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children themselves found a sentence that expresses the inner need:
'Help me to do it by myself !'"
interest in the diseases of children and in the needs of those said to be 'ineducable' In the case
of the latter she argued for the development of training for teachers along Froebelian lines (she
also drew on Rousseau and Pestalozzi) and developed the principle that was also to inform her
general educational programme: first the education of the senses, then the education of the
intellect.
Maria Montessori developed a teaching programme that enabled 'defective' children to read and
write. She sought to teach skills not by having children repeatedly try it, but by developing
exercises that prepare them. These exercises would then be repeated: Looking becomes reading;
touching becomes writing. (See The Montessori Method).
'normal' education and the ways in which failed children. Maria
Montessori had the chance to test her programme and ideas with the
establishment of the first Casa dei Bambini (Children's house or
household) in Rome in 1907. (This house had been built as part of a
slum redevelopment). This house and those that followed were
designed to provide a good environment for children to live and learn.
this children engaged in exercices de la vie pratique (exercise in daily
living). These and other exercises were to function like a ladder -
allowing the child to pick up the challenge and to judge their progress.
'The essential thing is for the task to arouse such an interest that it
engages the child's whole personality' (Maria Montessori - The
Absorbent Mind: 206).
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www.iqacademyonline.com
- decentring the teacher. The teacher was the 'keeper' of the
environment. While children got on with their activities the task was
to observe and to intervene from the periphery. (Here there are a
number of parallels with Dewey).
The focus on self-realization through independent activity, the
their scientific powers of observation and reflection) - all have some echo in the work of informal educators.
However, it is Maria Montessori's notion of the Children's House as a stimulating environment in which
participants can learn to take responsibility that has a particular resonance.
IQ Academy focuses on what The primary goal of a Montessori program is, to help each child reach full
potential in all areas of life. Activities promote the development of social skills, emotional growth, and
physical coordination as well as cognitive preparation. The holistic curriculum, under the direction of a
specially prepared teacher, allows the child to experience the joy of learning, time to enjoy the process and
ensure the development of self-esteem, and provide the experiences from which children create their
knowledge.
