Maria Montessori: Her Method For The Child´s Body And Mind
The seminar consists of 2 sessions each of 3 hours, and is taught over a period of 2 weeks. The sessions will be held on Tuesdaysfrom 18:00 till 21:00 Romanian time (EET) starting with the first session on 6th October 2020 and finishing with the second session on 13th October 2020.
The course is open to everybody who is interested in this method, specifically:
Educators of the children 3-6 years age
Teachers of the first 2 years of primary school
Support teachers of handicapped children
And especially grandparents who spend with our children soooo much time:)
The capacity of the course is limited to 25 connections (individuals or groups). The course will be held in English language.
The Montessori method is based both on an environment adapted to the child and on a teacher who is the discreet intermediary between the prepared environment and the child.
The educator does not “teach” the child because children learn by themselves; the teacher would observe each child, free to move in the adapted environment, and offers her/him those objects which can foster her/his development. By “environment” we mean a bright, well-kept, joyful space, with the same kind of furnishing and tools that children have at home, proportionated to their size and strength: little tables and chairs, low shelves, small carpets... and so on.
In the adapted environment all the objects are manageable and within their reach, because the first teacher’s aim is to make the child independent in learning: according to the Montessori method the child builds up her/his knowledge by her/himself according to their interest and need.
The first area of learning is the Practical Life, that is all the tasks we perform in daily life: dressing, washing, eating, drinking, etc.
The second area is constituted by the Sensorial Materials: objects scientifically conceived according to the decimal metric system. They not only help to give order and shape to perceptions (which are in themselves confused and disordered), but also introduce the child to geometry. Sensorial materials enable the child to perceive all the forms around her/him: planes, triangles, solids of all shapes and weight, etc.
The third area is the Language, which is not separated from the first two: each object of Practical Life and each element of the Sensorial Materials have a name, which the child will learn first by listening, then by writing.
The materials of the Language are various and different: the sandpaper letters of the alphabet (each letter is rough, cut on sandpaper and glued on a smooth surface of wood); the mobile alphabets (wooden boxes where each compartment contains each letter cut out of cardboard). With those letters (red the vowels, blue the consonants) the child will compose the words. Many other Language materials can be easily created by the teacher.
The fourth area is Mathematical Thinking. Using different materials, the child will learn to count by relating the symbol (number) and the quantity (many small identical objects). For example, from 1 to 10 as single pearls; from 10 (1 bar of pearls) to 100 (10 bars of 10, composing a squared surface of 100); from 100 to 1000 (a cube composed by a pile of 10 squared surfaces of 100). Once acquired the knowledge of numbers from 1 to 1000, the child is able to perform the four basic operations: addition, multiplication, subtraction, division.
The Montessori method covers very wide areas of learning, but in this course we will trace an essential path, from the use of the hand to handwriting.
It is the child who is entrusted with evolving human beings from their purely biological condition. Without its long childhood, humanity would still be in the stone age.
philosophy degree at Sapienza University of Rome, met the Montessori method at the Upper TCV (Tibetan Children’s Village) in Dharamsala (India), where 2700 young Tibetans refugees study and live. Since 1974 the Village has adopted the Montessori method; impressed with the human quality of those children, once back in Rome she undertook the whole Montessori training for Educators of 0-3 and 3-6 years old children with a total of 850h of frontal lessons and workshops. For 0-3 children she also has the diploma of Trainer of trainers.
Once she got those diplomas, she started some Montessori training for teachers, educators and caretakers of children in orphanages or schools where children were experiencing hardships of various kinds: Romania, Cameroon, Armenia, Bosnia and Rwanda. Meanwhile, she also trained in nursery schools with a high percentage of foreign children in the surroundings of Rome.
In 2009 she founded Tenera Mente Onlus (Tender Mind Onlus), a non profit association promoting Montessori method all over the world.
In the last 10 years she attained amazing results applying Montessori method with people of various ages: primary school children with dysgraphia or some other learning difficulties; physically or mentally handicapped adults; people suffering from Parkinson or Alzheimer.
Before Covid 19 she conducted two training and assistance modules at the Jewish Retirement Home in Rome. During the lockdown she gave a Montessori course on Zoom for primary school support teachers tracing a line from Practical Life to Language.
Enrica Baldi met Chögyal Namkhai Norbu in 1984 and since then she has followed his teachings. She belongs to Zhenphenling, the Dzogchen Community of Rome. Her main practice is Tara. At the TCV - Dharamsala all orphan and semi-orphan children think of her as their own mother, in flesh and blood.