Search Montessori Method of Education

Birth and evolution of thought and method of education of the great Italian educator. Figure of great importance from the pedagogical point of view, Maria Montessori already evident from a young age his inclination towards the sciences, including biology and excels in school mathematics. Comes to the choice of university overcoming the obstacles of the hard time, especially people from his family, and enrolled at the Faculty of Medicine at the University of Rome, graduating in 1896, was one of the first women to graduate in medicine. During his academic excel in different subjects, especially in Hygiene and Pediatrics, which then will be the basis for his famous theories and pedagogical approaches in the following years.


Thinking and Pedagogy

The Montessori Method is originated from initially 'observation of children with mental health problems and then be applied to all children. This choice was motivated by the Montessori with a simple explanation, whereby if a method could work on people with problems evident on a psychic level would give excellent results even on "normal" children. Montessori for the child is "A complete being, capable of creative energy and possessed of moral dispositions" adults are often being covered, and the inactive tablets. The basis of Montessori thought, and as a result of his famous method, there is child's freedom, By which you must leave circular for harmonious and balanced growth. With it you can develop your creativity exponentially, inherent in our humanity, but each person still has to be governed, with the right amount of attention to his wishes and his natural propensity for growth. In life freedom is as important as are the rules, Since our space ends where the other's begins, and this must be a rule to grow in mutual respect between human beings. A method that leads gradually to become more autonomous and at the same time to know to take care of others.


Scientific Pedagogy

The thinking part of the Montessori teaching science, ie scientific assumptions and objectives, And then switch to a 'careful observation of the subject, Who must live in one of his school, or, better yet, the school must accommodate the baby and then be designed around the needs of the child and not of a man!

The spaces shall be so designed and then built in a specific and simple, to create suitable laboratories where daily life is easy and useful to learn about simple actions "know how" every day something correct and practical.

The contact with common materials such as wood, cloth or chalk and support are crucial to classics such as Italian or mathematics.


The child is seen and supported on the basis of very specific steps:

* from 0 to 3 years: There is in the child absorbent mind, Where the 'intelligence works at an unconscious level, absorbing every environmental element. And the stage where they form the essential structures of personality.
* 3 to 6 years: Corresponds to pre-school education. In addition to the absorbent mind there is also the conscious mind. With the need to formulate thoughts more and more "logical".

Based on this thought expressed and theorized by Montessori was born in 1907 in Rome, the first Children's home aimed at children of the inhabitants of San Lorenzo district. A special house, built in a way that children can live as they really are: the furniture is designed on the extent of the child, who has the ability to interact actively with the material proposed to him, either single or as a community with other children and friends.


The material is as follows:

* analytical material, We analyze only one quality of the object: weight, shape and size, this stimulates the senses.
* material self corrective, Serves to educate the child self-correction of the error without the intervention of the educator.
* attractive material, It comes to handling and use of simple objects, acts in the game.

The child can choose to be alone and independently of the material, this will stimulate both the self-education is the 'self-control.

Different Ages of Distance Education Degrees

The Distance Learning has over a century of history. Specifically, we can distinguish three generations:

* The first generation was the late nineteenth century, will be based on ordinary, mainly paper, in which the interaction between teacher and student and limited to the exchange of raw and rare meetings in person.

* The second generation is stated in the late 60's, makes use of materials and multimedia (print, television, radio, educational software). Interactions between teacher and students are poor, even if carried out through new media such as telephone, fax, e-mail.

* The third generation , also known as online education, and that tax in the last fifteen to twenty years, takes advantage of computer networks, not only for the transmission of the materials, but also as an environment to create collaborative learning processes. The training takes place mainly in the network, knowledge is actively constructed by the participants themselves and their interactions, both with the teacher and between learners, play a fundamental role.

Even today, the Distance Learning is viewed with some distrust, however, tends to be considered a form of teaching 'second class' compared to the traditional one. This perspective, however, 'does not take adequate account of the fact that Fad and, in this case, the network training, third-generation, differs substantially from the traditional classroom, face to face, to the point that, in some ways a bold confrontation with it.

In addition, the two forms of teaching are not mutually exclusive necessarily mutually exclusive, but can finding a successful integration, which can give rise to an innovative model of education, they are privileged: the formation of knowledge as a recursive process, never completed, which can' be continuously enriched, modified, expanded, as well as a collaborative process, where each learner can make its contribution, in which individual contributions are valued, cooperation for a common goal, the possibility' of a training program that meets individual needs, both at content, and timing of use. In order to understand the advantages that offer Distance Learning and must not only provide materials of high quality' and support technologically advanced and efficient, but also promote a genuine culture of ' e-learning. To do this', you are creating professionals, mediators of the formation, able to address properly the parties concerned to the course that best suits their needs. Often, potential learners are not only poorly prepared in the research, selection and choice of course more 'appropriate in their case, but, sometimes, the same sites that provide training is not exhaustive in presenting their offers.

Despite the undeniable distance learning benefits that can offer, it cannot' certainly regarded as the panacea for all ills not all content is suitable to be dealt with in a distance course, such 'as, in some circumstances, can become a blatantly anti-economic approach, especially in the case of a small number of students. Similarly, not all students are given for a course entirely by distance: individuals who can gain the most benefits are mostly, adults, well reasoned, with some prior knowledge and expertise, covering subject taught.