Il segreto dellinfanzia (Italian Edition)

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The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied. The E-mail Address es field is required. Work with mentally disabled children After graduating from the University of Rome in , Montessori continued with her research at the Universitys psychiatric clinic, and in she was accepted as a voluntary assistant there.

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As part of her work, she visited asylums in Rome where she observed children with mental disabilities, observations which were fundamental to her future educational work. She also read and studied the works of 19th-century physicians and educators Jean Marc Gaspard Itard and Edouard Seguin, who greatly influenced her work. Also in , Montessori audited the University courses in pedagogy and read "all the major works on educational theory of the past two hundred years". Public advocacy In Montessori spoke on societal responsibility for juvenile delinquency at the National Congress of Medicine in Turin.

In , she wrote several articles and spoke again at the First Pedagogical Conference of Turin, urging the creation of special classes and institutions for mentally disabled children, as well as teacher training for their instructors.

In Montessori was appointed a councilor to the newly formed National League for the Protection of Retarded Children, and was invited to lecture on special methods of education for retarded children at the teacher training school of the College of Rome. That year Montessori undertook a two-week national lecture tour to capacity audiences before prominent public figures.

She joined the board of the National League and was appointed as a lecturer in hygiene and anthropology at one of the two teacher-training colleges for women in Italy. Orthophrenic School In the National League opened the Scuola Magistrale Ortofrenica, or Orthpophrenic School, a "medico-pedagogical institute" for training teachers in educating mentally disabled children with an attached laboratory classroom.

Montessori was appointed co-director. During her two years at the school, Montessori developed methods and materials which she would later adapt to use with mainstream children.

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The school was an immediate success, attracting the attention of government officials from the departments of education and health, civic leaders, and prominent figures in the fields of education, psychiatry, and anthropology from the University of Rome. The children in the model classroom were drawn from ordinary schools but considered "uneducable" due to their deficiencies.

Some of these children were later able to pass public examinations given to so-called "normal" children. Philosophy at the time included much of what we now consider psychology. She studied theoretical and moral philosophy, the history of philosophy, and psychology as such, but she did not graduate. She also pursued independent study in anthropology and educational philosophy, conducted observations and experimental research in elementary schools, and revisited the work of Itard and Seguin, translating their books into handwritten Italian.

During this time she began to consider adapting her methods of educating mentally disabled children to mainstream education. Montessoris work developing what she would later call "scientific pedagogy" continued over the next few years. Still in , Montessori presented a report at a second national pedagogical congress in Naples. She published two articles on pedagogy in , and two more the following year.

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