DOCSLIB.ORG

AMI MONTESSORI TEACHER 3-6 TRAINING COURSE in BRUSSELS, Belgium 2 AMI MONTESSORI TEACHER 3-6 TRAINING COURSE in BRUSSELS, BELGIUM

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
AMI MONTESSORI TEACHER 3-6 TRAINING COURSE in BRUSSELS, Belgium 2 AMI MONTESSORI TEACHER 3-6 TRAINING COURSE in BRUSSELS, BELGIUM AMI MONTESSORI TEACHER 3-6 TRAINING COURSE in BRUSSELS, Belgium 2 AMI MONTESSORI TEACHER 3-6 TRAINING COURSE in BRUSSELS, BELGIUM The Association Montessori Internationale AMI Diploma Course For Teachers working with children aged 3 to 6 Hybrid Format A combination of online and on-site A total of 16 lecture weeks between May 3, 2021 and July 22, 2022. The course is given in English and has an additional language component for teachers speaking French in the classroom. Offered by the AMI registered Training Centre: INTERNATIONAL MONTESSORI TRAINING CENTRE (IMTC) Functioning under the auspices of the International Montessori School Location of Training: Kleinenbergstraat 97-99 1932 Sint Stevens Woluwe 0032-2-721 2111 www.international-montessori.org 3 4 AMI 3-6 Diploma Course Corona Safe Training Hybrid Format – On-site and Online The Mission of Montessori education is to help children develop to their utmost so that eventually they become individuals who look after themselves, the others and their environment(s) at large. Learning to see children for whom they truly are and putting the appropriate ‘ingredients’ into the psychological and physical environment allows children to develop harmoniously. A child in a state of peace with him/herself is ready to conquer the world. They are open, flexible and adaptable. They will have a positive and constructive energy and dedicate this to their personal development, the respect of others and with an urge to make a difference in the world. Montessori Teachers that guide children in a positive and constructive manner, who can observe and differentiate between every child, and who are ready to engage deeply with other human beings, can make a huge difference. This Generosity of Spirit is the starting point and also the outcome of Montessori education. It makes all participants true ‘Agents of Change’. A unique opportunity presents itself in Brussels to obtain the internationally recognised Association Montessori Internationale Diploma for teachers working with children aged 3 to 6 years. It is the training set up by Maria Montessori herself and offered through the association named AMI. 5 The Main Aims of the Course are: Fostering a complete awareness of the full development of child aged 3 to 6 and a deep understanding of the legacy of Dr. Maria Montessori. • Understand the true nature of the child by means of: • Obtaining solid knowledge on child development, • Learning to observe: getting to know the intentions, personality, and functioning of the child is the base for assisting the development appropriately, • Learning to ‘see’ without preconceived ideas and prejudices. • Develop ourselves as adults who work in a Montessori environment. The adults represent the psychological environment and ‘set the pace’. We prepare ourselves so that our personal life and emotions do not interfere with the needs of the child. • Become able to create a prepared environment that aids development to the utmost. The physical environment offers the activities the child needs to develop fully. This environment consists of a series of materials combined with many details to create a beautiful and aesthetic whole. • Become an advocate for the rights of the child. A child requires a prepared environment with age-appropriate opportunities and boundaries. This includes activities that stimulate the development of the mind and the body to true capacity. Developing professional Montessori-Teacher skills • The adult is the link between the child and the external environment. Children learn through their senses and by using their hands. In interacting with the environment, they nurture themselves, develop age-appropriate social awareness and look after their immediate environment. • The adult prepares him/her self together with the beautiful learning environment, he/she: • Knows about the developmental milestones of this age range, • Acts according to the Sensitive Periods and the Human Tendencies, • Understands the psychology of the young child and learns to see this within the 4 Planes of Development of individuals aged 0 to 24, • Obtains knowledge of the Montessori materials, • Internalises the sequence and presentations of each material, • Learns how to observe, • Sees how one can differentiate in order to help each individual child, • Makes appropriate materials, • Practices implementation of knowledge and skills in the classroom. 6 In order to become a prepared adult, the prospective teacher: • Learns about the Montessori philosophy and its theoretical foundation; processes information and writes related essays. • Learns about the pedagogy, psychology and implementations developed by Maria Montessori. • Acquires integrated knowledge on the materials that aid the development of the complete personality: Students will receive presentations of the different levels of the materials and will have multiple workshops in order to internalise the presentations and sequence of materials. • Make their own albums containing: • Theoretical information • Presented materials in all its details • Drawings of materials • Performs observations and teaching practice in different Children’s Houses and integrates the knowledge and experiences by writing related reports. THE TRAINER Nathalie JUSTINE is an Association Montessori International (AMI) Trainer at the Primary 3-6 level. She is of French nationality and speaks French and English. Nathalie holds two AMI Diplomas being the AMI 3-6 Children’s House and the AMI 6-12 Elementary Diploma. She also holds the special ’Montessori Core Principles’ certificate and has studied Montessori for Dementia and the Ageing. Nathalie has many years of experience with children in Montessori environments in different locations such as France, USA, Canada, and Ecuador. In the latter she worked with underprivileged children aged 4 years and older. Nathalie has a long career in Montessori and trained Trainees during the past 10 years at various Training Centres including the Montessori Training Centre in Paris, France. She has worked at both full 3-6 Diploma Training Programmes and Assistant Courses. She is part of the Pedagogical staff of various Training Centres around the globe which includes Europe, Asia, North Africa, Middle East and locations in North & South America. She is furthermore engaged as examiner and teacher consultations for schools. 7 CONTENT OF THE COURSE The course consists of several components that together give the Trainee the base of understanding of the development of the young child. It aids in developing the practical skills and means of implementing these in the prepared environment. A) Theory Psychology of the Child and the Contributions of Dr. Maria Montessori - Maria Montessori: Her Life and Work - Education as an Aid to Life - Human Tendencies - Four Planes of Development - The Absorbent Mind - The Sensitive Periods - Development of Movement - Development of Language - Social Development - Independence - Freedom and Discipline - Three Levels of Obedience Montessori Education: Theoretical aspects and Practical Implications - Observations - Montessori in Action - The Prepared Environment - The Role of the Adult - Classroom Management - The School Community B) The Montessori Materials o Practical Life • Introduction • Preliminary exercises • Care of the Environment • Care of the Person • Care of Others: Social Development • Grace and Courtesy • Silence Game o Sensorial Materials • Introduction • The role of the sensorial materials in the development of the intellect • Detailed presentations of the various materials 8 o Language • Introduction • The materials • Writing and Reading • Classification • Function of Words • Aspects of the World • The start of history, geography and biology o Mathematics • Introduction • The Mathematical Mind • Presentation of the materials • Numbers up to 10, 100, • The Decimal System: • The 4 Operations with the Golden Beads • From concrete to more abstract materials: - Stamp Game - Snake Games - Charts - Small Bead Frames - The Hierarchies o Music • Introduction – Musical Intelligence • Voice • Bells and related materials: • Pairing • Matching • Notation • Theory and Composition • Note reading • Language Extensions - Classified Cards 9 C: Practical Sessions Students practice with the materials that have been presented by the Trainer. Thereby internalizing the levels and sequences and becoming confident and fluent in using them. The practice is provided in different formats: - During Course Hours - Scheduled Supervised Practice The Trainees practice with the materials on a regular basis. The trainer and/or an experienced Children’s House Guide are present in order to assist the students in acquiring a deep and concrete knowledge of the materials. - Observations In order to get to know the true child within and feel where he/she is in their development, the students will practice in observing children. It is an art to ‘see what there really is to see’ without preconceived ideas and prejudices and feel what the child needs at that point in the development. This art is practiced outside course hours for 90 hours and is processed through reporting. Observations can take place in Montessori classrooms. When Covid-19 restrictions prevent the Trainee to go into different classrooms, observation alternatives will be suggested. - Student - Teaching As skills and understanding evolve, the student can commence working with children in the classrooms. Student teaching is performed also outside Course Hours for a minimum of 90 hours. Student Teaching
Load more

Recommended publications
  • Download Download
    Nordic Journal of Comparative and International Education (NJCIE) NJCIE 2021, Vol. 5(2), 65–78 http://doi.org/10.7577/njcie.4156 On Ki Hadjar Dewantara's philosophy of education Dorothy Ferary1 University College London, Institute of Education Abstract This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation. Keywords: Indonesia, Ki Hadjar Dewantara, Philosophy of Education Introduction In this article, I will discuss the purpose of education using Indonesia as a context.
    [Show full text]
  • NATURE in EDUCATION by Maria Montessori
    NATURE IN EDUCATION by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of foresight and patience combined with the spontaneous activity necessary for growing food and harvesting the bounty. Most will be familiar with this unique writing by Montessori who suggests that it is not the work and actual produce of the garden but the activities of “living naturally” that enhance the child’s development. At the present time, however, and in the cir- cumstances of modern society, children live very far from nature and have few opportunities of coming into intimate contact with, or having any direct experience of, it. For a long time it was thought that nature had only a moral influence on the education of a child. Efforts were made to develop a sensible response to the marvels of nature, to flowers, plants, animals, landscapes, winds, and light. Later an attempt was made to interest a child in nature by giving him little plots of land to till. But the concept of living in nature is still more recent in a child’s education. As a matter of fact, a child needs to live naturally and not simply have a knowledge of nature. The most important thing to do is to free the child, if possible, from the ties which keep him isolated in the artificial life of a city. Today child In the school garden, Sri Lanka, 1940s hygiene contributes to the physical education of children by introducing them to the open air in public parks and by leaving them exposed to the way.
    [Show full text]
  • Association Montessori Internationale
    AssociAtion Montessori internAtionAle AMI LEGACY CAPACITY EDUCATE OUTREACH Our mission is to support the natural development of the human being from birth to maturity, enabling children to become the transforming elements of society, leading to a harmonious and peaceful world. 2 – Association Montessori Internationale Association Montessori internationale The Association Montessori Internationale (AMI) was founded in 1929 by Maria Montessori to maintain the integrity of her life’s work, and to ensure that it would be perpetuated after her death. AMI is the recognised international authority on Montessori education. During its long history AMI has fostered the growth and development of Montessori programmes and teacher training, and worked to support the development and education of children and young adults in a vast variety of settings throughout the world. AMI is a Non-Governmental Organisation (NGO) associated with the United Nations Department of Public Information (since 1985) and an NGO in operational relations with UNESCO (since 1962). the Mission The mission of the Association Montessori Internationale is to support the natural development of the human being from birth to maturity, enabling children to become the transforming elements of society, leading to a harmonious and peaceful world. AMI achieves this mission through its: leGAcY – The Study of Childhood AMI has a unique role as custodian of the history of the Montessori movement, maintaining the integrity of Maria Montessori’s legacy. In this role AMI is responsible for
    [Show full text]
  • Montessori and the Mainstream: a Century of Reform on the Margins
    Montessori and the Mainstream: A Century of Reform on the Margins KEITH WHITESCARVER JACQUELINE COSSENTINO College of William and Mary Background/Context: Montessori education has flourished as an alternative approach to schooling for a hundred years. In the century since the first Montessori school opened in the slums of Rome, the movement has undergone sustained growth while simultaneously endur- ing efforts to modify the method in order to reach a wider audience. Despite Montessori’s endurance and reach, the movement remains largely unstudied by educational researchers. This article presents a historical treatment of the method and the movement by treating Montessori as a case study of enduring and ambitious educational reform. Purpose/Objective: This article is an examination of the American Montessori movement as it has evolved over the course of the past one hundred years. Situated within an interna- tional context, the study traces the development of the movement from its failed introduction to the United States in 1991, to its rebirth in the 1960s, to its current resurgence as a time- tested alternative to conventional public schooling. Key questions revolve around Montessori’s ongoing status as an influential yet marginal force in American educational reform. Research Design: This is a historical case study drawn from archival data, interviews with Montessori leaders and practitioners, and secondary sources (biographies, memoirs) gener- ated between 1906 and 2007. The educational system known as the Montessori method presents a unique historical case study. It is international in scope; currently there are Montessori schools in at least 110 countries. It is enduring; the origi- nal Casa dei Bambini opened in Rome in 1907.
    [Show full text]
  • The Montessori Family
    The Montessori Family a family tree Fred Kelpin 1 Table of contents Alessandro Montessori (1832 – 1915) 3 Renilde Montessori - Stoppani (1840 – 1912) 3 Maria Montessori (1870 – 1952) 3 Giuseppe Montesano (1868 – 1961) 9 Mario Montesano Montessori (1898 – 1982) 10 Marilena Henny – Montessori (1919 – 2009) 12 Mario Montessori jr. (1921 – 1993) 12 Rolando Montessori (1925 – 1988) 15 Renilde Montessori (1929 – 2012) 15 Sources 17 Vote of Thanks 18 Family Tree 19 2 The Montessoris Alessandro Montessori (1832 – 1915) Allessandro Montessori started his career as a soldier. Soon thereafter, he became a civil servant at a time when Italy developed from a collec- tion of little states into one large state. He was a fervent supporter of such a modern state, which he served as a civil servant. His field of ac- tivity was the winning of salt, the cultivation of tobacco and the sale of these products. Activities that were then still the domain of the state. Before that, he was employed by the Vatican in charge of the finance of that state. At the time, the Vatican was a lot larger than the mini- state of nowadays. His work in the tobacco led him to Chiaravalle in the province of Ancona on the Adriatic Sea, where much tobacco was grown. There he met Renilde Stoppani, whom he married in 1866. Renilde Montessori - Stoppani (1840 - 1912) Renilde Stoppani was not only a beautiful woman to see. She came from a prominent family and was very well-read. This was certainly not common at the time. She always supported her daughter Maria in eve- ry decision that Maria took in relation to her career until her death in 1912.
    [Show full text]
  • FROM COSMIC EDUCATION to CIVIC RESPONSIBILITY by Judith
    FROM COSMIC ED UCATION TO CIVIC RES P ONSIBILITY by Judith Cunningham Bookending her article with questions for the Montessori practitioner, Judith Cunningham provides a theoretical overview of how the Montessori child is empowered to enact social change and is inspired to work for the betterment of the world. Cunningham lays the foundation by describing the world in which Maria Montessori lived and how the events of her time shaped her work and thinking. She discusses the importance of the unity that is formed through Cosmic Education and how important this unity becomes to the mission of the adolescent, “By understanding his cosmic task, his contribution to the preservation and betterment of the world, and with the ultimate goal of creating true peace, the child is empowered.” Why did you become a Montessori teacher? What called you to Montessori education? Why did you choose Montessori over other educational methods? The reasons for entering the teaching profes- sion are diverse. However when AMI surveyed recent graduates with this question, they discovered that many graduates had not intended to go into teaching. It was the discovery of the Montessori method that changed their minds. To understand the reasons behind why the Montessori method is so compelling, it is important to understand the background to its conception. Why did Maria Montessori create her educational program? What were the social forces at work that helped shape her work? Born the same year as the Italian Republic, Maria Montessori grew up with a belief in social change due to her experience during Judith Cunningham is the executive director of Montessori Model UN.
    [Show full text]
  • Redshirting: a Critical, Historical Analysis of the Changing Theories, Policies, and Practices of Children's Transition Into Kindergarten
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 6-2017 Redshirting: A Critical, Historical Analysis of the Changing Theories, Policies, and Practices of Children's Transition into Kindergarten Lisa Babel The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2032 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] REDSHIRTING: A CRITICAL, HISTORICAL ANALYSIS OF THE CHANGING THEORIES, POLICIES, AND PRACTICES OF CHILDREN’S TRANSITON INTO KINDERGARTEN by LISA BABEL A master’s thesis submitted to the Graduate Faculty in Liberal Studies in partial fulfillment of the requirements for the degree of Master of Arts, The City University of New York. 2017 © 2017 LISA BABEL All Rights Reserved. ii Redshirting: A Critical, Historical Analysis of the Changing Theories, Policies, and Practices of Children’s Transition into Kindergarten by Lisa Babel This manuscript has been read and accepted for the Graduate Faculty in Liberal Studies in satisfaction of the thesis requirement for the degree of Master of Arts. ____________________ ______________________________________________ Date Roger Hart Thesis Advisor ____________________ ______________________________________________ Date Elizabeth Macaulay Lewis Executive Officer THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Redshirting: A Critical, Historical Analysis of the Changing Theories, Policies, and Practices and Children’s Transition into Kindergarten by Lisa Babel Advisor: Roger Hart This paper examines the contemporary debate over redshirting within the context of a historical analysis of how schools in the United States have addressed children’s transition into kindergarten.
    [Show full text]
  • 1.1 a Montessori Classroom
    1 Chapter 1 Introduction To be able to choose objects that will interest and hold the attention of the child is to know the means of aiding it in its mental development. (Montessori 1993 [1915], p. 159) 1.1 A Montessori classroom To begin, let us picture a classroom for young children. This is not the iconic, colour- drained classroom represented so often in Western culture, in print and on film, where we expect to find passive children seated in rows, books and pencils ready on their desks, while at the front a teacher, stereotypically kindly or stern, delivers the lesson from a book or a blackboard. Nor is it a contemporary early childhood classroom, with active children playing in bright surroundings, where we expect to see finger paints, water play, modelling clay, percussion instruments, story-telling and solicitous adults competing for the children’s attention, alongside a multi-coloured kaleidoscope of toys and games spilling out of baskets and crates. Instead, let us picture a classroom somewhat different from these familiar images. The design of this classroom follows principles proposed, early last century, by the Italian educator, Dr Maria Montessori. These principles were derived from Montessori’s experience working as a paediatrician and an educator in the slums of Rome. These same principles still apply today in Montessori classrooms across the world. A visitor to a Montessori classroom, or more accurately, a Montessori environment, notices that the walls of the room are lined with open shelves. The height of the shelves is determined by the age of the children who use the classroom.
    [Show full text]
  • A Biography of Dr Maria Montessori
    MONTESSORI ARTICLE A BIOGRAPHY OF DR MARIA MONTESSORI Maria Montessori was born on the 31st August 1870 in the town of Chiaravalle, Italy. Her father, Alessandro, was an accountant in the civil service, and her mother, Renilde Stoppani, was well educated and had a passion for reading. The Montessori family moved to Rome in 1875, and the following year the young Maria enrolled in the local state school on the Via di San Nicolo da Tolentino. As her education progressed, she began to break through the barriers which constrained women’s careers. From 1886 to 1890 she continued her studies at the Regio Instituto Tecnico Leonardo da Vinci, which she entered with the intention of becoming an engineer. This was unusual at the time as most girls who pursued secondary education studied the classics rather than going to technical school. Upon her graduation, Montessori’s parents encouraged her to take up a career in teaching, one of the few occupations open to women at the time, but she was determined to enter medical school and become a doctor. Her father opposed this course—medical school was then an all-male preserve—and initially Maria was refused entry by the head of school. She was undeterred, apparently ending the unsuccessful interview with the professor by saying, “I know I shall become a doctor”. Eventually, it seems, Pope Leo XIII interceded on her behalf. In 1890 Montessori enrolled at the University of Rome to study physics, maths and natural sciences, receiving her diploma two years later. This and the Pope’s intercession enabled her to enter the Faculty of Medicine, and she became the first woman to enter medical school in Italy.
    [Show full text]
  • Timeline of Dr Maria Montessori's Life
    MONTESSORI ARTICLE TIMELINE OF DR MARIA MONTESSORI’S LIFE by Romana Schneider and Gerard Leonard courtesy of the North American Montessori Teachers’ Association (NAMTA) 1870 Maria Montessori born on August 31 in Chiaravalle, Ancona province, Italy. Attends a boys’ school in Rome, with a science/engineering emphasis. 1890 Against opposition from her father, she pursues her wish to become a doctor. 1896 Becomes the first woman to obtain a Doctor of Medicine degree from the University of Rome. Represents Italy at the International Women’s Congress in Berlin; delivers address on rights of working women, including equal pay for equal work. Studies the writings of French doctors Itard and Séguin, who worked with disabled children. 1897-98 Audits courses in pedagogy at the University of Rome; reads all major works in educational philosophy over the past 200 years. 1899 Attends women’s congress in London; received by Queen Victoria. 1899-1906 Lectureship in hygiene and anthropology at the teacher training college for women in Rome. 1900 Works at the psychiatric clinic in Rome. Appointed director of the Orthophrenic School, a model school for training teachers of children with developmental disabilities. For two years, she experiments at the model school with materials to stimulate the senses. She succeeds in fostering the development of some of the children to such an extent that they achieve the same results on state exams as typically developing schoolchildren. 1901 Begins a second degree—in education, experimental psychology, and anthropology—at the University of Rome. Visits elementary schools to do anthropological research. 1904-08 Lectures in anthropology and biology at the University of Rome’s school of education, incorporating her clinical observations of pupils in Rome’s elementary schools.
    [Show full text]
  • Lessons We Can Learn from the Educational Philosophies of Rabindranath Tagore and Roberto Assagioli by Catherine Ann Lombard
    Lessons We Can Learn from the Educational Philosophies of Rabindranath Tagore and Roberto Assagioli By Catherine Ann Lombard People look at everything from the viewpoint of science. But man is neither mere physiology, nor biology, nor psychology, nor even sociology. For God's sake don't forget that. Man is infinitely more than the natural science of himself. You laugh at me, calling me the schoolmaster's pupil, but that is what you are, not I. You want to find the truth of man from your science teachers, and not from your own inner being. Nikhil in The Home and the World by Rabindranath Tagore One of the most compelling worldwide impacts of Covid-19 is the abrupt and profound change in how children are being educated. According to UNESCO, most governments around the world have temporarily closed educational institutions imparting more than 60% of the world’s student population.1 Solutions for continued learning include various online platforms and e-learning for classroom instruction, educational television programming, YouTube video lessons, national radio broadcasting of lessons, E-textbooks, and open courseware portals.2 This increase and dependence on e-learning will probably continue into the next school year, as many large unified school districts like Los Angeles and San Diego will not re-open this year for in-person learning, affecting more than 600,000 students.3 Many studies have shown e-learning to have numerous advantages. For example, e- learning allows students to self-pace their instruction, which can help to increase their satisfaction and reduce stress.4 In addition, e-learning is environmentally friendly, consuming 90% less energy and emitting 85% fewer CO2 emissions, as well as a reducing the need for paper production.5 However, as many parents, teachers, and students have experienced during the pandemic, there are disadvantages to e-learning as well.
    [Show full text]
  • She Was Ours Maria Montessori's Barcelona Years (1916-1936)
    CHILDREN LEARN BY DOING. THEY WANT AND NEED TO PARTICIPATE ACTIVELY IN ALL AREAS OF FAMILY LIFE AND LIVING. AT THIS AGE THEY ARE PHYSICALLY STRONG AND HEALTHY, GREGARIOUS, CAPABLE OF RESPONSIBILITY AND She Was Ours Maria Montessori’s Barcelona Years (1916-1936) by Punum Bhatia ARE BECOMING MORE AND MORE REFLECTIVE. THEY ARE CAPABLE OF GREAT ENDEAVORS AT THIS TIME IN THEIR LIVES y the start of the 1920s, Dr. her own books in a public square both ed grants for seven teachers to attend the (6-12 YEARS OLD). AS ADULTS WE MUST HELP THEM FIND THE WORK THEY LOVE TO DO AND LEAVE THE REST TO THE Maria Montessori had built in Berlin and Vienna” (Standing, pg.85). second International Montessori Course CHILDREN. THEY WILL CONTINUE TO AMAZE US WITH THEIR SPIRITS AND EFFORTS!" —MARIA MONTESSORI Bquite a reputation around in Rome. Palau Vera also received Mon- the world. The first Casa dei Bambini So when Montessori returned to Eu- tessori's permission to translate her writ- (Children’s House) opened in 1907 in a rope at the end of her second Ameri- ings in to Spanish, and this helped to working-class neighborhood in Rome, can trip, she took the invitation of local popularize her work even more. and, within a short period of time, there government officials in Barcelona and were schools following her Method not made Spain her home. In 1915, just as Maria Montessori left only in Europe but also in the United for America, she sent Anna Maccheroni, States, Asia, and Central and South A Spanish magazine, Feminal had pub- who had worked with her from the start, America.
    [Show full text]