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Maria Montessori’s system was formed and developed in line with humanistic-anthropological pedagogy at the turn of the 19th-20th centuries, the essence of which “is that its means are aimed not so much at a direct impact on a person, but at stimulating his own activity. ” M. Montessori’s system was not built in one day. She was friends with the founder of genetic psychology, Jean Piaget, and for some time he personally headed the Montessori Society of Geneva. Corresponded with the daughter of Sigmund, child psychologist Anna Freud. Under their influence, she clarifies the conclusions of her observations of the patterns of child development.

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Pedagogical tradition, focused on the activation of human internal resources, originates in the activities of teachers Ya.A. Comenius, I.G. Pestalozzi, J.-J. Rousseau, F. Fröbel, L.N. Tolstoy, K.F. Ushinsky and others. Humanistic principles in Russian pedagogy of the post-October period were developed by K.N. Wentzel, P.P. Blonsky, S. T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky and others.

Research apparatus

Problem, purpose

The problem of our research is the study of the features of pedagogical activity and pedagogical views of Maria Montessori and their application in the practice of modern education.

Purpose. To reveal the features of pedagogical activity and pedagogical views of Maria Montessori and draw a conclusion about the practice of applying her ideas in modern education. Pedagogical views of Maria Montessori in the practice of modern education. On the basis of the object, subject and problem of the study, we will compose the research tasks: . Consider the life and teaching activities of M. Montessori.

1. To reveal the theoretical foundations of pedagogy M. Montessori.

2. To reveal the influence of M. Montessori’s system on the development of education in the world.

Research methods

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For the tasks we will use the following methods of scientific and pedagogical research:

1. Literature analysis,

2. Study and generalization of domestic and foreign practice,

3. Comparison,

4. Theoretical analysis and synthesis,

5. Generalization.

At present, our society is united by concern for the upbringing and qualitative development of each of its citizens. Over the past two centuries, in international practice, the formation of a universal human pedagogical system has been rapidly taking place, which could educate a new generation as qualitatively as required by the main idea of ​​any civilized society with true humanistic ideals: a person must have high moral qualities, must be caring, knowledgeable who love and appreciate the cultural heritage of their ancestors.

One of the greatest writers and publicists of the 20th century, Englishman Herbert Wells, spoke succinctly and with maximum accuracy: “A true citizen of the planet Earth is a clean, healthy person, truthful enough to never stoop to petty lies, showing moderation there, where it is necessary, honest without pedantry, enterprising when it comes to his interests, unconditionally obeying the law, respecting generally accepted customs and practices, although keeping aloof from political fever, courageous, but not going on adventures, regularly observing certain religious ceremonies, devoted to his wife and children, and, within certain limits, benevolent to all people. In his article “The Ideal Citizen,” on raising a real citizen, he wrote: “Our ideas about what an ideal citizen should be are very, very vague. It is unlikely that there will be even two people whose concepts of this ideal would coincide completely and in all respects: after all, a variety of opinions about what is necessary, permissible or, conversely, completely unacceptable for an ideal citizen, would cover the widest range of all possible manifestations of human nature. And is it not because we educate our children in such a way that they grow up amid a turmoil of contradictory statements, amidst a confusion of the most indefinite postulates, bewildered, eventually losing any idea of ​​what, in fact, their rights and duties are; they are doomed to live in a world full of hesitation and compromise, worthless opinions and judgments, and patterns of behavior and demands of educators flicker before their eyes, like passers-by drowning in street fog … “

A variety of experiments and studies were actively carried out, aimed at finding new approaches to the evolution of pedagogical methods, progressive concepts were developed for previously unheard of options for developing effective means to achieve the best result in education and the structure of updated models of education. Unfortunately, countless developed technologies have either been left without due attention from the scientific community, or have not received any support at the state level and have not been put into practice. It is clear that the educational wing of the policy needed a single powerful system, the results of which would be immediately apparent, gaining approval both at the government level and among the general population.

American educators and philosophers of the first half of the 19th century were the first to recall the high mission of education in a rapidly changing world, in particular, members of the transcendental Boston club, who united around the then popular magazine The Dial. According to the transcendentalists, education was supposed to elevate a person’s moral qualities and guide him on the path of true knowledge of the world by seeking harmony with Nature and, first of all, with himself. Among the radical intelligentsia of the Boston Club there were people of different professions and individual views on the socio-social structure of society, but one way or another, all members of this association had a very high level of education and agreed that education is one of the most important ways to “moral purification of the citizen”, his social adaptation and the formation of qualities for the fulfillment of the true highest destiny of man.

Such persons as R.U. Emerson, W.E. Channing, S.M. Fuller and educator E.P. Peabody. E. Peabody opened her own kindergarten, where she taught children according to her own program, which included a large number of exercises to improve sensory and motor development for kids from four to six years old, with the goal that they go to school thoroughly prepared and possessing skills necessary for successful learning. The teacher E. Peabody made an invaluable contribution to the development of the pedagogical American thought of that time and gave impetus to the promotion of humanistic ideas in the upbringing of the child in the process of his education. Her experience was followed by the most famous and advanced teachers of Western Europe, the United States, as well as the British educational circles in Canada.

With regard to the modern Russian education system, we can draw several conclusions about its development and improvement, moving forward over the course of thirty to thirty-five years of serious transformations in all areas of school education. Most of all, the process of introducing innovations covered the Soviet education system in the 1980s-90s of the twentieth century. As an alternative to the former schools and kindergartens, which did not differ from each other either in organization or in the educational system as a whole, such educational institutions as progymnasiums, gymnasiums, lyceums, colleges, various centers for the development of various profiles and directions, and private schools began to appear. Of course, all this to a greater extent meets the needs of modern “advanced” children of the information society and, undoubtedly, their parents, provides an additional chance to abandon the common options for education, to prepare the foundation for testing modernized teaching programs and methods.

The concept of free education is significant enough for these innovations. This trend in education deserves a detailed analysis and approval in that it proclaims the individual the highest “treasure” of society, offers ways and principles for educating a strong spiritual personality, ready for active creative activity, self-improvement and development of inclinations; serves as a call for the protection of the most significant years for the formation of the personality of the younger generation, and in addition, the person as a whole from all kinds of oppression, physical punishment and moral humiliation.

Chapter 1. The Theory of Free Education in the New Pedagogical Ideas of the 20th Century

Free education considers the generation of interests among pupils and the formation of conditions for making independent decisions on methods of satisfying them as its goal. The main positions of free education include the following provisions:

1. The belief of the mentor in the creative abilities of the child, combined with the confidence that any outside influence (albeit truly beneficial) on the creative resources of the student shows a fundamentally overwhelming influence,

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2. The concentration of the teacher’s work on getting the younger generation of personal individual experience, on the core of which the full formation of the object of study as a person takes place,

3. The cultivation of an active attitude to one’s own being, culture, educational and cognitive activity and necessity in systematic self-education and self-education,

4. Interpretation of an educational institution as an animated substance, constantly improving in proportion to the impressionable nature of children,

5. Awareness of the teacher’s mission as an adult friend of his students, who forms an educational and pedagogical environment for each child to reveal his creative abilities.

The system of views of free education was formed and is based on the principle of the natural development of the child. Figuratively, the future builder of a new beautiful world can be identified with “a flower that has not yet blossomed, developing according to its natural laws.” For its full development and maturation, fertile soil (here we mean a favorable learning environment) and protection from negative external influences are necessary. In a plant, the main thing is the root, in a child, the soul. The teacher should help his soul to open up for emotional, spiritual and moral perception of the world. The child does not need abstract knowledge, but practical knowledge necessary to participate in real life and professional work. Famous philosophers, writers, teachers, doctors and public figures were adherents of free education. Let’s get acquainted in more detail with the theses from the works of the largest representatives of this trend in the system of raising a child.

As a non-standard independent pedagogical movement, free education was formed at the end of the first decade of the 20th century, although historically it is associated with the humanistic pedagogical heritage of the Renaissance. If you plunge headlong into the history of the world, then you can identify similar ideas already in the writings of the philosophers of ancient Greece, for example, Socrates or his student Plato.

Jean-Jacques Rousseau, the greatest French philosopher, writer, thinker of the Enlightenment, whose pedagogical positions are reflected in the theories and practice of representatives of neo-humanism and philanthropists, is considered a direct predecessor of the theory of free education. “Birthright” at primary school age, the scientist gave the development of sensory abilities. He proposed to develop mental abilities from the age of 14. According to the educator, the teacher is obliged not to impose his own will on the child, but to create conditions for the development of the student, to provide the educational and teaching environment in which the student could, without the help of the teacher, accumulate life experience, gain autonomy and looseness, realize the realization of his own properties of his soul.

At the turn of the 19th-20th centuries, a kind of scientific revolution in pedagogy took place, which paved the thorny path to the beginning of the formation of scientific and pedagogical models, which determined the nature of the education system in the highly developed states of the Old and New Worlds throughout the 20th century.

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The position that the child’s activity is not subject to certain pedagogical regulations, was sharply manifested in the theory of Maria Montessori. According to her position, freedom is, firstly, biological independence (spiritual and physical progress, self-development of the child), and secondly, independence in making decisions about how to act in a given situation. In the first version, the future adult is perceived as “a being growing in soul and body by virtue of an internal impulse, acting in the Universe and needing only unlimited space for the consistent and proper disclosure of its strength.”

According to this concept, freedom is the naturalness of growth, the indisputable requirement of which is the exclusion of everything that by any means could prevent the proper maturation or formation of developing spiritual qualities that are indispensable when entering adulthood. The “first word” in her pedagogical system, Maria Montessori recognized the ease of every decision made by students. After all, according to this greatest teacher of the twentieth century, such freedom led “to the dignity of people.”

Englishman Alexander Sutherland Neal, who has been called the “last classic” of free education, created and for four decades directed the legendary school of free education in the city of Leicester – “Summerhill”. Alexander Neil was one of the brightest and most interesting representatives of free education, a trend in pedagogy that took shape in the West and in Russia by the beginning of the 20th century. Throughout his long life (he died at the age of 89), he defended in word and deed the right of the child to live and develop freely from infancy. “My children,” he wrote, “did only what they pleased … I have no doubt that I managed to bring out all their best qualities.” The only criterion for the activity of a teacher, according to him, is the interest of the child, and the best educator of children is Nature, the natural work of which adults should contribute to.

Neil mercilessly fired teachers who, in his opinion, forced children to study by their authoritarian actions, inflicting psychological trauma on them and violating the natural harmony of human development. He argued that the ideal teacher should become a “group member” of children, and he himself demonstrated an exceptional ability to be among them, to influence their behavior with the power of his personality. The fruit of the development of the idea of ​​free education in the Russian Empire was the pedagogical theories of this type of educational approach, which absorbed certain knowledge about the essence of the process of interaction between a mature person and a child who sets himself a high bar for the development of the creative abilities of students. M. Montessori meant by freedom any independent step in the right direction and a spontaneous creative process.

The Russian writer, lecturer and public figure Leo Tolstoy laid the foundations for such awareness of initiative. Lev Nikolaevich advocated the recognition of the liberties of the child and the “voluntary indifference” of the educator in the development of the convictions and character of the students. However, it was the provisions from the early scientific works of Leo Tolstoy that became the “control point” for the spread of free education throughout Russia and abroad. At the beginning of the 20th century, the first attempts at the practical application of the ideas of free education were made in the late Empire. The activities of communal schools were largely based on the principles of free education. First, in post-October pedagogy, and then decades later, in Soviet pedagogy, separate humanistic tendencies arose, typical of the idea of ​​free education. These ideas were revived in the pedagogical experiments of Vasily Alexandrovich Sukhomlinsky in the second half of the 60s, as well as in the pedagogy of cooperation in the late 80s. AT 9In the 0s, private educational institutions began to open, striving to organize the educational process in accordance with the changing interests and increased demands of the child. The educational atmosphere in most of these institutions was built precisely on the principles of free education.

Chapter 2. The essence and principles of Maria Montessori’s pedagogy

2.1 Peculiarities of pedagogical thought M. Montessori

For almost a century, the name of Maria Montessori has attracted the unflagging attention of teachers and scientists in more than eighty countries of the world. Montessori pedagogy is admired, disappointed in it, it is used and rejected, disassembled into its smallest components and trying to cover its structure as a whole, but it leaves no one indifferent. This is because such an organic fusion of various knowledge about a person, which is given by science and philosophy, religion and art, synthesized by M. Montessori into a holistic “Pedagogical anthropology”, moreover, equipped with subtle didactic and methodological tools, has not yet been in world experience. . M. Montessori believed that any life is the existence of free activity, from which it follows that the developing child is endowed with a natural attraction to independent will and independence. Based on this, she saw the meaning of education not in the formation of the personality of the child by teachers, but in the organization of an environment that best suits his needs. The essence of the method proposed by Maria Montessori is to “force” the child to self-education, self-education, self-development. She understood freedom in raising a child in the first years of his life as the most favorable conditions for the development of his personality. Development should be both physical and spiritual. At the same time, the upbringing of the life of the child.

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Maria Montessori revolutionized the perceptions of the possibilities and abilities of young children. It is this, as well as humanism, the focus of the entire system on the nature of the child, freedom and the absence of any authoritarianism, that make its anthropological and pedagogical system attractive to this day. She based her system on a biological premise – life is the existence of a free active personality. Montessori interpreted discipline as an activity that is controlled and regulated by the child himself and involves actions determined by him, and not imposed from outside by the teacher. The meaning of the Montessori method was to stimulate the child to self-education, self-education, self-development.

The upbringing of children according to the method of Maria Montessori is based on the following principles: 1) anthropology of the child. Heterogeneity. Age periodization; 2) the principle of conditions for the freedom of development of the child; 3) the principle of concentration of attention; 4) the principle of a specially prepared learning environment; 5) The principle of sensitivity; 6) the principle of limitation and order; 7) the principle of actual and immediate development; 8) the principle of social education and integration.

The Montessori method consists of three main parts: the child, the environment, and the teacher, who must “recognize the uniqueness of each child, show empathy, unconditionally accept any person, respect the language of words and body language with the feelings of a person, strive for one’s own personal and professional growth .

Chapter 3 Montessori Free Education Schools

In most European and American countries, as well as in such eastern countries as North Korea or Japan, schools are now founded, the educational process in which is regulated by the ideas of Rudolf Steiner ( meaning “Waldorf” schools), M. Montessori, Celestin Frenet and other representatives of this trend. These educational institutions are called alternative. The tasks of school institutions in the modern information society are seen not in transferring the maximum available amount of “knowledge baggage” to “little adults”, but in teaching them and the older younger generation the art of knowing the world. The role of the teacher in this school is to assist young geniuses, to develop in them autonomy in obtaining the necessary spiritual, social and scientific skills, and also to support any possible “noble impulses” and creative impulses of the student. At the same time, schoolchildren, regardless of adult mentors – “children”, must acquire this knowledge and develop abilities in themselves, which are more important for them personally. Alternative schools of various types combine the general principles of organizing the educational process, based on the ideas of free education. At the moment, free education schools are widespread mainly in Western Europe and the United States of America.

Germany. In the Köpenick district (in the southeast of Berlin), a four-story Montessori school building rises, the full name of which sounds like “Freie Montessori Schule und Kinderhaus Berlin”. A kindergarten is adjacent to the imposing building. In addition to the Montessori environment, laboratories for chemistry, physics, and biology are organized in separate rooms. Their work is based on the principle of freedom of choice. Based on an exploratory approach. Any knowledge is acquired through search and experiment. In the physics laboratory, for example, fourth-graders (!) are experimenting with a projector, trying to determine what determines the clarity of the image. In the corner of the same laboratory is the invention of a talented high school student – a model of an automated elevator. Classes in laboratories, built on the interest of children and activities that have practical tasks, make the learning process conscious for the child. For several years now, a teacher from America has been working in this school, who is creating a school-farm. It is located an hour from the main school building. It is there that children cultivate the land on their own. In the near future – to develop a farm. After all, it is through labor on earth that a child develops both practical skills and diligence, patience, gratitude, and, in addition, learns to live independently in society. In addition, children are aware of the idea of ​​integrity and unity of the world.

Austria. The most famous Montessori gardens and schools Grasshalm in Vienna, St. John in Tyrol. In the town of Bibikor, only children from 6 to 9 years old study in an equipped environment; in the senior classes, a lesson process is organized. In this school, as in others, in almost every Montessori class there is a child with Down syndrome, to whom a special social worker is “attached”. The result is obvious: children speak, write and read. Of course, none of these schools have the usual grades.

The progress of students is recorded in special tables reflecting the content of educational zones in the form of conventional signs that reveal the stage of development of the environment. Children move freely around the classroom, independently choosing the discipline they will be engaged in, the time of the lesson, the place of work and the teacher. Someone for the entire time of classes is engaged in one subject, someone has time to study mathematics, language, and materials from the space zone.

Netherlands. Montessori schools are extremely popular, there are about two hundred of them. The most famous are De Amsterdame Montessorischool, Montessorischool Leidschenveen in The Hague. Students can quickly find the most general information on the Internet. They are used to setting themselves tasks and solving them on their own. Great Britain. Most Montessori schools in the UK are private. Only very recently there have been three state educational institutions working according to the Montessori method in Manchester, Liverpool. They are supported by the religious organization St. Nicholas Trust. The most famous is the elite private school Medowbrook Montessori Primary School, which is located near London. Monthly stay of the child in it costs parents about a thousand euros. It was created at 1998 year. For the last five years, it has been away from the bustle of the city, and occupies two one-story buildings. The school is attended by children from 4 to 12 years old. In groups – 16 people. Each group has a certified Montessori teacher and assistant.

In England, Scotland, Northern Ireland and Wales, there is a regulation: one Montessori teacher for 8 children from 3 years old. In groups of children from 2 to 3 years, the number of children is less. For kids 4-6 years old, the usual work is working with a pruner and making bouquets, folding ladders, drawing and classes with a movable alphabet. Huge, two hectares of space around the school, majestically framed by centuries-old oaks. Pupils themselves monitor the order of the tracks. Interestingly, sleep is not provided at this school. The classrooms are superbly equipped and comfortable. The school bus takes the children to the pool. The most famous school is Trinity in Rochester. The first and so far the only full-fledged Montessori school in Ukraine was opened in Odessa in 2012 and is designed for the development of preschool children (from 1 to 6 years old). There are other private institutions, such as the Lubystok Garden School in Lviv, Veresen and Montessori World in Kharkiv, UMI, Sunflower and Soroban in Kyiv, as well as Pochemuchka and Mir Montessori” in Dnepropetrovsk. Montessori centers are being developed in Norway, France (“Children’s Garden”), Spain (“Marbella”), Bulgaria and Moldova. Such countries as Romania, Finland and Poland receive the necessary funds for the development of Montessori centers.

3. 2 United States of America

Montessori ideas became known in the USA at the beginning of the 20th century. In 1915, she came to the San Francisco World’s Fair and presented the results of her work. They were awarded a medal and received wide recognition. Then Montessori kindergartens began to be created, but soon interest began to subside, and by the end of the 1930s. almost all of them were closed. R. Salzmann gives a number of reasons for the fading of interest in her ideas. Firstly, this is the commercialization of the Montessori method in the absence of trained educators and high-quality material. In an effort to be commercially successful, the first gardens were created hastily, the materials were practically absent, the teachers were helpless, and the expected effect was not achieved. Another factor was the criticism of Columbia University professor W. Kilpatrick, who was very influential in the pedagogical circles of that time.

1930s to 1950s Almost no one remembered Montessori in the USA. However, in the late 1950s. interest arose again in her ideas thanks to the efforts of N. Rambouch. After completing teacher training courses in Europe, she founded a Montessori Kindergarten in Connecticut in 1957. In 1959, B. Stephenson conducted the first training courses for Montessori teachers in the USA. In 1961, the Washington Montessori Institute was established, which until now has been training Montessori teachers. Later, other training centers began to emerge. The first were courses in Philadelphia under the direction of I. Eugenius, a center in California under the direction of L. Wikramaratne, a center in Atlanta founded by M. Radonis, E. Brian and N. Hughes. Further educational Montessori centers were created in Texas, Miami, Milwaukee, New Jersey, Minnesota, Cincinnati, Los Angeles, Ohio, and also in Canada. Currently, there are 13 of them. Let’s consider the most famous Montessori schools in the USA. Bronxville, New York. The Bronxville Montessori School was founded on September 1976 years on the territory of the church, where it is located to this day. Since its inception, it has been a member of the American Montessori Society.

In a beautiful old building, classes are held for children from 18 months to 6 years old according to special programs developed by the school. They are broken down into small, easy-to-digest sections so that each child can learn at their own pace and feel like they’re doing well. The learning process takes place in a stimulating, well-designed, multicultural environment that helps each child to develop their abilities.

At Bronxville Montessori School, every child has unlimited opportunities for self-improvement, personal development, acquiring life skills, mastering new subjects such as mathematics, foreign languages, music, and art. And in this they are helped by experienced teachers, each of whom has an average of 20 years of teaching experience.

Lawrence. The Lawrence Montessori School in Lawrence, Kansas, opened its doors in 2010 and has since been committed to its mission of helping children discover and discover their individuality through Montessori materials, carefully designed programs, games, and activities. age and development of each child.

At Lawrence, children have the opportunity to have unique experiences from an early age. In addition to the main programs, the school organizes many interesting meetings, and each employee tries to contribute to making every day of the students special. For example, employees of the clinic for the rehabilitation of wounded and orphaned wild animals visited the kids and introduced them to wild birds. And a music teacher once brought his own drum kit to make the lessons even more interesting.

In their free time, children have fun in the large outdoor playground. They can play in the sandbox, ride down the slide, or exercise their imagination by building a wide variety of plastic block shapes. After all, as Albert Einstein said: “Imagination is more important than knowledge. Knowledge is limited, while imagination embraces the whole world.”

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Annandale, Virginia. The Montessori School of Northern Virginia was officially registered in 1962, becoming the first Montessori school in the state of Virginia. In the first years of its existence, it was located in temporary premises: the church basement, and for some time in the basements of the houses of the students’ parents. But in 1967, the Board of Trustees decided to purchase the land and build the first school building on it. A year later, the Montessori School of Northern Virginia opened its doors. And in 2005, the school had another campus. To date, the Annandale campus can accommodate 168 students aged 2 to 12, and the Falls Church campus can accommodate 90 students aged 2 to 5 years.

The school is famous for its “green philosophy”. It believes that showing respect for all living things and providing a healthy learning environment for children are inextricably linked things. Maria Montessori herself said that nature should be the inspiration for learning. Children explore and observe indoor plants, go hiking, gardening with special children’s tools, help plant trees. For irrigation, they use water from two rain barrels that are installed in the school yard. The Northern Virginia School also tries to teach children to be responsible citizens of the Earth and think about the preservation of our planet. To this end, the school has taken numerous steps to reduce waste. Now they use only reusable food containers, cutlery and utensils, cloth napkins and towels instead of paper ones, reusable bags instead of plastic bags. Thanks to these joint efforts, the volume of garbage has already been halved. And the remaining garbage is distributed in special containers for paper, plastic and glass for further processing.

The school buildings are designed so that the classrooms receive so much natural light that most teachers rarely turn on all the lights, which helps save energy. All faucets are equipped with special devices that help reduce water consumption. And for daily cleaning of the school, only environmentally friendly cleaning products are used. And these are not all the ways that the school uses to preserve the environment and to help children understand that everyone can make a small but very important contribution to this common cause.

No less famous is the Summit School in Massachusetts, located in a restored old Victorian building, where classes do not stop even in the summer; the Beaverton School near Portland, surrounded by picturesque woods, it has only one floor and no halls, and it consists only of spacious classrooms; private school “Marin” in California; Paint Branch in Maryland, where Sergey Brin, a developer and co-founder of Google, a computer business legend and one of the richest people in America, studied; “Sykora” in West Virginia; non-profit “The Montessori School” in Connecticut; the Montessori School in Georgia, known for its environmental focus and use of a rainwater harvesting system and solar panels; Community, Swananoa Valley in North Carolina and many other great schools. As for the neighbor of the United States – Canada, then in the largest city of the country, Toronto, is located Maria Montessori School, which is the “monopolist” of Montessori schools in Canada.

3.3 Montessori schools in the countries of East and Africa

free Montessori education humanistic

Japan. The revival of this pedagogical direction in Japan took place after the Second World War in the 1960s. A large role in this was played by a group of professors from the University of Tokyo, employees of the Tsukimigaoka Orphanage, the Medical and Institute in Hiroshima, as well as a number of representatives of the church. In 1968, the Japan Montessori Association was founded. End 9In the 0s, more than 200 schools were opened, the later works of Montessori were translated into Japanese: “The Secret of Childhood”, “The Discovery of the Child”, “Absorbent Thinking”. During this period, scientists and practitioners educated in the USA, Italy, and India worked on the theoretical understanding and practical implementation of Montessori’s ideas. Conferences of the Japanese Montessori Association, seminars and round tables for specialists and a large number of participants were regularly held. The most famous center is the Takane Montessori Center. The center was specially built for the purposes pursued by the innovative educator Mr. Takane. It has three buildings. Almost everything inside the rooms is designed by Takane himself. He is a great woodworker, inventor, designer.

One of the buildings of the center is a 3-storey villa. It is interesting from the main entrance. There is a mosaic floor of tiles and an oval-shaped parquet island. Children can come in and run a little more in circles in shoes, but if they change their shoes, they already behave according to the rules, they only walk on a wooden floor. A lot of lockers for changing clothes, all of different shapes and heights. Takane is a big fan and believes that there should be enough of them in the center too. The floor is covered with tatami, all the workers are in soft pink apron vests.

Fuji Japanese Montessori Garden near Tokyo was built in 2007 by architect Takaharu Tezuka. It is the largest kindergarten in Japan. The kindergarten project was originally conceived based on the desire to realize the key concepts of the Montessori method: freedom and independence. The kindergarten gives the impression of a building without walls: classrooms, playgrounds and natural surroundings form a single space. The building of this Montessori garden is filled with air and light, there is plenty of free space. The roof of the garden is a platform where children can play and run around with pleasure. In the center of the building is a giant clearing, the kindergarten is surrounded by trees, there are no walls between the classrooms. You can climb trees, slides are equipped from the roof. If the child does not want to attend the lesson, he can go for a walk. As a rule, after one lap on the roof, the children themselves return to the classroom. This kindergarten has all the conditions for children to move freely and safely, communicate, work with Montessori materials, developing themselves and their independence. According to A. Joosten, the influence of M. Montessori’s ideas on the pedagogy of India is extremely great.

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All textbooks on pedagogy recognize the importance of the Montessori system in updating the goals and practices of education. Exam programs always include relevant questions. The name Montessori is mentioned in all dictionaries of Indian dialects, its pronunciation and spelling is already “Indianized”. There is a demand for Montessori teachers not only from Montessori kindergartens and schools, but also from “traditional” educational institutions. She is widely known and revered in India and is often referred to as the “Mother of Montessori” or goodness of heart, her contribution to the struggle for the rights and freedom of the developing human being. She has become almost a cult figure. The Montessori movement in India also influenced neighboring countries – Pakistan, Sri Lanka, Ceylon, and Malaysia. A number of problems of the Montessori movement in India are economic (financing difficulties), sociological (90% of graduates of Montessori courses are women, a variety of languages ​​that make it difficult to work, or the desire of parents to get results as soon as possible so that the child can leave school faster and start working. There are often not enough places in schools, and parents take them from kindergartens and assign them to preschool institutions at schools in order to “take” a place) and cultural (due to customs, children often cannot afford to go where representatives of their profession are required, also in India, the problem of acceptability for the country of the pedagogical system that arose in another culture is being discussed). The school is located in a large city in southern India – Bangalore. It consists of three campuses: two of them offer elementary and secondary school programs, as well as a Montessori program for children from 2. 5 to 5 years old, but one of the campuses focuses specifically on pre-school Montessori education.

The building was designed with all the principles of the Montessori space in mind. The main goal during construction was to ensure constant interaction between students and nature. To achieve it, the boundaries between classes and the courtyard were erased, on which a real jungle unfolded. Tropical trees help shelter from the sun on hot days, and colorful animal sculptures look out from behind their leaves, which kids love. Around this garden is a covered walkway, through which you can freely move from class to class. On two acres of the school grounds there is also a playground with sandpits, a maze and an amphitheater.

Ekya School tries to make every day of students special and filled with joyful emotions and knowledge. The school celebrates Color Day, when everyone wears a certain color, Market Day, when children get hands-on experience of how the market works in the real world, Animal Day, and more. The main thing is that all activities are aimed at developing curiosity in children.

A “City Montessori School” – the most unusual school in India, listed in the Guinness Book of Records. The school consists of 20 branches, and an important feature is that representatives of various social strata, nationalities and religions study in it, which is completely atypical for a country like India, with a historically established caste division of society. In 2002, the school received the UNESCO Prize for Peace Education. And in 2010, the Dalai Lama awarded the founder of the school the Hope for Humanity Award.

Schools are also opening in Thailand (Krabi Montessori), the Philippines, and Singapore.

African States. The first Montessori courses were held in Tanzania in 1968-1971. with the support of the Muslim Society. After Montessori’s visits to a number of African countries, an AMI project was developed to help the children of Africa. During this period, the first Montessori kindergartens opened in Kenya, Ethiopia and Uganda. The representatives of Mauritania, Somalia, Sudan, Zambia, Botswana, Nigeria and Ghana asked for help in the work.

3.4 Montessori schools in the Russian Federation

Initially, the situation with Montessori schools and centers in Russia was not particularly successful. Yu.V. was the first to promote the Montessori cause. Fausek. In 1913, she created a small kindergarten at a gymnasium. Gradually, there were more and more children’s institutions under the pedagogical ideas of Montessori. However, this interest was extinguished in 1926 at a meeting of the scientific and pedagogical section of the State Academic Council. The pedagogical system of Maria Montessori did not take root in the Soviet Union in an era when everything was evaluated from the position that the proletariat would be able to create its own science and culture.

Montessori ideas were remembered only in 1992, when the Moscow Montessori Center was founded, and in 1993 the Interregional Alternative Montessori Association appeared. In 2009, the “Center for Pedagogy M. Montessori” was created, the director of which was K. Suspicious. In general, in 2016, Montessori’s pedagogical ideas in Russia began to manifest themselves in the environment of recently opened private kindergartens and schools where the method of free education is applied in practice, as in the most famous Moscow school Citrus Montessori School (NOU SOSH “Penates”). Here are some examples.

. “Forget-Me-Nots” is a Montessori center in Perm, founded in 2015, which hosts classes in a specially organized environment for children of 3 age categories: the “Together with Mom” ​​group for kids 1.5-3 years old, the toddler group “Myself” for children 2.5-4 years old and the part-time group “Casa dei bambini” for 3-6 years old.

. The “School of the Mind” is an elementary general education school in Chelyabinsk, working according to the M. Montessori system. It has one class with 20 children aged 6 to 9years. The main program includes such subjects as philology, mathematics and computer science, social science and natural science, the foundations of religious cultures and secular ethics, art, technology, and physical education. “We want our graduates to boldly look at the world and reliably find their place in it. We believe that every child is talented, and we do everything so that his guiding star shines brightly in any circumstances of life ”- this is the motto of the school teachers.

Kindergartens-Montessori are opened in the city of Belgorod. Among them are “Fidgets”, “First – I”, “Success”, “Rodney”. As in the whole of Russia, such private educational institutions have nothing in common with a coherent European-style education system and play the role of “additional” education, while charging significant amounts. “Golden Bead”, “Cinderella”, “Indigo Children”, “Earthlings”, “Magic Country”, “Brilliant Kid”, “Solar Circle” in Ufa, “Montessori School of Moscow”, “I Love Montessori”, “School Great Discoveries”, “New World”, “St. Petersburg Montessori School Mikhailova”, “Russian” – all these centers are located in Russia. With her help, schools of free education were opened on the territory of Kazakhstan, such as Montessori Center Almaty or Bravo Montessori School, Cassiopeia.

Conclusion

Maria Montessori can be called an outstanding philosopher, subtle psychologist and methodologist. She was a sensitive observer of the life of the younger generation. That is why her pedagogy is a system that has nurtured more than one talented person. It is not easy to name someone whose writings have greatly influenced the development of free education. Small and big pedagogical discoveries were born in her thanks to daily observations of the behavior, mood and condition of the children. Montessori pedagogy was criticized, as it happened with every new bright discovery, but it withstood all unfair reproaches and took a confident position in the world of pedagogical thought. In our work, we tried to reveal the features of the pedagogical activity and views of Maria Montessori in accordance with the modern education system, which is undergoing more and more “newfangled” transformations.

As our study has shown, Montessori’s methodology is a powerful pedagogical system that has gained recognition around the world and is used in practice in the modern upbringing of children in educational schools and preschool institutions around the world. Since freedom, according to Maria Montessori, manifests itself in the independence of choosing the optimal for the child and is realized in the freedom to choose an occupation, material, partner for teamwork, ease of social contact, the ideas of this wonderful person were embodied in real concepts. Montessori centers, schools and kindergartens are opening in the free countries of Europe, America, Asia and other continents. As shown by numerous experiments, experiments, observations and scientific works, children studying according to the M. Montessori system are definitely more advanced spiritually and intellectually compared to other children, students of ordinary secondary schools or kindergartens, less independent. Her ideas of free education develop obsolete systems based on the authority of the teacher and the unquestioning obedience of the child, a kind of violence against the psyche of a fragile personality that suppresses the most noble undertakings. The child has the right to choose his interests, and an experienced teacher helps to make this choice, without imposing any stereotypes and own opinions on him. “Help me do it myself!” Let us recall the main principle of Maria Montessori’s pedagogy.

References

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20. Tolstoy L.N. Collected works in twenty-two volumes. Volumes: 1, 3, 17, 18, 21. 21 volumes. – M .: “Fiction”, 1985. – 205 p.

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28. Entertainment site “Aquarelle”. Mom’s school. Montessori: early development methodology (article). Author: Montessori teacher Irina Katz. Chisinau, 2006-2016. URL: http://www.aquarelle.md/montessori-metodika-rannego-razvitiya. (Accessed 29.11.2016)

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Architecture and design

» Trinity Flooring

Launched in the greater Portland area in 2013, John Chism had a vision for a different kind of company for new construction and remodel customers that focused on delivering exceptional service. Trinit…

» Yurkshat design

Interior Designer and EventDecorator with over 10 YEARS experience in the market.

Beauty

Beauty Salon

» Haircut Now 9 Hair Salon0015

Haircut Now provides a full range of professional hairdressing services. Men’s, women’s, children’s haircuts, highlights, dyeing, hair highlighting, hair extensions…

»Divine Beauty Salon

Divine Salon & Spa provides a wide range of beauty services at a high professional level. Face and body skin care, nutritional advice, tips…

»Olena European Spa and Salon

Beauty salon offers a full range of beauty services, massages, complex skin care treatments, offers quality service. Professional approach and affordable prices.

Beauty salon (7)

Hair

» Haircut Now Hair Salon

Haircut Now Hair Salon provides a full range of professional hairdressing services. Men’s, women’s, children’s haircuts, highlighting, dyeing, hair highlighting, hair extensions…

»Divine Beauty Salon

Divine Salon & Spa provides a wide range of beauty services at a high professional level. Face and body skin care, nutritional advice, tips…

»Allure Tan & Salon

Allure Tan & Salon provides a full range of beauty services at a high professional level. Face and body skin care, nutritional advice, medi…

Hair (4)

Massage

»Divine Beauty Salon

Divine Salon & Spa provides a wide range of beauty services at a high professional level. Face and body skin care, nutritional advice, tips…

»Massage for Health

Massage services: anti-cellulite, children, honey, cosmetic, lymphatic drainage, prophylactic-therapeutic, stone massage, lomi-lomi, relaxing massage, phytobarrel.

»Powerful Touch Bodywork

Powerful Touch Bodywork offers different types of massage: wellness, healing, sports, relaxation and beauty. Affordable prices and quality service.

Massage (4)

Services

Life insurance

»Insurance / Independent agent Gafur Kambarov

Many people dream about how their lives will change in the years to come. Even though no one has a crystal ball to predict the future there are some things that are a real possibility, especially if y. ..

»Country Insurance and Financial

Country Insurance and Financial provides a full range of insurance services. Car insurance, property, real estate, commercial real estate, health insurance, str…

» Allstate Insurance – Alex Mikhno

As an Allstate agent in Vancouver, I met many local families. I love being part of a community and building relationships is one of the best parts of my job. I know what life is like in Wank…

Life insurance (14)

Equipment repair

» Computer Technical Support

Computer Technical Support provides computer repair, configuration, and software installation services in Vancouver, Washington.

»ITS Yuriy Zaslavskiy

The computer must be reliable, fast and configured PERSONALLY for you. This is the essence of the work of our company. Make your personal computer out of an ordinary computer.

“Fixoid

Fixoid Workshop provides repair and sale services for computers and gadgets from individuals and small businesses and professional and entrepreneurs. Repair of all types of devices…

Equipment repair (5)

Tourist services

»Natalie’s Travel

Travel company Natalie’s Travel provides a full range of travel services at a high professional level. Selection of tours taking into account the needs of the client, organization of ex…

» Best Of Portland Tours

Best of Portland Tours offers customized tours of Portland and the surrounding area. We also provide a scheduled shuttle if you need a ride to the airport.

Translations

»Alpha Tax and Immigration Inc

Alpha Tax and Immigration Inc accounting company provides a wide range of professional accounting services. Income management and accounting, recommendations for income management…

»Russian Language Service

Russian Language Service provides translation services for documents and texts.

»RAISA West inc. – Irina Kocharov

RAISA West inc provides the following services: American citizenship and passport; Green Card and Green Card Lottery; Travel Passport; Extension of a work permit; Fiancé/Fiance Visas; Pr. ..

Translations (4)

Notaries

»Alpha Tax and Immigration Inc

Alpha Tax and Immigration Inc accounting company provides a wide range of professional accounting services. Income management and accounting, recommendations for income management…

»RAISA West inc. – Irina Kocharov

RAISA West inc provides the following services: American citizenship and passport; Green Card and Green Card Lottery; Travel Passport; Extension of a work permit; Fiancé/Fiance Visas; Pr…

Moving

Western Group inc. distribution center

American trucking to any state. The company carries out loading, reloading, storage, delivery 24/7. Provides quality delivery services.

» Diesel Auto Express

Take the latest technology such as live tracking and up to the minute notification updates, combine that with an industry leading network of fleet and certified drivers, as a result getting unmatched re…

» NV Transport

Wide range of transportation solutions, including temperature-controlled dry van, 48-hour rental service across the US and Canada. With more than 20 years…

Moving (6)

Post and forwarding

» PAEC Packages – Christina Kostin

Pacific Atlantic Express has been delivering parcels for over 25 years. With fast delivery times and guaranteed delivery, it has become one of our most popular services. We offer delivery…

Warehouse Service

Warehouse Services Inc. operates distribution centers throughout North America offering Warehousing, Distribution, and Fulfillment services. At these facilities, we provide a wide array of distribution…

Photographers

»Oleksandr Photography

Photographer Oleksandr Photography offers a wide range of photography services and are professionals who own all the technical means necessary to carry out a successful photo shoot and create…

» Living Light Productions Video Studio

Living Light Productions provides photography and video production services in Vancouver, Washington. Individual approach to clients.

»Studio Krasa LLC – Sergey Kakorin

Photographer Studio Krasa LLC offers a wide range of photo and video services and are professionals who own all the technical means necessary for a successful photo shoot, video shoot…

Photographers (8)

Business services

Accounting services, taxes

» Five Star Tax Service Inc

Accounting company Five Star Tax Service Inc provides a wide range of professional accounting services at a high level. Management and accounting of income, preparation of tax returns,…

Olaru’s Premier Tax Services Inc. – Yuliya Olaru, AFSP

For tax preparation in Vancouver WA, you can count on Yuliya Olaru, AFSP at Olaru’S Premier Tax Services, Inc. Yuliya Olaru, AFSP assists taxpayers and small businesses with taxes in Vancouver WA and…

»Alpha Tax and Immigration Inc

Alpha Tax and Immigration Inc accounting company provides a wide range of professional accounting services. Income management and accounting, recommendations for income management…

Accounting services, taxes (14)

Loans

»PrimeLending – Svetlana Tupikova

Svetlana Tupikova is a qualified finance, loan and credit consultant. Svetlana offers her services in Vancouver, Washington.

»OnQ Financial Inc. / mortgage adviser – Gabor Vlad

Experienced Office Manager with a demonstrated history of working in the transportation/trucking/railroad industry. Skilled in Negotiation, Budgeting, Operations Management, Microsoft Excel, and Custo…

»Landmark Professional Mortgage Company

Landmark Professional Mortgage Company will represent your interests at a high professional level in litigation with credit institutions or other…

Loans / credits (4)

Financial services

» Financial Advisor at Edward Jones – Ben Chumov

As an Edward Jones financial advisor, I believe it’s important to invest my time to understand what you’re working towards before you invest your money. It’s also important to understand th…

Ukrainian United Credit Union (Vancouver)

Ukrainian United Credit Union helps its members achieve financial success by providing the highest level of personal service in Vancouver, Washington…

»OnQ Financial Inc. / mortgage adviser – Gabor Vlad

Experienced Office Manager with a demonstrated history of working in the transportation/trucking/railroad industry. Skilled in Negotiation, Budgeting, Operations Management, Microsoft Excel, and Custo…

Financial services (8)

Banks

»Ukrainian Federal Credit Union

Ukrainian Federal Credit Union. Financial aid. Personal – business services, e-services, youth accounts, privileges and discounts.

No minimum balance No metal…

» Umpqua Bank

A surprisingly different community bank. Member FDIC. Equal Housing Lander. SBA Preferred Lender. bring your mom. Bring your kids. Bring your dog.
The bank’s story began in 1953 in Canyonville,. ..

Marketing, advertising

» VirtuDesk

Virtudesk is the ideal solution for entrepreneurs! Whether you need help with marketing, lead generation, or administrative tasks, we offer competitive pricing and streamlined…

» Vadimages

Vadimages offers website development and graphic design in Portland, Oregon. We have extensive experience in creating websites and graphic design, worked with large projects…

»Afisha magazine

Russian advertising agency.

Marketing, advertising (5)

Products

Stores

»Premier Euro Market

Russian grocery store. High quality Russian and Eastern European products. The Premier Euro Market store offers a wide range of meat, fish and dairy products, canned…

»Victoria Volkov – Viking Furniture

“Viking Furniture” was started in 1972 as a furniture manufacturing &re-upholstery company in Los Angeles, by a father with a dream and 3 sons to work it. In 1981 “Viking Furniture” was in control…

» Andreys Produce

Grocery store. Russian and European products. Andreys Produce is a small organization in the fruit and vegetable supply industry for the Vancouver, Washington markets.

Stores (36)

Grocery delivery

»Mama’s Russian Food – Restaurants

Russian cuisine, food delivery. Dishes of traditional Russian cuisine from local products of the highest quality.

»Royal Bakery

Exclusive bakery. Individual orders: cakes, pastries, cupcakes, pies, pies, cookies, donuts and bagels, and much more. Not a single celebration will be left without sweet attention! Delivery worldwide

» Global Importing Group / CEO – Mike Sharyan

Operating out of our 30,0000 sq. ft. warehouse in Portland, Oregon, we have been providing imported foods to grocery stores and restaurants since 2000.We import and distribute variety of specialty foo…

Grocery delivery (4)

Other

»O Flowers

O Flowers flower shop provides a wide range of floristry services. Creation of creative flower bouquets and flower arrangements. Retail and wholesale of flowers, decoration of solemn…

»Gastronome: European Grocery & Deli

European Grocery & Deli, serving imported European sausages, cheeses, breads, pastries, chocolate, and much more. Cafe & Deli inside. floral shop.

» Morgan Jewelers (Happy Valley)

For over 90 years and three generations, the Morgan family of jewelers has continued the tradition of providing personal and professional service. We have an incredible selection of jewelry…

Other (6)

Leisure

Cafes, restaurants, catering

»Mama’s Russian Food – Restaurants

Russian cuisine, food delivery. Dishes of traditional Russian cuisine from local products of the highest quality.

»Natalia’s Cafe – Restaurants

Natalia’s Cafe – Restaurants offers a wide variety of dishes. Staff with extensive experience in organizing and serving banquets, organizes everything flawlessly and at the highest level. ..

» Svitoch

Svitoch store offers you a wide range of Russian and European products and delicacies in Vancouver, Washington. Here you will find a large selection of sweets and various pastries.

Cafes, restaurants, catering (7)

Event agency

»Style Your Event

Style Your Event is an event planning service in Vancouver, Washington. We know how to organize a holiday to make it unforgettable.

» Elegant Weddings by Lana

Elegant Weddings by Lana offers you a full range of professional wedding decor services in Camas, Washington…

»Luxury Events by Victoria

Luxury Events by Victoria provides professional wedding, party and event management services in Oregon.

Theaters

»Scarlet Sails Theater

The Scarlet Sails Theater Company provides theater classes for children and adults in the cities of Portland, Beaverton and Hillsborough.

Other

INTRODUCING SILVER STAR FREIGHT, INC.

We work closely with our clients to provide a variety of services from full size Coast to Coast loads including LTL, Frozen, Dry, Flatbed, and Expedited Starit Box or even Sprinter… to Local da…

Media

Radio

»Russian Radio America 105.5 FM

Russian Radio America is the only 100% Russian-speaking FM radio station in the USA!

»Radio LIGHT – 1520 AM – Portland Christian Radio

Radio is not the work of one or even a few people, It is 10 churches that have agreed to start a radio ministry for the Slavic population in the place where the Lord has moved…

Newspapers , magazines

»Slavic Family Media Center – Olga Anischenko

Slavic Community Center
We are pleased to announce the creation of the Slavic Community Center of the Northwest Coast. Our goal is to help the Slavic population in all spheres of their life in this sta…

Other businesses

Other

»Bible Church ”Word of Grace”

We are convinced that God is the answer to the deepest human needs. Only His word, the Bible, is able to fully and adequately explain the meaning of the existence of this world and h…

» TGR Logistics – Anatoly Rudnitsky

TGR Logistics is a trucking and Less then Truckload company with over twenty years in the industry. TGR specializes in creating efficiency and cost savings for our customers.
We are unique…

»Dmitry Alekseev – Klinger IGI, Inc.

KLINGER IGI, Inc. is a dynamic leader in the sealing and precision cut parts industry for over 50 years. KLINGER IGI Inc. delivers precisely cut products using a wide selection of standard and s…

Other (15)

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Knock-knock-knock! Who is resting in the tower? How Birobidzhan City Hall shut itself off from visitors

BIROBIJAN, SEPTEMBER 21, “NABAT”. — The city hall of Birobidzhan has not been receiving citizens on personal matters for almost half a year “because of the coronavirus”, although other institutions have found a constructive way out of the problem situation. It seems that the employees of the city administration fell in love with the “deserted” (when no one bothers them) format of work, reports a correspondent for the online newspaper Nabat.

Recall that last spring, severe restrictive measures were introduced in the Jewish Autonomous Region related to the advent of the coronavirus. Almost all shops, catering establishments, leisure centers, sports sections were closed, educational institutions were depopulated. Schoolchildren and students were transferred to a remote work format, kindergartens were freed from children. This led to an increase in socio-economic tension in the long-suffering region.

At the Mayor’s Office of Birobidzhan, the government of the Jewish Autonomous Region, the multifunctional center, the pension fund and other “public places”, the reception of citizens on personal matters was suspended at the end of March 2020. Subsequently, the corresponding restriction was extended several times.

To say that officials rejoiced with the start of the so-called “coronavirus pandemic” would be an understatement. The “servants of the people” had a golden time. Velvet season, so to speak. Finally, it became possible to get rid of personal contact with annoying visitors (whose taxes, by the way, support the “caste of celestials”). “There is no reception” – in the office, even play dominoes, even dance on the table in what your mother gave birth to!

Once again, the ban on in-person appointments has been extended until September 28, 2020. Meanwhile, in September, kindergartens, schools, catering establishments, and sports clubs started working. Direct contacts between staff and visitors have expanded. In institutions such as the Multifunctional Center for the Provision of State and Municipal Services in the Jewish Autonomous Region, the Branch of the Pension Fund in the Jewish Autonomy organized the reception of visitors using personal protective equipment. Visitors are not yet allowed into the bowels of the “gray house” (the building of the regional government on 60 Years of the USSR Avenue), but, as the watchmen said, you can call specialists who will immediately go down to the hall and accept an application from each citizen – with the issuance of a copy of the application, certified by the seal and signature.

What’s going on in Birobidzhan City Hall? Warning signs hang on the main building of the city administration (on Lenin Street) and on its analogue (on 60 Years of the USSR Avenue) that personal reception of citizens is not carried out. This angers the locals.

– The other day I had to apply to the KUMI of the Birobidzhan City Hall, but I could not get there. The decision of my question was postponed for an indefinite period, – complained Sergey from Birobidzhan.

As the “Nabat” correspondent was told by the drowning people from Dalnyaya Street, when they came to the city administration asking for help, they were offered to put their applications in a box. They did so, but there is still no response from officials. Other residents of Birobidzhan also encountered a similar “unobtrusive service”.

We would like to add that since August 18, a state of emergency has been officially introduced in the city of Birobidzhan. However, many citizens who have suffered from the rampant disaster still do not know what compensation they are entitled to and what is the procedure for obtaining them. There is no personal reception at the city hall, but at the MFC they are kicked out.

What prevents the Birobidzhan mayor’s office from applying the experience of other institutions for working with citizens remains a mystery. The number of problems in the regional center is growing, and “knocking on the door to heaven” is still problematic. Isn’t it time, in connection with the change in the format of the work of the local self-government body, to make actual changes in the size of the salaries of “servants of the people” using reducing coefficients? Maybe then the protracted “velvet season” will end in the city administration …

Sergey BORISOV

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