{"id":9000,"date":"2025-05-14T08:59:53","date_gmt":"2025-05-14T06:59:53","guid":{"rendered":"https:\/\/www.institutulmontessori.ro\/resurse-edu\/observarea-in-clasa-primara\/"},"modified":"2025-07-22T11:44:12","modified_gmt":"2025-07-22T09:44:12","slug":"observarea-in-clasa-primara","status":"publish","type":"resurse-edu","link":"https:\/\/www.institutulmontessori.ro\/en\/resurse-edu\/observarea-in-clasa-primara\/","title":{"rendered":"Observation in the elementary classroom"},"content":{"rendered":"<p><b>Question:<\/b><span style=\"font-weight: 400;\"> Observation is the foundation of the scientific pedagogy proposed by Dr Maria Montessori. What is observation? What is the nature of observation in the elementary<\/span><span style=\"font-weight: 400;\"> c<\/span><span style=\"font-weight: 400;\">lass? How can observation help the adult<\/span> <span style=\"font-weight: 400;\">guide the development of children?<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Answer:<\/b><span style=\"font-weight: 400;\"> Observation is the act of noting and<\/span> <span style=\"font-weight: 400;\">recording facts or events, as for some scientific study. To observe is to examine and<\/span> <span style=\"font-weight: 400;\">study scientifically. The scientific study<\/span> <span style=\"font-weight: 400;\">undertaken by Dr Maria Montessori was an<\/span> <span style=\"font-weight: 400;\">examination of the normal path of development of the human being. The development<\/span> <span style=\"font-weight: 400;\">of the human being extends beyond childhood (birth to puberty) but this answer will<\/span> <span style=\"font-weight: 400;\">be limited to childhood and in particular to<\/span> <span style=\"font-weight: 400;\">the second stage of development. To this<\/span> <span style=\"font-weight: 400;\">end, Montessori proposes that the child be<\/span> <span style=\"font-weight: 400;\">left free to reveal this normal path of development. Yet being a child requires the care of the adult and so there is a presupposition<\/span> <span style=\"font-weight: 400;\">that the adult provides care for the child in<\/span> <span style=\"font-weight: 400;\">this process.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Therefore, one can identify two purposes<\/span> <span style=\"font-weight: 400;\">for observation: 1) noting and recording<\/span> <span style=\"font-weight: 400;\">events that lead one to describe a normal<\/span> <span style=\"font-weight: 400;\">path of development; and 2) noting and<\/span> <span style=\"font-weight: 400;\">recording events that lead one to provide the<\/span> <span style=\"font-weight: 400;\">care necessary for normal development. In<\/span> <span style=\"font-weight: 400;\">this response, the second purpose will be the<\/span> <span style=\"font-weight: 400;\">primary focus. The description of a normal<\/span> <span style=\"font-weight: 400;\">path of development as explicated by Maria<\/span> <span style=\"font-weight: 400;\">Montessori will be the theory within which<\/span> <span style=\"font-weight: 400;\">observations in the classroom will be discussed. It is instructive to include some foundational ideas in the Montessori theory.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Briefly, Montessori\u2019s theory regarding normal development is based on human tendencies, those strong urges that impel a human being to activity in the interest of survival and fulfillment of the human potential.<\/span> <span style=\"font-weight: 400;\">Further, these strong urges are manifest to a<\/span> <span style=\"font-weight: 400;\">greater degree at certain times during development so that the individual personality has<\/span> <span style=\"font-weight: 400;\">the best chance of fulfilling the human<\/span> <span style=\"font-weight: 400;\">potential. The most important aspect of<\/span> <span style=\"font-weight: 400;\">observing normal development is that the<\/span> <span style=\"font-weight: 400;\">human being must be left free to be active so<\/span> <span style=\"font-weight: 400;\">that the normal path the human tendencies<\/span> <span style=\"font-weight: 400;\">will take is revealed.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">There is another important part of the<\/span> <span style=\"font-weight: 400;\">theory for the child in the second stage of<\/span> <span style=\"font-weight: 400;\">childhood. Just as the plan for the child in<\/span> <span style=\"font-weight: 400;\">the first stage is to guide the child as he<\/span> <span style=\"font-weight: 400;\">adapts to his immediate surroundings, the<\/span> <span style=\"font-weight: 400;\">plan for the child in the second stage is to guide the child to adapt to the universe. This plan is called cosmic education.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">With this background theory as a general<\/span> <span style=\"font-weight: 400;\">guide to observation, recalling the second<\/span> <span style=\"font-weight: 400;\">purpose\u2014noting and recording events that<\/span> <span style=\"font-weight: 400;\">lead the adult to proper guidance of the<\/span> <span style=\"font-weight: 400;\">child\u2014we ask the question \u2018What can be<\/span> <span style=\"font-weight: 400;\">observed in the elementary classroom?\u2019<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\"> The prepared environment<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> The work of the adult<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> The work of the child<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> The society created by this group, adults <\/span>and children<\/li>\n<li>Outside explorations in the larger society<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Next, what are the observations to be made for each of these areas and how do these observations lead to proper guidance?<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Prepared environment<\/b><\/p>\n<p><span style=\"font-weight: 400;\">The prepared environment needs to be<\/span> <span style=\"font-weight: 400;\">observed for its suitability and its accessibility. Suitability means that the environment is<\/span> <span style=\"font-weight: 400;\">complete as to its purpose and in good<\/span> <span style=\"font-weight: 400;\">repair. Completeness means that all the<\/span> <span style=\"font-weight: 400;\">materials needed for cosmic education are<\/span> <span style=\"font-weight: 400;\">present and materials not needed for cosmic<\/span> <span style=\"font-weight: 400;\">education are absent. In good repair means<\/span> <span style=\"font-weight: 400;\">that the materials are clean, not broken, have<\/span> <span style=\"font-weight: 400;\">all parts, and thus have the potential to fulfill<\/span> <span style=\"font-weight: 400;\">their purpose. Accessibility means that the<\/span> <span style=\"font-weight: 400;\">materials are arranged in a sensible manner.<\/span> <span style=\"font-weight: 400;\">Materials are grouped by subject and can be<\/span> <span style=\"font-weight: 400;\">gathered by the child without needing to ask<\/span> <span style=\"font-weight: 400;\">for help or permission. Each item is visible<\/span> <span style=\"font-weight: 400;\">as an entity and not mixed up with other<\/span> <span style=\"font-weight: 400;\">items.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Observations regarding suitability of the<\/span> <span style=\"font-weight: 400;\">environment may be done without the children present. Observe whether the room is<\/span> <span style=\"font-weight: 400;\">an invitation to activity. Is there a supply<\/span> <span style=\"font-weight: 400;\">shelf with a variety of items to use for explorations, i.e. great work? Are all items present<\/span> <span style=\"font-weight: 400;\">and ready to use? With regard to accessibility, are the materials arranged by subject area<\/span> <span style=\"font-weight: 400;\">and reasonably grouped so that the child is<\/span> <span style=\"font-weight: 400;\">not confused about where to find what is<\/span> <span style=\"font-weight: 400;\">needed? It is necessary to observe further for<\/span> <span style=\"font-weight: 400;\">accessibility when the children are present.<\/span> <span style=\"font-weight: 400;\">Can children find what they need and thus<\/span> <span style=\"font-weight: 400;\">have the possibility to be active in the environment? Is there enough space? Is there a<\/span> <span style=\"font-weight: 400;\">place where they can go to reflect? Is the<\/span> <span style=\"font-weight: 400;\">environment comfortable for the hours that<\/span> <span style=\"font-weight: 400;\">the child is in the classroom?<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">How do these observations help the guidance of the child? A well prepared environment gives both the child and the adult the<\/span> <span style=\"font-weight: 400;\">means to achieve cosmic education. Otherwise, the adult cannot give presentations and<\/span> <span style=\"font-weight: 400;\">the child cannot explore the concepts or activities thus presented. If the environment<\/span> <span style=\"font-weight: 400;\">is not prepared for the child\u2019s freely chosen<\/span> <span style=\"font-weight: 400;\">activity, there is no reason to suppose that<\/span> <span style=\"font-weight: 400;\">the child can develop normally.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Work of the adult<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Observations regarding the work of the adult<\/span> <span style=\"font-weight: 400;\">are primarily self-monitoring. They consist<\/span> <span style=\"font-weight: 400;\">of observations regarding planning, presenting, recording, guiding, and analyzing. Analyzing leads back to planning. Planning is<\/span> <span style=\"font-weight: 400;\">done for the year, seasonally, and weekly.<\/span> <span style=\"font-weight: 400;\">Presenting is done daily, both from a plan<\/span> <span style=\"font-weight: 400;\">and as needed by the children. Recording is<\/span> <span style=\"font-weight: 400;\">accomplished as the interaction with the<\/span> <span style=\"font-weight: 400;\">child is completed. Analysis and assessment<\/span> <span style=\"font-weight: 400;\">are the judgment of the adult with regard to<\/span> <span style=\"font-weight: 400;\">where to go next with the child. Another<\/span> <span style=\"font-weight: 400;\">important aspect of the work of the adult is<\/span> <span style=\"font-weight: 400;\">to set the protocols within which the children and the adult can be free. Although it<\/span> <span style=\"font-weight: 400;\">seems that much of the work of the adult is<\/span> <span style=\"font-weight: 400;\">directed to the whole class, it is important to<\/span> <span style=\"font-weight: 400;\">be mindful in the analyzing stage that guidance for development is to be directed to the<\/span> <span style=\"font-weight: 400;\">individual child. Observations are, of course,<\/span> <span style=\"font-weight: 400;\">the basis for gathering the information that<\/span> <span style=\"font-weight: 400;\">is passed on to the parents\/guardians of the<\/span> <span style=\"font-weight: 400;\">child.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Observations regarding the work of the<\/span> <span style=\"font-weight: 400;\">adult are a reflection on the preparation and<\/span> <span style=\"font-weight: 400;\">activities of the adult in the classroom. Is<\/span> <span style=\"font-weight: 400;\">there a commitment to the work that leads to<\/span> <span style=\"font-weight: 400;\">the child\u2019s activity? Is there a plan and is the<\/span> <span style=\"font-weight: 400;\">plan reviewed and revised depending on the<\/span> <span style=\"font-weight: 400;\">development of the child? Are the presentations well known to the adult? If not, what<\/span> <span style=\"font-weight: 400;\">needs to be done so that the child receives<\/span> <span style=\"font-weight: 400;\">the full benefit of all parts of cosmic education? Are records simple yet comprehensive<\/span> <span style=\"font-weight: 400;\">so that they can be easily analyzed and<\/span> <span style=\"font-weight: 400;\">assessed? Do records give guidance for<\/span> <span style=\"font-weight: 400;\">future planning? Are classroom protocols<\/span> <span style=\"font-weight: 400;\">working so that all are free to be active?<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">These observations help the guidance of<\/span> <span style=\"font-weight: 400;\">the child because they ensure that cosmic<\/span> <span style=\"font-weight: 400;\">education is conveyed to every child, i.e. as<\/span> <span style=\"font-weight: 400;\">much as possible. Memory is not a reliable<\/span> <span style=\"font-weight: 400;\">source to ensure this. In addition, it is necessary to ensure that a proper psychological<\/span> <span style=\"font-weight: 400;\">environment is prepared so that children can<\/span> <span style=\"font-weight: 400;\">self-construct.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Work of the child<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Observations of the work of the child may be<\/span> <span style=\"font-weight: 400;\">considered a primary focus. It is the child<\/span> <span style=\"font-weight: 400;\">towards whom our attention is directed. Is<\/span> <span style=\"font-weight: 400;\">this child following a normal path of development? Is this child thriving in the prepared<\/span> <span style=\"font-weight: 400;\">environment? Does this child respond to the<\/span> <span style=\"font-weight: 400;\">guidance of the adult? Is this child growing<\/span> <span style=\"font-weight: 400;\">in responsibility? Is this child aware of peers<\/span> <span style=\"font-weight: 400;\">and able to work collaboratively?<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Observations of the work of the child are<\/span> <span style=\"font-weight: 400;\">done in two ways. First, the adult observes<\/span> <span style=\"font-weight: 400;\">the class and children as a whole. The adult<\/span> <span style=\"font-weight: 400;\">steps aside from interacting with the children and observes the class. There are several<\/span> <span style=\"font-weight: 400;\">areas to observe and the adult may observe<\/span> <span style=\"font-weight: 400;\">them in rotation. What is the general ambiance of the class? Is there a hum of work or a different kind of hum? How many children are working with materials? How many children are working collaboratively? How many children are working collaboratively with materials? How many children are working side by side? How many children are working alone? How many children are planning what they are going to do? Are the children conversing about work or other social matters? How many children are in the process of making a choice? How many children are helping a classmate?<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Second, the adult observes the children<\/span> <span style=\"font-weight: 400;\">while the adult is working with the children.<\/span> <span style=\"font-weight: 400;\">During a presentation, the adult observes the<\/span> <span style=\"font-weight: 400;\">attitude of the child, the engagement of the<\/span> <span style=\"font-weight: 400;\">child, the child\u2019s responses, the child\u2019s ability to verbalize, and the child\u2019s exploration of<\/span> <span style=\"font-weight: 400;\">the concept or activity. During the three<\/span><span style=\"font-weight: 400;\">-period<\/span><span style=\"font-weight: 400;\"> lesson associated with the presentation, the adult notes where the child falls in the continuum. Does the child need a re-presentation? Does the child need further exploration to clarify the idea? Does the child demonstrate the acquisition of the concept\/ skill and need to move on? The observations of the child during presentations and subsequent follow-up are essential to guiding the individual child. Observations are also undertaken for the individual child during conferences. How aware is the child of seeking help or giving help? What questions does the child have? What interests does the child express? How aware is the child of what he does and does not yet know? In interactions with the child during conferences, both the child and the adult have an opportunity to refocus and improve the work of the child and the work of the adult. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">To reiterate, the work of the child is observed in both the context of the child as<\/span> <span style=\"font-weight: 400;\">working toward adapting to the social world<\/span> <span style=\"font-weight: 400;\">of humanity and the child as working to<\/span> <span style=\"font-weight: 400;\">develop individual potential. Both are necessary for the full adaptation of the child. Without these observations, the child is left free but abandoned for the task of self-construction, and there will not be a strong and stable foundation for the next stage of development. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>The society created by this group, adults and<\/b> <b>children<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Observations of the society formed by the group give the adult information on how the individual activity of the child fits into the activities of society. While individual development is still the focus, it is also important to recognize that individual development cannot occur without the assistance of society. Recognizing the need for others leads the individual to develop an appreciation of others and engenders responsibility toward others. These observations thus are important because the development of the child at this stage culminates in the child\u2019s awareness of a place in society. It is the foundation upon which the organised activities of human beings rest.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Observations of this aspect are also done in two ways: a) stepping aside from the class and b) observing while interacting with the child. How are the protocols set by the adult working to create a society within which all individuals are free to be active? What protocols do the children set for themselves as they go about their daily activities? After the initial burst of tattle telling in order to find out the good versus the bad, are the children able to negotiate amongst themselves solutions to social questions? Do children improve in their ability to negotiate as they age? Do they become aware that there are different avenues to be explored in the negotiation process? Do they develop a sense of values that steer them to a decision that is respectful to others? In the process of giving presentations to small groups of children, how aware is each child of the others in the group? Is the child patient while waiting for a turn? Does the child listen to others and make appropriate responses that make known he has listened?<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">These societal observations have great<\/span> <span style=\"font-weight: 400;\">potential for the moral development of the<\/span> <span style=\"font-weight: 400;\">child. It is at this stage of development that<\/span> <span style=\"font-weight: 400;\">the child is open to possibility and needs<\/span> <span style=\"font-weight: 400;\">guidance on what will lead to harmony<\/span> <span style=\"font-weight: 400;\">within society.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Outside explorations in the larger society<\/b><\/p>\n<p><span style=\"font-weight: 400;\">The child is being prepared by cosmic education to participate in the larger world outside<\/span> <span style=\"font-weight: 400;\">the classroom. One can ask \u2018What is the purpose of cosmic education?\u2019 Maria Montessori claims that the individual is preparing to take a place in society and to lead the human species to a unified humanity where in cosmic harmony prevails. In order to accomplish this purpose, the child must explore outside the classroom. There is no other way to guide the child to realize that the mind must guide the body. These activities are a preparation for the next stage of development when the adult loses his guiding capacity to some extent and the emerging adult\/ adolescent must use his knowledge and independent judgement to live well.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">For this purpose, observations here are<\/span> <span style=\"font-weight: 400;\">focused on the activity of Going-Out. These<\/span> <span style=\"font-weight: 400;\">activities are set in motion by the prepared<\/span> <span style=\"font-weight: 400;\">environment. The prepared environment is<\/span> <span style=\"font-weight: 400;\">limited so that the child, whose questions are<\/span> <span style=\"font-weight: 400;\">innumerable, cannot find the answers. The<\/span> <span style=\"font-weight: 400;\">child is led to realize that answers are possible through further exploration outside the<\/span> <span style=\"font-weight: 400;\">classroom. How does the child respond to<\/span> <span style=\"font-weight: 400;\">protocols set in the society of the classroom?<\/span> <span style=\"font-weight: 400;\">Does the child explore to the point where<\/span> <span style=\"font-weight: 400;\">further unanswered questions arise? If so,<\/span> <span style=\"font-weight: 400;\">then the child is ready to Go Out and find the<\/span> <span style=\"font-weight: 400;\">answers. The preparation for Going-Out<\/span> <span style=\"font-weight: 400;\">involves the following observations. How<\/span> <span style=\"font-weight: 400;\">does the child respond to the protocols for<\/span> <span style=\"font-weight: 400;\">exploring outside the classroom? Is the child<\/span> <span style=\"font-weight: 400;\">able to verbalize what is to be explored? Is<\/span> <span style=\"font-weight: 400;\">the child able to use appropriate means to<\/span> <span style=\"font-weight: 400;\">contact sources? Is the child able to collect<\/span> <span style=\"font-weight: 400;\">data and compile what has been found? Is<\/span> <span style=\"font-weight: 400;\">the child able to express appreciation for the<\/span> <span style=\"font-weight: 400;\">information collected?<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Observations of the child\u2019s ability to function independently and with sound choices<\/span> <span style=\"font-weight: 400;\">outside of the immediate supervision of the<\/span> <span style=\"font-weight: 400;\">adult are a barometer of an effective self-construction.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Summary<\/b><\/p>\n<p><span style=\"font-weight: 400;\">To observe is to serve the child in the process<\/span> <span style=\"font-weight: 400;\">of development. First learn all you can about<\/span> <span style=\"font-weight: 400;\">the child. Prepare an environment in which<\/span> <span style=\"font-weight: 400;\">the child can be free to act according to his<\/span> <span style=\"font-weight: 400;\">inner directives. Help the child to know<\/span> <span style=\"font-weight: 400;\">about the importance of activity for the<\/span> <span style=\"font-weight: 400;\">human being. Observe the child as he acts in<\/span> <span style=\"font-weight: 400;\">the environment. Revise as necessary. In this<\/span> <span style=\"font-weight: 400;\">way, you are a guide for the child.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>AMI <span style=\"font-weight: 400;\">Communications &#8211; 2008\/2<\/span><\/p>\n<p><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><\/p>\n<p><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><\/p>\n<p><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><\/p>\n<p><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><\/p>\n<p><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><\/p>\n<p><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><\/p>\n<p><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><\/p>\n<p><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><\/p>\n<p><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><\/p>\n<p><br style=\"font-weight: 400;\" \/><br style=\"font-weight: 400;\" \/><\/p>\n","protected":false},"excerpt":{"rendered":"<p>What is observation? What is the nature of observation in the primary classroom?<\/p>\n","protected":false},"featured_media":0,"template":"","categorii-resurse-educationale":[46,49],"class_list":["post-9000","resurse-edu","type-resurse-edu","status-publish","hentry","categorii-resurse-educationale-all","categorii-resurse-educationale-q-a-en"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.3.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Observation in the elementary classroom - Montessori Institute of Bucharest<\/title>\n<meta name=\"description\" content=\"Observarea este actul de notare \u0219i \u00eenregistrare a faptelor sau evenimentelor, ca \u00een cazul unui studiu \u0219tiin\u021bific.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.institutulmontessori.ro\/en\/resurse-edu\/observarea-in-clasa-primara\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Observation in the elementary classroom - 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