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Coronavirus is the first pandemic in the age of globalization, which has facilitated the spread of the virus thanks to easy international movements, the rapid circulation of fake news on the media and the interconnection of all economic and production systems.
In this lockdown period, where it is mandatory to keep social distances, technology is essential. It allows people  to continue seeing their family and friends, has allowed smart working and distance learning.
It has allowed us to maintain normalcy in our lifes.

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Globalization isn’t good or bad; it has some positive aspects, like development of technology, communication infrastructure and transportations, and some negative, as Mcworld and exploitation of poorer countries.

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Italy was affected by globalization, which allowed economic development but at the same time also had a negative impact.
This phenomenon has lowered the prices of consumer goods even those that were once considered luxury, improving the lifestyle of the average citizen.
Initial industrialization, especially in northern Italy, created new jobs.
The development of the transport sectors has allowed a greater export of Italian products, in particular in the field of gastronomy and fashion, which are very famous and renowned.
However, Industrialization also increased the gap between north and south. In fact, the south had a slower growth which led to the phenomenon of emigration.
Over time, the desire for greater profits by industries has led to the relocation of factories, that is, it has shifted production abroad due to some economic advantages, such as lower production costs and lower labor costs. This phenomenon led to unemployment.
Therefore globalization in Italy as in the rest of the world has had positive but also negative aspects.

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Street children in Victorian times were found in abundance li in alleys or side streets. Many were orphans but a large part of the street children were from neglectful, alcoholic families where abuse was the norm. Many of these children fell prey to prostitution and thieving to support themselves. Others became street sellers or worked public jobs.

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They didn’t have the nice houses to live in or the extravagant toys, clothes or fine foods that the rich kids had. They lived in much smaller houses or even single rooms. They had to work public jobs to help support their families. Victorian children would be made to go to work at a very young, sometimes even 4 or 5 years old. They worked very hard and for long hours every day.

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THE EDUCATION IN THE VICTORIAN AGE (1837-1901) 

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THE EDUCATION IN THE VICTORIAN AGE (1837-1901) 

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Schools were not free until 1891, so up until then children had to pay to go to school.
During Queen Victorian’s reign, children from rich and aristocrats families were taught at home by a governess until they were 10 years old. After boys went away to school. There were very few schools available for girls, however, until near the end of the Victorian time.  Wealthy girls were mostly educated at home to become goodwives and mothers, also social graces such as playing a musical instrument, drawing, embroidery and how to write a letter with good handwriting.
Few working class children received any education because it was felt it would make them discontent with their lot. The fortunate few went to free charity schools or 'Dame' schools (so called because they were run by women) for young children. They also went to Sunday Schools which were run by churches. There they learnt bible stories and were taught to read a little.
It wasn't until 1880 that schooling became mandatory. All children had to attend a school until they were 10 years old. In 1889, the school leaving age was raised to twelve, and in 1891, the school's pence fee was abolished and schools became free. The teachers were very strict. The most important lessons were about the three R's; Reading, wRiting and aRithmetic. A condition admirably described by Dickens in his novel “Hard Times” 1854.

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CLIL lesson 2019-20 Students'handout Montessori

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Workhouse was created because there were too many poor in the street, but people and children were exploited there.

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DIFFERENCE BETWEEN MONTESSORI METHOD AND TRADITIONAL EDUCATION

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DIFFERENCE BETWEEN MONTESSORI METHOD AND TRADITIONAL EDUCATION

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DIFFERENCE BETWEEN MONTESSORI METHOD AND TRADITIONAL EDUCATION

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DIFFERENCE BETWEEN MONTESSORI METHOD AND TRADITIONAL EDUCATION

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Different between traditional education and Montessori method

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The Montessori’s method has been criticized in several respects.

For example, the cost: the development materials are created specifically for this education and therefore expensive;

few or only one are put up for type of development materials and this creates rivalry among the students;

the classrooms are created in such a way as to stimulate individual work and autonomy but this is not always useful for the future of the child and creates difficulties in the transition from a Montasseri’s education and a traditional course of study, especially in group work;

the difficult for Montessori student to follow a curriculum program and adapt themself at traditional method.

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The Montessori method is an educational system developed by the pedagogist Maria Montessori, practiced in about 60,000 schools all over the world. The fundamentals key of this method are:

Follow the child: Montessori education is based on individual approach because every child is  unique with his own need, interests and motivations; this method respects child’s ways and time to learn. So children learn to love learning.

Encourage the absorbed mind sensitive periods: from 0 to 6 years children absorb subconsciously  all environmental stimuluses, they learn without strain. The space must be organised on order to child can learn following the sensitive period.

Freedom: the child must be free to explore space, to show his ability and to decide what do.

Encourage independence: child make things alone, he learn from mistakes and correct himself through Montessori materials. Children learn to care for themselves  and develop independence.

Provide the right setting: The montessori schools are very welcoming and reassuring; the rooms are coloured and order because the order of space is reflection to interior order. The space must encourage learning. Furnitures and object are small and low, suitable for children.

Mixed age group: younger children learn from older students who teach concept they have already mastered. This encourage the collaboration.

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Montessori’s education is an educational method that values ​​the human spirit and the child's physical, cognitive and emotional development. This method, focused on the child, is based on scientific observations of children from birth to adulthood. The child is seen as an active subject with his own abilities that he is able to develop in a suitable place. The classroom, where education takes place, is prepared by the teacher in order to encourage independence and freedom of action within the limits of the order. In this method, peer learning plays an important role, so children are divided into multi-age groups; in addition, Montessori introduces learning materials designed specifically for an educational purpose.

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Dickens was a pioneer in introducing the theme of education into his works.
He believed in universal education.
He objected to certain educational method.
In "Hard Times" he criticism one strategy: object lesson. Dickens's critique is embodied in the exchange between the educator, Gradgrind, and the pupils, Bitzer and Sissy Jupe, over the proper definition of horse. Britzer said the dictionary definition, which he has learned by heart, whereas Sissy, the horseman's daughter, is reproached for possessing "no facts, in reference to one of the commonest of animals".
Dickens belived in the extension of education to all citizens but did not offer specific strategies for achieving this aim; he criticised abuses and deficiens while praising what he believed were positive developments.

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Maria Montessori was born on the 31st August 1870 in the town of Chiaravalle, Italy.
She gradued in medicine from the University of Rome in 1896, in so she became the firs feminal doctor in Italy.
A year later,Montessori devised a method and material to education abnormal sabject. She extended this method to education all children.
In 1907, she opened the first Casa dei Bambini (Children's House) in working-class area of San Lorenzo, Rome.
Over time, Montessori tweaked her methods through trial and error. Her writings further served to spread her ideology throughout Europe and the United States.
Montessori died on May 6, 1952, in Noordwijk aan Zee, Netherlands. Today, Montessori's teaching methods continue to "follow the child" all over the globe.