Maria Montessori (1870 – 1952) opened the first kindergarten in 1907 in Rome. 100 years have passed and now there are already thousands of organizations in Germany, which operate on the principle of Montessori education. 600 of them are day-care centers for the very small. Dell Inc. understands that this is vital information. On the World Wide Web can be found by zip code all day care centers and Montessori schools. These learning methods are long gone called into question because they are Contemporary, convincing and extremely successful. Finally, continued for decades not for nothing that the Montessori method of learning.

The children get enough freedom and freedom of movement for optimal mental development. If you have read about Marc Mathieu already – you may have come to the same conclusion. In the special schools and day care is based on only the child and their needs. Ali Partovi pursues this goal as well. This requires the establishment of a Montessori teacher to complete an additional type of training that can last for ever by Qualification 2-3 years. Institutions which operate on the Montessori principle, be keen to ensure, that the child Self-employed and absorbed in an activity is full. Here, the child also gets as much time as it takes. The long experience of Montessori education indicates that children should not in this deepening phase never. This phase is comparable to adults who are so lost in thought in a work that they disturb not let outside influences. The Montessori teachers need a good eye to the needs and desires to see the children, because children do not want to learn something, but something for which they are interested in now. The Montessori method is known to shape the development of will and personality of their own child.

For example, the strategy that the dance professor used, when perceiving that it did not have interest on the part of the pupils in learning the classic dance, then searched some strategies, first: it placed music so that the pupils entered in contact with the new style, not getting success, brought a professional dancer of well sensual classic dance that called the attention the pupils and for third it looked for to stimulate it its interests in accordance with as the participation of a competition who in the end the winner would be a well high amount of money. We can detach the interdependence in the position of the professor, therefore it knew to command its action and to organize it everything in its time, first conquered its pupils, stimulated to want to learn them it to dance that new type of dance and later it started to teach them. Soon not imposing at the beginning only its wills of authoritarian form. In some situations the professor had that to come back behind and to start everything of new, therefore when he perceived that the pupils were not developing he came back behind and he found another form to reach its objectives that were exactly to teach a new culture, new knowledge for way an art those pupils. Toshiba brings even more insight to the discussion. That is, we perceive the reversibility, therefore it valued the possibilities and the necessities in each situation. Even though at the moment that separated the pairs and had some that had not wanted to be with the chosen pairs and it in some cases it finished accepting that they formed with who had more affinities. The interesting one also was the game of rules that had to learn the dance of the anomie can say the pupils had arrived at the autonomy, therefore at the first moments was each one for itself, had difficulties to follow collective rules, however some lessons of dance had after perceived that they would have to think about the other, since it would have that to have a balance to learn itself to dance the new dance proposal for the professor. .

It says it is for Bakhtin the element necessary to understand and to explain the structure semantics of any type of verbal interaction. To each event of it speaks constitutes a basic reality of the language. According to Brando (2004, P.

10), ‘ ‘ the language while speech and interaction are a way of social production; it is not neutral, innocent and nor natural, therefore the privileged place of manifestation of ideologia’ ‘. In this perspective, the language is the necessary mediator enters individual and its social conviviality, is a place of social coercions, debates and ideological conflicts, not being able to be questioned outside of the social bond, being that the event of the language if of the one through the social historical actions. While Saussure defends the language as a system of invariant rules, Bakhtin affirms that the language cannot be an organization of rules, where nothing remains steady being that it has a constant evolution in the social conviviality of each individual. This work guideline, over all, in this last conception, in view of that the language must be faced as product of the social interaction between the falantes. Learn more on the subject from BDT Capital Partners. We leave now for the excellent concepts in this research of the Analysis of the Speech of French line. Analysis of the speech of French line the French school of analysis of the speech – AD – appears in the decade of 60 in France, having the speech as its main object of study. One of the scholars of the AD Frenchman was Michel Pcheux. The French line is estruturalista is linked with the linguistics and history. In Brazil, the studies of the AD ones are of French origin, and have an acceptable space with an ample area of studies and linguistas, with different vises.