MONTESSORI EDUCATION INTRODUCED BY MARIA MONTESSORI BORN 1870 AUGUST 31

MONTESSORI EDUCATION INTRODUCED BY

MARIA MONTESSORI BORN 1870 AUGUST 31

Maria Montessori
Born	Maria Tecla Artemisia Montessori August 31, 1870 Chiaravalle, Marche, Italy
Died	May 6, 1952 (aged 81) Noordwijk, South Holland,Netherlands
Resting place	Noordwijk, Netherlands
Nationality	Italian
Education	University of Rome La SapienzaMedical School
Occupation	Physician and educator
Known for	Founder of the Montessori method of education
Religion	Catholic
Children	Mario Montessori Sr.
Signature

Maria Tecla Artemisia Montessori (Italian pronunciation: [maˈriːa montesˈsɔːri]; August 31, 1870 – May 6, 1952) was an Italian physician and educator best known for the philosophy of education

 that bears her name, and her writing on scientific pedagogy. Her educational method is in use today in some public and private schools throughout the world.








Life and career[edit]

Montessori was born on August 31, 1870 in Chiaravalle, Italy. Her father, Alessandro Montessori, 33 years old at the time, was an official of the Ministry of Finance working in the local state-run tobacco factory. Her mother, Renilde Stoppani, 25 years old, was well educated for the times and was the great-niece of Italian geologist and paleontologist Antonio Stoppani.

[1][2] While she did not have any particular mentor, she was very close to her mother who readily encouraged her. She also had a loving relationship with her father, although he disagreed with her choice to continue her education.[3]

1883–1896: Education[edit]

Early education[edit]
The Montessori family moved to Florence in 1873 and then to Rome in 1875 because of her father's work. Montessori entered a public elementary school at the age of 6 in 1876. 

Her early school record was "not particularly noteworthy",[4] although she was awarded certificates for good behavior in the 1st grade and for "lavori donneschi", or "women's work", the next year.[5]

Secondary school[edit]

In 1883[6] or 1884,[7] at the age of 13, Montessori entered a secondary, technical school, Regia Scuola Tecnica Michelangelo Buonarroti, where she studied Italian, arithmetic, algebra, geometry, accounting, history, geography, and sciences. She graduated in 1886 with good grades and examination results. That year, at the age of 16, she continued at the technical institute Regio Istituto Tecnico Leonardo da Vinci, studying Italian, mathematics, history, geography, geometric and ornate drawing, physics, chemistry, botany, zoology, and two foreign languages. She did well in the sciences and especially in mathematics.

She initially intended to pursue the study of engineering upon graduation, an unusual aspiration for a woman in her time and place. However, by the time she graduated in 1890 at the age of 20, with a certificate in physics–mathematics, she had decided to study medicine instead, an even more unlikely pursuit given cultural norms at the time

The first Casa[edit]

In 1906 Montessori was invited to oversee the care and education of a group of children of working parents in a new apartment building for low-income families in the San Lorenzo district in Rome. 

Montessori was interested in applying her work and methods to mentally normal children, and she accepted.[26] The name Casa dei Bambini, or Children's House, was suggested to Montessori, and the first Casa opened on January 6, 1907, enrolling 50 or 60 children between the ages of two or three and six or seven.[27]

At first, the classroom was equipped with a teacher's table and blackboard, a stove, small chairs, armchairs, and group tables for the children, and a locked cabinet for the materials that Montessori had developed at the Orthophrenic School. Activities for the children included personal care such as dressing and undressing, care of the environment such as dusting and sweeping, and caring for the garden.

 The children were also shown the use of the materials Montessori had developed.[28] Montessori herself, occupied with teaching, research, and other professional activities, oversaw and observed the classroom work, but did not teach the children directly. Day-to-day teaching and care were provided, under Montessori's guidance, by the building porter's daughter.[29]

In this first classroom, Montessori observed behaviors in these young children which formed the foundation of her educational method. She noted episodes of deep attention and concentration, multiple repetitions of activity, and a sensitivity to order in the environment. Given free choice of activity, the children showed more interest in practical activities and Montessori's materials than in toys provided for them, and were surprisingly unmotivated by sweets and other rewards. Over time, she saw a spontaneous self-discipline emerge.[30]

Based on her observations, Montessori implemented a number of practices that became hallmarks of her educational philosophy and method. She replaced the heavy furniture with child-sized tables and chairs light enough for the children to move, and placed child-sized materials on low, accessible shelves. She expanded the range of practical activities such as sweeping and personal care to include a wide variety of exercises for care of the environment and the self, including flower arranging, hand washing, gymnastics, care of pets, and cooking.[31] She also included large open air sections in the classroom encouraging children to come and go as they please in the room's different areas and lessons. In her book [32] she outlines a typical winter's day of lessons, starting at 09:00 AM and finishing at 04:00 PM:

9–10. Entrance. Greeting. Inspection as to personal cleanliness. Exercises of practical life; helping one another to take off and put on the aprons. Going over the room to see that everything is dusted and in order. Language: Conversation period: Children give an account of the events of the day before. Religious exercises.
10–11. Intellectual exercises. Objective lessons interrupted by short rest periods. Nomenclature, Sense exercises.
11–11:30. Simple gymnastics: Ordinary movements done gracefully, normal position of the body, walking, marching in line, salutations, movements for attention, placing of objects gracefully.
11:30–12. Luncheon: Short prayer.
12–1. Free games.
1–2. Directed games, if possible, in the open air. During this period the older children in turn go through with the exercises of practical life, cleaning the room, dusting, putting the material in order. General inspection for cleanliness: Conversation.
2–3. Manual work. Clay modelling, design, etc.
3–4. Collective gymnastics and songs, if possible in the open air. Exercises to develop forethought: Visiting, and caring for, the plants and animals.
She felt by working independently children could reach new levels of autonomy and become self-motivated to reach new levels of understanding. Montessori also came to believe that acknowledging all children as individuals and treating them as such would yield better learning and fulfilled potential in each particular child.[32]

 She continued to adapt and refine the materials she had developed earlier, altering or removing exercises which were chosen less frequently by the children. Also based on her observations, Montessori experimented with allowing children free choice of the materials, uninterrupted work, and freedom of movement and activity within the limits set by the environment. She began to see independence as the aim of education, and the role of the teacher as an observer and director of children's innate psychological development





மரியா மாண்ட்டிசோரி (ஆகஸ்ட் 31, 1870 – மே 6, 1952) இத்தாலியைச் சேர்ந்த கல்வியாளர், மனோதத்துவ மருத்துவர். இத்தாலியில் மருத்துவ பட்டம் பெற்ற முதல் பெண். இவர் சிறு குழந்தைகளை பயிற்றுவிக்க ஒரு புதிய முறையை உருவாக்கி ஜனவரி 6, 1907 இல் ரோம் நகரில் தனது பள்ளியில் அறிமுகப்படுத்தினார்.

இவரது முறையை பின்பற்றி கல்வி கற்ற குழந்தைகள் சிறு வயதிலேயே விளையாட்டை விட வேலையில் சாதிக்க அதிக ஆர்வம் காட்டினர். தொடர்ந்து மூளைக்கு வேலை கொடுத்தாலும் அதிகம் களைப்படைவதில்லை. இதனால் இவரது முறையை ஐரோப்பா முழுவதும் பயன்படுத்த துவங்கினர். நெதர்லாந்தில் மிக புகழ் வாய்ந்த ஆசிரியப்பயிற்சி பள்ளியை நிறுவினார். பின்னாளில் 1939 முதல் 1947 வரை இந்தியாவிலும் இலங்கையிலும் பணியாற்றினார்.

மாண்டிசோரி முறைக் கல்வி[தொகு]
இந்த கல்வி முறை குழந்தைகள் தாமாக முன்வந்து செயல்படுவதற்கும், தனது தேவைகளை தானே செய்து கொள்ளவும் வழி செய்கிறது. இந்த முறையில் நடக்கும் வகுப்புகளில் ஆசிரியர்கள் இல்லை, மாறாக அவர்கள் வழிநடத்துபவர்கள் என்றே கருதப்படுகிறார்கள்.


குழந்தைகள் புதியவற்றை தாமாக முன்வந்து ஆர்வமுடன் கற்றுக் கொள்ளவும். அவர்கள் தவறான பழக்கங்களை கற்றுக் கொள்ளாமலும், குழந்தைகளின் முயற்சிகள் வீணாகிப் போகாமலும் பார்த்துக் கொள்வதே இந்த வழிநடத்துபவர்களின் (ஆசிரியர்களின்) பணி. இவரது மிகச்சிறந்த புத்தகங்கள் "The Absorbent Mind", "The Discovery of the Child"