capable, respectful and contributing members of the community - now global -, which they live. Students were refreshed after deep concentration and actually preferred their work with the learning materials to play with toys, of which they soon become bored.īy the time Maria Montessori died in 1952, her ideas about education had spread around the world. They love repetition and have amazing powers of concentration. Young children thrive with an order to their routines, relationships, and surroundings. Since their work was self-motivated, the children learned eagerly and thoroughly, they were well on the way to developing independence essential both then and now to satisfaction in life-the psychological strength or confidence to choose goals for themselves and the physical and intellectual abilities necessary to achieve the goals chosen. Under the guidance of the 'directness', the children chose what they want to work with, Montessori found that in the security of the Casa, where materials were always available and help toward the next step was ever forthcoming, the children were soon choosing to work with materials that corresponded precisely to what they most needed at that moment to learn. Their abilities led to confidence in themselves, which in turn allowed them to undertake even more complex tasks. They developed remarkable coordination, concentration, persistence, and the ability to observe and discriminate, and a sense of order. Children spontaneously chose activities appropriate to their interests, abilities, and needs. Montessori found children responded beautifully when given freedom to make choices when consistent guidelines were provided. She found “hidden treasures” which came to light so unexpectedly. Montessori discovered timeless and universal truths about young children. Through observation of these 60 undisciplined and abandoned children, Dr. She commissioned a carpenter to make tables, chairs and learning materials to her precise specifications. She opened the Casa dei Bambini, or Children's House, in a tenement building in Rome. ![]() ![]() Montessori set to work to create a unique environment for children on a minimal budget. When asked to establish an early childhood center in San Lorenzo Dr. Her work with “unfortunate children” at the Psychiatric Clinic at the University of Rome inspired her to register at the University to study education, philosophy, psychology, and anthropology. By January 1907, she was eager to implement her ideas and to explore what she felt where possibilities untried with young children up to that time. Her research on child development and the “nervous diseases” in children was published in several prestigious technical journals. Įarly in her career, Montessori’s attention, bolstered by habits of scientific observation, was drawn to questions of child development and education. She maintained a private practice, served as chairperson at several women’s colleges in Rome and Florence, and chaired the anthropology department at the University of Rome. Through the years, she would speak at many international assemblies, renouncing child labor and mistreatment of women. Montessori became known as a brilliant speaker and was chosen to represent the women of Italy at a feminist congress in Berlin. After receiving her medical degree and Italy ’s first female physician, in 1896, she practiced medicine for women and children and lectured at the University of Rome. Maria Montessori was a Renaissance woman who lived in Italy during the late 1800’s. ![]()
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