Maria Montessori was born in 1870 in Italy and became the first female physician in Italy after earning her medical degree in 1896. She developed an interest in educating children with disabilities and opened her first Casa dei Bambini, or Children's House, in 1907 in Rome where she implemented her educational philosophy and materials. Her methods gained widespread popularity in the early 1900s and Montessori schools opened around the world, though her approach was ultimately not widely adopted in the United States. Montessori continued developing her educational philosophy through World War II.
Benefits of Montessori education - Montessori education provides a number of benefits as compared to the other methods of education. Some of these are:
-- No burden on students
-- Focus on the overall growth of the child
-- Learn from surrounding and by working on their own
-- Help children learn at their own pace
-- Different age group persons in the same class
-- The child chooses to work on a particular project and time to be taken..
Benefits of Montessori education - Montessori education provides a number of benefits as compared to the other methods of education. Some of these are:
-- No burden on students
-- Focus on the overall growth of the child
-- Learn from surrounding and by working on their own
-- Help children learn at their own pace
-- Different age group persons in the same class
-- The child chooses to work on a particular project and time to be taken..
Any school can put “Montessori” on their door and claim to be a Montessori school.
What sets apart authentic programs, from programs which have deviated from the philosophy to the point of drastically compromising the effectiveness of the method?
Ideas presented are adapted from Rambusch & Stoops (2002), Seldin (2006), and Dorer (2011).
Montessori planes of development - 360 Academy360 Academy
#Montessori - The first six years of life are a critical period. They are marked by incredible physical / psychological growth and development. https://360-academy.com/blog/Montessori-stages-development-infancy
Montessori education is an educational approach developed by Italian physician and educator Maria Montessori based on her extensive research with "phrenasthenic" or "special needs" children and characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological, physical, and social development. Although a range of practices exists under the name "Montessori", the Association Montessori Internationale (AMI) and the American Montessori Society (AMS) cite these elements as essential:
Any school can put “Montessori” on their door and claim to be a Montessori school.
What sets apart authentic programs, from programs which have deviated from the philosophy to the point of drastically compromising the effectiveness of the method?
Ideas presented are adapted from Rambusch & Stoops (2002), Seldin (2006), and Dorer (2011).
Montessori planes of development - 360 Academy360 Academy
#Montessori - The first six years of life are a critical period. They are marked by incredible physical / psychological growth and development. https://360-academy.com/blog/Montessori-stages-development-infancy
Montessori education is an educational approach developed by Italian physician and educator Maria Montessori based on her extensive research with "phrenasthenic" or "special needs" children and characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological, physical, and social development. Although a range of practices exists under the name "Montessori", the Association Montessori Internationale (AMI) and the American Montessori Society (AMS) cite these elements as essential:
Maria Montessori, a talented woman (Part 1). Maria Montessori, many people might be familiar with her name. Maybe you found her through some research or reading. Or maybe because the name "Montessori" can be seen with hundreds of kindergartens recently.
Maria Montessori, a renowned Italian physician,an acclaimed educator, and a groundbreaking innovator, worldwide popular for her unique educational method. In this blog post,let’s know about her. Maria Montessori is generally known for the brilliant education method that helps the children to learn naturally. On January 6, 1907, she opened the school in Rome. This school was the first Montessori school in the entire world. Montessori or the Casa dei Bambini that is literallymeant as the Children’s House. This is why Montessori schools are best for the Toddlers and Preschool students. Royal Academy Montessori Preschool is a popular preschool in Brampton that offers a comprehensive education curriculum for the children from six months to five years old. Royal Daycare Center and Royal Preschool help in children’s learning experience.
For more information please visit our site : https://www.royalacademydaycare.com/
#RoyalDaycare
#PreschoolBrampton
#RoyalAcademy
#ToddlerandPreschool
#RoyalDaycareCenter
#RoyalPreschool
#Brampton
#Canada
Dr. Maria Montessori was an Italian physician, educator, and scientist known for her immense contribution in the field of early childhood education with her one-of-a-kind, effective and scientific methodologies to teach children.
This presentation was given at the 2016 Montessori Early Childhood Education conference in Brisbane. It explores trends in the education landscape and the implications for Montessori.
Slides have been uploaded with presenter's notes.
Popular Educational Philosophies Followed in Preschools in America Janney Marine
Preschool education is an important starting point for a child’s education.There has been countless research into preschool education styles to ensure better efficiency and this PPT here will give you a quick look at those philosophies.
Similar to The life and legacy of Maria Montessori by Daniel Clifford (20)
What is feminism? Ask ten people this question and you might get ten different answers. It’s not that I claim to have the one right answer but rather that I do have one I have settled on and I am pleased to share it with Ragged members.
My generation of women has seen enormous changes in our lives. I hardly recognise myself as the young woman who always sat quietly in one corner or another. To me, that is proof of feminism as an agent of personal growth and empowerment; one more reason to share what I know about it.
Feminism to me is a political sisterhood because it aims to challenge the dominant social force generally known as patriarchy. Some people get very precise and define it as capitalist patriarchy or imperialist capitalist patriarchy, even imperialist patriarchal capitalism. I suppose one’s view is always determined by where one stands.
For more information visit: https://www.raggeduniversity.co.uk/2018/09/18/14th-nov-2018-what-is-feminism-by-brigitte-lechner/
Multimedia Teachers in Bangladesh: Ways of seeing and expressing reality by T...Alex Dunedin
In this presentation I hope to share my story of researching ICT integration in education with rural female teachers from an island in Bangladesh. I will particularly focus on how I attempted to tap into teachers’ own ways of seeing, feeling and expressing life.
Firstly, I will talk about how I used multimodal artefact production- a method through which teachers have shared significant day to day experiences with me,- through a mode and genre of their choice-sometimes they chose images, sometimes video clips, audio clips while sometimes poems and journal entries.
Then I will talk about the distinct Bengali genre of ‘golpo/ adda’ (informal chatting) which I used in my research as an attempt to enable my participants’ experiences to emerge through their own discursive style.
You can listen to the podcast here: https://www.raggeduniversity.co.uk/2018/10/02/multimedia-teachers-in-bangladesh-ways-of-seeing-and-expressing-reality-by-taslima-ivy/
The Spirit Level: Why More Equal Societies Almost Always Do Better was published in 2009. Written by Kate Pickett and Richard Wilkinson:https://www.equalitytrust.org.uk/resources/the-spirit-level
Thinkers or Junkers? Germans in England 1860-1920 & Beyond by Anne Hill FernieAlex Dunedin
Anne Fernie gives a history of Germans in England between 1860 and 1920 which is much forgotten: 2017 has seen the sharp decline in UK German studies at all levels. A 13.2 drop at GCSE level, similar at ‘A’ level and undergraduates reading German has almost halved since 1997. It would appear ironic that in an age where Europe has never been closer geographically, our real sense of closeness to it culturally & emotionally widens.
As a result of this and continued media stereotyping of the ‘bad’ or ‘threatening’ German, many British are unaware of the completely different reputation that ‘our cultural cousins’ had before the onset of WW1 as a nation of ‘poets and thinkers’. Germans of all professions flocked to Britain from the 1860s onwards, becoming one of the largest immigrant groups and contributing immeasurably to British culture and communities of the time.
You can read more by visiting: https://wp.me/p75LG5-6M9
Accounting For Harms: The Role of Qualitative Sociology in Social Justice App...Alex Dunedin
This is a presentation given by Dr Amy Chandler at the Royal College of Physicians in Edinburgh as a part of the SHAAPs events on reducing harms done by alcohol
Carl rosa 26 april 2018 ragged universityAlex Dunedin
The man who did most to bring opera to Scotland (and indeed Britain) in the golden age of opera, the late nineteenth century, was Karl Rose, a native of Hamburg and by turns a citizen of the USA and finally of Britain. He was active in Britain with Carl Rosa Opera from 1873 until his death in 1889, at the early age of 47.
Histories, memoirs and biographies proved of little use in uncovering details of Rosa’s business model, and of his opera tours. Current research would not have been practicable before the digitisation of newspapers accelerated the search process. They represent a critical resource, not least as newspapers in those days carried more detail in both advertisements and reviews than they do today.
Iain explains his research in this podcast. For more information visit: https://www.raggeduniversity.co.uk/2018/04/05/26th-april-2018-carl-rosa-the-entrepreneur-who-made-opera-popular-or-from-juvenile-paganini-to-operatic-entrepreneur-by-iain-fraser/
Michael Collins talks about how to influence drugs policyAlex Dunedin
Deputy Director at the Drug Policy Alliance’s Office of National Affairs in Washington, D.C, is Michael Collins. He works with Congress to effect change in legislation on a wide variety of drug policy issues including ‘the war against drugs’, access to sterile syringes for drug users, appropriations, and Latin America. Originally from Glasgow in Scotland, he has lived in France, Spain and Mexico, before he moved to the U.S.
You Are Being Tracked, Evaluated and Sold: an analysis of digital inequalit...Alex Dunedin
You Are Being Tracked, Evaluated and Sold: an analysis of digital inequalities by Prof Beverley Skeggs at LSE. Found http://www.lse.ac.uk/Events/Events-Assets/PDF/2017/2017-MT03/20170926-Bev-Skeggs-PPT.pdf - For Audio: https://soundcloud.com/lsepodcasts/you-are-being-tracked
On 1st and 2nd December I attended the 2014 Service User Academia Symposium that was held at the University of Otago in Wellington, New Zealand. The theme of the symposium was 'Creating Connections – Building Bridges Together' so 'co-production' in mental health research and education was the main focus of presentations and discussions at the symposium.
Raab festival of ideas presentation 2015+logo(1)Alex Dunedin
Professor Charles Raab's presentation at the Festival of Ideas in 2015. You can hear the audio podcast of the presentation along with his colleagues by visiting: https://wp.me/p75LG5-5wy
Romantic Radicals and Agrarian Futurists: John Hargrave, the Kibbo Kift and B...Alex Dunedin
Anne Fernie gave this talk for the Ragged University on 11th February 2016 in Manchester:
This talk is in effect a ‘companion piece’ to the ‘Countercultural Imperative’ talk presented in April 2015. The focus is now upon movements and individuals in England during the period 1880-1935. We noted before how German ‘life reformers’ spread their influence directly to the counterculturalists in the USA during the 40s and later 1960s and how many of their ideas (e.g. vegetarianism, spa baths, outdoor pursuits) became mainstream even during their lifetimes. The English experience forms an interesting contrast in that the English as a whole proved less tractable than their German cousins in adopting ‘ruralist’ ideas that were viewed overall as ‘crankish’ and ‘faddist’.
The close relationship that many of the English pioneers had with their German counterparts also inevitably led to suspicion in the years following WW1 and especially in the late 1920s and 30s casting a further pall of ‘Eco-Fascist’ ignominy over the cult of health, wellbeing and folk revival ‘Blood and Soil’ movements. We will review some early manifestations of the cult of the outdoor/alternative lifestylers such as the early carvanners, the fetishisation of Native North American culture, the Garden City movement then examine a selection of the more outstanding ‘cranks’ and ‘faddists’ such as John Hargrave, Rolf Gardiner, Ernest Westlake, Archie Belaney and Ernest Seton who are now largely and unfairly forgotten.
The Woodcraft and ensuing Kibbo Kift groups will be discussed in more detail, the latter being an wonderful example of a very English response to the cult of the outdoor and how it too was drawn into the spirit of the age, transforming itself by 1935 into The Green Shirt Movement for Social Credit, the largest unformed paramilitary street-army of 1930s Britain. They hated the Fascist Black Shirts and ‘fat cat’ financial institutions espoused a ‘Third Way’ beyond Capitalism and Marxism – ideas very prescient to the contemporary social and political discourse.
As with the German experience one concludes that whilst the hegemonies of the age are now ancient history, it is the outsiders and counter-culturist’s ideas that have endured and become mainstream. The fun is discovering where these apparently ‘age old’ ideas actually originated – often from the most surprising and unexpected sources.
Shahid Khan is the founder and CEO of the Indus Earth Trust, a development project which is based in Pakistan. In this interview he talks about his work helping people to build their own earthquake proof house, start their own business, and become an autonomous agent in the local economy. Starting the informal interview out with questioning me, Alex Dunedin, about the Ragged University project, he then goes on to talking about his experience of trying to get people to adopt sustainable development techniques which take account of the cost to the environment. For more information: http://wp.me/p4EpjT-3X7
Inaugural Lecture: It’s Third Space, Jim, but not as we know it: universities...Alex Dunedin
This is a podcast of the Inaugural Lecture of Professor Keith Smyth at the University of the Highlands and Islands: "It’s Third Space, Jim, but not as we know it: universities, community and digital practice"
Keith Smyth talks about the new and innovative ways that the digital can be used to support learning, and how the idea of empowering the learners can be an important space to set up for inventive learning and education. Getting the tools to create and the latitude to be creative can often be a missing element from education.
The lecture covers a great deal of ground which you can listen to and see the slides which accompany his talk when he officially accepted the Professorial role in the UHI.
http://wp.me/p4EpjT-3RU
#thirdspacejim @smythkrs
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. The Beginning
• Maria Montessori was born in
August 31, 1870 in Chiaravalle, Italy
• Her father, Alessandro Montessori,
was 33 years old and worked as an
accountant for the Ministry of
Finance.
• Her mother, Renilde Stoppani, was
25 years old and was well educated
for a woman
• In 1873, Montessori and her family
moved to Florence and then to
Rome in 1875 due to Alessandro’s
work.
• In 1876, Maria Montessori entered
into a public elementary school on
the Via di San Nicolo da Tolentino
Between 1876 and 1882 nothing “remarkable” happened in Maria’s life
3. Maria’s Education
• In 1882, Montessori attends a boy’s secondary school called the Regia Scuola
Tecnica Michelangelo Buonarroti. She studies: Italian, arithmetic, algebra,
geometry, accounting, history, geography, and sciences.
• In 1886, Maria Montessori enrolls in a technical school, Regio Istituto Tecnico
Leonardo da Vinci, with the intention of studying engineering. She does
extremely well, excelling in the math and sciences. Note: This was extremely
rare for a woman in secondary education to study or even intend to study
engineering. Most women who did go to secondary education studied the
classics with the intention of becoming teachers themselves
• Upon her graduation, Montessori decides to pursue
Medicine. This did not go over well with her father
nor the head of school who denied her entrance.
• Rumor has it that Pope Leo XIII interceded on
Montessori’s behalf and so in 1890, Maria starts her
undergraduate work at The University of Rome.
• In 1892, her studies for a medical degree
commence.
4. University of Rome
• Montessori was met with extreme
prejudices from both her
colleagues and her professors on
the simple account of her feminine
sexuality.
• Do the social implications at the
time of men and women seeing a
naked body together, Maria was
forced to do her dissections of
cadavers alone and after hours.
• Fun fact: Maria smoked tobacco to
help mask the smell of
formaldehyde.
• At the end of Maria’s first year she
was recognized by the University for
her academic achievements
• From 1894-1896, Maria studied
pediatrics and psychology. She
worked in the pediatric consulting
room and emergency service,
becoming an expert in pediatric
medicine.
• In 1895, she secured a hospital
position as an assistant gaining
critical clinical experience.
• On July 10, 1896 Maria Montessori is awarded a Doctorate of Medicine. This makes her
the first women to graduate from the University of Rome’s School of Medicine.
5. Post University of Rome
• Maria Montessori immediately
found a position upon graduation
at the San Giovanni Hospital
attached to the University of Rome
• In September of 1896, Montessori
was selected as a delegate for Italy
at the International Congress for
Women’s Rights in Berlin,
Germany.
• In her speech to the Congress,
Montessori developed a thesis for
social reform, arguing that women
should be entitled to equal wages
as men.
(https://www.whitehouse.gov/issu
es/equal-pay) Still an issue today!!
• In November of 1896 Maria is
appointed as a surgical assistant at
the Santo Spirito Hospital in Rome.
It is here where her work with the
poor, and particular with their
children began.
• In 1897, Montessori joined a
research program in the
psychiatric clinic at the University
of Rome.
• Montessori worked along the
famed psychiatrist, Giusseppe
Montesano.
6. Mario Montessori – The Love Child
• A romantic relationship was started
with Giusseppe Montesano, a
married Catholic man, when Maria
joined the research team.
• In 1898, Mario Montessori was born.
His exact birthdate is unknown.
• Mario did not live with Maria or
Giusseppe, rather with an Italian
Farmer who Montesano paid.
• Both parents did visit Mario
regularly, but Mario did not know
that they were his parents
• Mario was eventually recognized by
both parents, but didn’t know Maria
was his mother until 1914.
• Maria and Giusseppe never
married.
7. Psychiatric Clinic and beyond
• During the course of Maria’s work with
the clinic she would have to visit Rome’s
Asylums for the insane seeking patients.
It was during this time she encountered
sensorial deprivation for children in one
asylum.
• Maria’s work with the asylum
children started to receive more
prominence. Maria began
speaking at conferences around
the world about her work.
• By 1901, Montessori leaves her
medical position and returns to the
University of Rome to study
psychology and philosophy
• In 1904, Montessori is appointed a
lecturer at the Pedagogic School of
The University of Rome and also
chaired the Anthropology
Department, which held until 1908.
• Curiosity over took Montessori and
she began to research the subject
studying Jean-Marc Itard, who is
known for working with the “Wild
Boy of Aveyron” (Victor) and Itard’s
student Edouard Seguin.
8. Casa dei Bambini or Children’s House
• It was at this time that Rome started
growing very rapidly. Some
construction companies started
doing “speculative development”
but went bankrupt before the
buildings were complete.
• In one such instance a group of
bankers bought a series of
apartment buildings and renovated
them dividing larger apartments into
smaller apartments for the
impoverished working families.
• However, with the parents working
all day the children were wrecking
havoc on the newly restored
apartments.
• The group of bankers then
approached Montessori so see if
she could provide ways of
occupying the children to prevent
further damage.
• Dr. Montessori jumped at the idea
of working with “normal” children.
She brought her educational
materials she developed while
working with the children in the
asylums.
• On January 6, 1907 Maria
Montessori opened the first Casa
dei Bambini
9.
10. The Beginning Lessons
• Due to the fact that the children
were from poor, impoverished
families, Maria taught basic
hygiene and the skills to care for
themselves. This was the
beginning stages of what we now
know as Practical Life.
• Montessori’s educational methods
were far from a finished work at
this point in time. In fact, Maria
took a very scientific approach of
keen observation combined with
trial and error.
• Montessori put many activities
into the environment but only kept
those that truly engaged the child.
• Her end conclusion was that
children who were placed in an
environment where activities were
designed to support their natural
development had the power to
educate themselves.
“I did not invent a method of education, I simply gave
some little children a chance to live” – Maria Montessori
11. The Montessori Boom
• By the fall of 1908 there were 5 Casa dei
Bambinis operating. 4 were in Rome and
1 was in Milan.
• The children were making such
extraordinary progress and soon the 5
year olds were reading and writing.
• News of this new approach spread
rapidly and educational leaders from
around the world came to see for
themselves how she was achieving such
results.
• Within a year, the Italian speaking part
of Switzerland began transforming its
kindergartens into Casa dei Bambinis.
With that move, the new educational
approach began world wide.
• By 1911, all Swiss and Italian Public
schools decide to use the Montessori
Method as their standard system.
• In the summer of 1909, Dr.
Montessori offered the first training
course in her approach to 100
students.
• Her notes from this training course
became the backbone of her first
book titled The Montessori Method
which was published in 1910.
• By 1912, her book was translated into
20 different languages and rose to
#2 in the U.S. Bestseller List.
12. Montessori in the United States
• Anne George, an American women
from New York was one of the 100
students who was taught by Maria
Montessori.
• In 1911, she opens the first
Montessori school in Tarrytown,
New York.
• Sam McClure, owner of the
American magazine, McClure’s
Magazine, publishes a long article
on Maria Montessori that helps to
garner even more interest in the
USA.
• In 1912, the Montessori American
Committee is formed by Anne
George, Sam McClure, and Mr. and
Mrs. Alexander Graham Bell.
• By 1913, there are over 100
Montessori Schools in operation
and Maria Montessori herself visits
the United States for the first time.
14. San Francisco’s Panama-Pacific International
Exposition
• In 1915, Dr. Montessori visited the
United States for her second and
final time.
• Montessori was invited to
participate in the World's Fair
Panama-Pacific International
Exhibition in San Francisco.
• She set up a classroom where
spectators watched twenty-one
children, all new to the method
behind a glass wall for four months
in what has become known as “The
Glass Classroom.”
• The only two gold medals awarded
for education went to this class, and
the education of young children was
altered forever.
• After initial enthusiastic support for the
Montessori Method of education,
education specialists in the United States
made a choice to advance a different
method in the public schools in America.
The Montessori Method thus did not
spread in the USA at that time and instead
developed more in Europe and other areas
of the world.
• Some would argue that the downfall of the
American Education System and where it
currently stands can be attributed to this
choice.
15. Pre World War II
• The Montessori Education model
continues to grow with schools
opening in England, Germany,
Spain, Argentina, Austria.
• In 1924, Montessori meets with
Mussolini who agrees that the
Italian government will support
Montessori schools.
• In 1929 the Association Montessori
Internationale (AMI) is founded in
Berlin and the first International
Montessori Congress is held in
Elsinore, Denmark.
• By 1931, due to the refusal of
Montessori and her teachers no
pledging loyalty to Fascism, all
Montessori schools in Italy are
closed.
• In 1931, Maria Montessori leaves
Italy to live in Spain because of
Mussolini. However, the Spanish
civil war forces her to move to
Holland in 1936.
• In September of 1939 World War II
begins. Fearing safety, Maria and
Mario embark on 3 month tour of
India that turned into 7 years.
16. The End
• Maria and Mario return to Holland
in 1946.
• Maria continues touring, giving
speeches and lectures. Her
message now is on World Peace.
• Maria Montessori was nominated
three times of the Nobel Peace
Prize but never wins (1949, 1950,
1951).
• Maria Montessori’s last public
speaking engagement was in
London in 1951 at the 9th
International Montessori Congress
• On May 6, 1952, Dr. Maria
Montessori dies in her friend’s,
Ada Pierson, garden in Noordwijk
aan Zee, Holland.
• She is buried in the local cemetery
in Noordwijk.
17. Facts and Figures
• Precise and accurate facts and figures are difficult to determine, as Montessori schools operate as
independent entities or as members of a patchwork of organizations. The following numbers are
estimates; sources and assumptions are given below.
• Montessori education:
• U.S. worldwide
• schools 4,000-5000 22,000
• children 6 and under 120,000 to 150,000 700,000
• children 6 and older 35,000 100,000
• Education in the United States (for comparison)
• schools:
• public 99,000 (including high schools)
private 33,000
total 132,000
• children:
• pre-K (3-5 years old) 8,250,000
pre-K through 8th grade:
public 37,440,000
private 4,220,000
• total pre-K through 8 41,660,000
• Sources: AMI, NAMTA, AMS, MontessoriScout, and the NCES. School size was estimated at 30 6-and-
under students per school, and 50 6-and-older students per elementary program. Elementary
enrollment is based on a very rough guess of 700 elementary programs. Several surveys which are
currently underway should provide better numbers in the coming year or so.
18. Famous Montessori Graduates
• JOSHUA BELL – Grammy award-winning violinist and subject
of a Pulitzer prize-winning media story
• JEFF BEZOS – Amazon founder
• DAVID BLAINE – Illusionist & magician
• T BERRY BRAZELTON – Pediatrician, child psychiatrist, author
and Harvard medical school professor emeritus
• JULIA CHILD – Celebrity chef & author
• GEORGE CLOONEY – Academy award-winning actor, director,
producer, humanitarian, United nations messenger of peace
• SEAN “P Diddy” COMBS – Grammy award-winning musician,
rap recording artist and CEO of Bad Boy Records
• JOHN and JOAN CUSACK – Actor and screenwriter, and
Academy award-nominated actress, respectively
• ANTHONY DOERR – Author
• PETER DRUCKER – Author, Management consultant, “social
ecologist”, awarded the presidential medal of freedom
• ERIK ERIKSON – Psychologist & author
• DAKOTA FANNING – Actor
• ANNE FRANK – Memoirist & author
• KATHARINE GRAHAM – Pulitzer prize-winning author and
Former owner & editor of the Washington Post
• FRIEDENSREICH HUNDERTWASSER – Viennese artist &
architect
• HELEN HUNT – Academy award-winning actor
• HELEN KELLER – Political activist, author, lecturer, awarded
the presidential medal of freedom, one of gallup’s most
widely admired people of the 20th century
• BEYONCÉ KNOWLES – Singer, songwriter, actress and fashion
designer,16-time Grammy award-winner
• YO YO MA – United nations Peace Ambassador, winner of 15
Grammy Awards, Presidential Medal of Freedom & National
Medal of the Arts
• GABRIEL GARCIA MARQUEZ – Nobel prize-winning author
• HM QUEEN NOOR of JORDAN – U.N. Advisor, humanitarian
activist, memoirist and wife of the late King Hussein of Jordan
• JACQUELINE KENNEDY ONASSIS – Former first lady and
double day editor
• SERGEY BRIN & LARRY PAGE – Google founders
• DEVI SRIDHAR – Youngest-ever American Rhodes scholar,
author, oxford research fellow, oxford lecturer on global
health politics
• TAYLOR SWIFT – Grammy Award-winning singer/songwriter
• WILL WRIGHT – Video game pioneer, creator of the Sims
• PRINCE WILLIAM AND PRINCE HARRY – English Royalty
20. Bibliography
• American Montessori Society. Maria Montessori Biography. n.d. http://amshq.org/Montessori-
Education/History-of-Montessori-Education/Biography-of-Maria-Montessori (accessed
September 28, 2015).
• Biography.com. Maria Montessori Biography. n.d. http://www.biography.com/people/maria-
montessori-9412528 (accessed September 28, 2015).
• DailyMontessori.com. Dr. Maria Montessori Biography. n.d. http://www.dailymontessori.com/dr-
maria-montessori/ (accessed September 28, 2015).
• Dasbach, Marlena. Northern Virginia Community College. May 2003.
http://novaonline.nvcc.edu/eli/evans/his135/Events/Montessori52/Montessori52.html (accessed
June 6, 2012).
• Google Images. Google Images. n.d.
https://www.google.com/imghp?hl=en&authuser=0&ei=tU8JVoODF8vy-
QGXvLugBg&ved=0CAIQqi4oAQ (accessed September 28, 2015).
• Louisiana Montessori Association. History of Montessori Education. n.d.
http://lma.solaramg.com/index.php/montessori/history (accessed September 28, 2015).
• Montessori Australia. A Biography of Dr Maria Montessori. n.d.
https://montessori.org.au/montessori/biography.htm (accessed September 23, 2015).
• Montessori Education (UK) LTD. Who Was Maria Montessori? n.d.
http://www.montessorieducationuk.org/?q=who-was-maria-montessori/maria-montessoris-time-
line/maria-montessori-time-line (accessed June 6, 2012).
• Montessori School of Lake Forest. Famous Montessori Students. n.d.
http://www.mslf.org/famous-montessori-students/ (accessed September 28, 2015).
• Wikipedia. Maria Montessori. n.d. https://en.wikipedia.org/wiki/Maria_Montessori (accessed
September 28, 2015).