Maria Montessori's work was initiated in 1898 as a result of her becoming acutely aware of deficient children's learning patterns, while working at the Psychiatric clinic of the University of Rome. The principles which dominate the system, however, did not ·'"spring in full panoply from Montessori. Indeed, her inspiration came largely from early and mid-nineteenth century writings of two French physicians, Itard and Seguin, who were Also involved in the teaching of deficient children. Extending on the ideas of these two educator-physicians, as well as the ideas of Froebe!, Montessori innovatively brought the child's senses into contact with carefully selected didactic apparatus in a carefully structured and ordered environment. According to Montessori, the liberty of the child is a prerequisite for self-education and forms the first major pillar of her didactic theory, and thus becomes the focus of the first chapter dealing with her didactic approach (chapter three) • Montessori believed that the function of education was to assist growth and if the individual child was given the liberty of movement within a prepared environment, a sense of competence would be achieved and the learning of the child would come about almost spontaneously. The principles of individuality and the training of the senses comprise the other two pillars, and form the basis for chapter four and five respectively. The principle of individuality is rooted in the belief that each child has a uniqueness which cannot be ignored without irretrievable damage to his personality. The current educational situation in South Africa, reveals a diversity of educational problems as a result of different ethnic and cultural groups all being thrust into a common educational system. The insidious pressures of conformity to a single standard of education must of necessity lead to a compromise of '"standards. The exposure of educational deficiencies inherent in such a move is characterised by learning impediments and deficiencies in the educational scenario. Research has therefore been undertaken in an attempt to extract those aspects that could provide meaningful pedagogic assistance to meet a present educational need. / Educational Studies / D. Ed. (History of Education)

Maria Montessori's work was initiated in 1898 as a result of her becoming acutely aware of deficient children's learning patterns, while working at the Psychiatric clinic of the University of Rome. The principles which dominate the system, however, did not ·'"spring in full panoply from Montessori. Indeed, her inspiration came largely from early and mid-nineteenth century writings of two French physicians, Itard and Seguin, who were Also involved in the teaching of deficient children. Extending on the ideas of these two educator-physicians, as well as the ideas of Froebe!, Montessori innovatively brought the child's senses into contact with carefully selected didactic apparatus in a carefully structured and ordered environment. According to Montessori, the liberty of the child is a prerequisite for self-education and forms the first major pillar of her didactic theory, and thus becomes the focus of the first chapter dealing with her didactic approach (chapter three) • Montessori believed that the function of education was to assist growth and if the individual child was given the liberty of movement within a prepared environment, a sense of competence would be achieved and the learning of the child would come about almost spontaneously. The principles of individuality and the training of the senses comprise the other two pillars, and form the basis for chapter four and five respectively. The principle of individuality is rooted in the belief that each child has a uniqueness which cannot be ignored without irretrievable damage to his personality. The current educational situation in South Africa, reveals a diversity of educational problems as a result of different ethnic and cultural groups all being thrust into a common educational system. The insidious pressures of conformity to a single standard of education must of necessity lead to a compromise of '"standards. The exposure of educational deficiencies inherent in such a move is characterised by learning impediments and deficiencies in the educational scenario. Research has therefore been undertaken in an attempt to extract those aspects that could provide meaningful pedagogic assistance to meet a present educational need. / Educational Studies / D. Ed. (History of Education)

This work is focused on the point of the secondary school youth attitude on the issue of the rational nutrition. Using the questionnaire investigation that is divided into several research areas I am trying to prove or disconfirm the existence of the mutual relationship between the branch of study and the preferences of healthy nutrition and healthy lifestyle for youth. My thesis deals with the question of a provable relationship in knowledge achieved in the field of healthy nutrition and healthy lifestyle and the branch of study. The main findings revealed the unsatisfactory knowledge in matters of healthy nutrition and a healthy lifestyle. The family does not pay sufficient attention to rational nutrition and youth isn't very careful about a regular diet. Students very often don't have breakfast and they replace lunch mostly by cold snack of inadequate composition that is mostly bought in school canteens. Fruit, vegetables and dairy products are consumed by secondary school students in small amounts and irregularly. Only quite exceptionally they attend school dining-room to get warm and energetically efficient and biologically balanced lunch. Drinking regime is mostly insufficient and is made up of the inappropriate drinks, most often the sweet lemonade, coffee and energy drinks. Secondary school...