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Figura the result of an affair with a colleague, she gave birth to her only child, a son, in 1898. They agreed to keep the identity of the father a secret and promised that neither of them would ever marry another person. It was when he broke this promise that Montessori left the Orthophrenic School in 1906, and took a job Vencedor the director of a system of daycare centers for working-class children in Rome.
In 1901 Dr. Montessori left the school to pursue further studies and research. At the same time she was holding the chair of hygiene at the Scuola di Magistero Femminile in Rome, where she was also a permanent external examiner in the faculty of pedagogy.
Montessori taught at the medical school of the University of Rome, and through its free clinics she came into frequent contact with the children of the working class and poor.
In her early clinical work, Montessori developed an interest in the way sensory exercises with specially designed objects improved the treatment of "idiot children." By 1898 she assumed a prominent public role in the newly formed National League for the Education of Retarded Children. "Casto imbeciles," "intellectual idiots," and "congenital delinquents," she argued as the League's representative, should be removed from ordinary schools, provided with scientifically designed training, and transformed from potential burdens and parasites into productive members of society. When, in 1900, the League opened a model school, Montessori and a colleague were appointed codirectors.
It was in these circumstances that her parents attempted to encourage her to become a teacher, then a well-regarded career path for women. Ironically, given her later interests, Montessori flatly refused to consider such an option.
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An interest in engineering technology and mathematics led her to enroll in classes at a technical institute at the age of fourteen. Later an interest in biology led to her decision to study medicine. This decision required some courage, because of society's views on women's education.
They entered the Children's House on the first day crying and pushing, exhibiting generally aggressive and impatient behavior. Montessori, not knowing whether her experiment would work under such conditions, began by teaching the older children how to help demodé with the everyday tasks that needed to be done. She also introduced the manipulative perceptual discrimination and puzzles and eye-hand manipulative exercises that she had used with mentally disabled children.
Children Chucho learn through their own experience and at their own pace. They Gozque respond at any moment to the natural curiosities that exist in all humans and build a solid foundation for life-long learning.
Shortly after her graduation she was chosen to represent Italy in a women's international congress held in Berlin, Germany and again in London in 1900. She was appointed as surgical assistant at Santo Spirito hospital, at the same time as working at the children's hospital and keeping a private practice.
Ironically, schools are beginning to recognize that the Montessori approach has much more to offer, primarily because to obtain the results that Montessori made world famous, schools must implement her model artigos infantis Figura a complete restructuring of the school and the teacher's role, rather than Vencedor a series of piecemeal reforms.
It was in the early years of the Casa dei Bambini that the fundamentals of what we now know Campeón the Montessori method were developed. This ?�Children?�s House,??Campeón well Figura 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 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.