ROBERTO LAUDICINA by Roberto Laudicina

“the poor are unexpected beings, who have wasted their money in vices "

roberto_laudicina — 2018-03-14 11:03:18 UTC

Although many children worked in Victorian times, they still had time to play.

Outdoors, most Victorian children played in the street or in the fields and woods. Not many families had gardens big enough to play in, and there were no children's playgrounds. Rich families had playrooms or nurseries, but poorer children played wherever they could find space. With ten or more children often crammed into one or two rooms, play-space for poor families was a luxury. Playing outside was the usual escape.

TOYS IN RICH HOMES

roberto_laudicina — 2018-04-08 15:22:01 UTC

During the 19th century, factory-made toys, including tin toys and clockwork toys, went on sale. Rich children had more toys to choose from: train sets, toy soldiers, rocking horses, dolls and doll's houses, tea-sets and toy shops with toy fruit, vegetables, meat, hats and medicines, everything that is used daily.

Other popular toys were: sailboats, puzzles. Although in many homes on Sundays they were not allowed to play, the game 'Noah's Ark' was always accepted as the reference to the Bible was present.

Why such big families?

roberto_laudicina — 2018-04-08 15:30:45 UTC

Birth control, at the time of Queen Victoria, was not widespread and so few were those who used contraceptives. Pregnancy was very dangerous and many women died during childbirth; many died of childhood illness due to a lack of control.

Although Queen Victoria had 9 children: Edward, Alfred, Arthur, Leopold, Victoria, Alice, Helena, Louise and Beatrice and she became a model for many families.

GLOBALIZATION

roberto_laudicina — 2018-04-08 15:52:33 UTC

Positives of Globalization

· As Western society is becoming more knowledgeable of the issues taking place in developing countries, there is greater opportunity for the people in those countries to economically succeed and increase their standard of living.

· `Increase in competition, forces companies to lower their prices. This benefits the end consumers.

· Increase in media coverage draws the attention of the world to human right violations. This leads to improvement in human rights.

• Global competition encourages creativity and innovation and keeps prices for commodities/services in check.

• Developing countries are able to reap the benefits of current technology without undergoing many of the growing pains associated with development of these technologies.

• Governments are able to better work together towards common goals now that there is an advantage in cooperation, an improved ability to interact and coordinate, and a global awareness of issues.

• There is a greater access to foreign culture in the form of movies, music, food, clothing, and more. In short, the world has more choices.

Negative of Globalization

· The benefits of globalization is not universal. The rich are getting richer and the poor are becoming poorer.

• Outsourcing, while it provides jobs to a population in one country, takes away those jobs from another country, leaving many without opportunities.

• Although different cultures are able to interact and share there ideas and innovations, everything is beginning to meld, and their becomes a loss of tradition and culture.

• There may be a greater chance of disease spreading worldwide, as well as invasive species that could prove devastating in non-native ecosystems.

• There is little international regulation, an unfortunate fact that could have dire consequences for the safety of people and the environment.

• Fast food chains, such as Mcdonalds and Burger King, are spreading in the developing world. Meaning more consumption of junk foods from these joints resulting in an adverse impact on people’s health.

Montessori Learning Materials

roberto_laudicina — 2018-04-08 15:55:17 UTC

A hallmark of Montessori education is its hands-on approach to learning. Students work with specially designed materials, manipulating and investigating until they master the lesson inside.

Beautifully crafted and begging to be touched, Montessori’s distinctive learning materials are displayed on open, easily accessible shelves. They are arranged (left to right, as we read in Western languages) in order of their sequence in the curriculum, from the simplest to the most complex.

Each material teaches a single skill or concept at a time—for example, the various “dressing frames” help toddlers learn to button, zip, and tie; 3-dimensional grammar symbols help elementary students analyze sentence structure and style. And, built into many of the materials is a mechanism (“control of error”) for providing the student with some way of assessing her progress and correcting her mistakes, independent of the teacher.

The concrete materials provide passages to abstraction, and introduce concepts that become increasingly complex. As students progress, the teacher replaces some materials with others, ensuring that the level of challenge continues to meets their needs.

The Teacher as “Guide”

roberto_laudicina — 2018-04-08 16:00:20 UTC

The teacher, the child and the Montessori environment can be seen as a learning triangle, with each element connected and representing a vital part of the whole. The teacher prepares a classroom environment with materials and activities and ideas lead the child to learn and apply.
It pushes its students towards new challenges and lessons, but it is only thanks to the desire to learn of the student and to what the environment has to offer that allows learning.
The pupil is placed at the center of attention so the teacher is seated and observes his students working making notes on their progress, or consulting with an individual or a small group.