Maria Montessori (1870– 1952) Montessori was in every way a phenomenal person. She initially resisted the idea of ​​taking up one of the few professions accessible to women in the late 19th century and eventually ended up becoming one of the first women to qualify as a medical specialist in Italy. As a specialist, he had practical experience in psychiatry and pediatrics. By working with young people with academic disabilities he has gained the awareness that, keeping in mind the ultimate goal of learning, a therapeutic treatment is not necessary but rather an adequate teaching method. In 1900 she was given the opportunity to begin developing her teaching method when she was chosen as director of an orthophrenic school for young people with educational disabilities in Rome. At a time when her students also passed their exams as she regularly created understudies and acclaim was showered upon her for this achievement, she did not drink that acclaim; rather, he reflected on what the educational framework in Italy was that was weakening children without disabilities. What was holding them back and preventing them from reaching their potential? Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay. In 1907 he had the opportunity to start working with non-handicapped children in an accommodation company located in an area of ​​the Rome ghetto. There he set up his first "Children's House" for children aged 3 to 7 years. He continued to build his unmistakable teaching method with a view to a logical approach of experimentation and perception. Based on this work, he argued that children go through delicate periods for learning and certain developmental stages, and that children's personal development can be cultivated by engaging self-coordinated exercises in a uniquely organized condition. There was global enthusiasm for this improved approach to teaching and there are currently a large number of Montessori schools (mostly for children aged 3 to 6 and 6 to 12) around the world. An integral part of the Montessori method for learning is the dynamic group of three children, instructor and condition. One of the educator's tasks is to guide the child through what Montessori called "preparatory classroom" and a method to discover who are intended to help the child. erudite, physical, enthusiastic person and social progress through dynamic inquiry, decision-making and free learning. One method to understand the Montessori technique for the motivations behind this survey is to think about two of its fundamental points of view: the learning materials and the way in which the instructor and the prepared condition plan promote self-engagement coordination of young people with material ones. As for educational materials, Montessori has created a series of manipulable items intended to help children learn sensory concepts, such as measurement, shading, shape and surface, and academic concepts of arithmetic, education, science, geology and history . commitment, children learn by connecting directly with the materials, often exclusively, but also in sets or small meetings, over the course of a 3-hour work cycle in which they are guided by the teacher in choosing their own exercises. They have the flexibility to choose what to chop, where to work, who to work with, and to what extent to attempt a specific action, all within the constraints of class rules. No competition is established between the children and there are no prizes or extraneous disciplines. These two perspectives – the teaching materials themselves and the idea of ​​learning – influence Montessori classrooms by making them appear.