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Sequence 111EVOLUTION OF ADOLESCENT BEHAVIOR by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi states that "growing up"… |
Sequence 135likelier to have more rewarding relationships with their mothers and fathers than the bored. This should not be surprising,… |
Sequence 260Pedagogy for the Planet: From Childhood to Adolescence (Baltimore, November 5-8) linked the adolescent quest for Erdkinder to… |
Sequence 261culminate in a book featuring the model school design, principles of Montessori architecture, and documentation of existing… |
Sequence 125hearts (131). This was in 1949. It is just as true-perhaps truer-in 1999, fifty years later! Our job as educators is to aid… |
Sequence 247NAMTANEWS MONTESSORr/Csn<SZENTMIHALYI RESEARCH PROJECT DEFINES GENERAL PARAMETERS Mihaly Csikszentmihalyi, well… |
Sequence 9POSITIVE PSYCHOLOGY: THE EMERGING PARADIGM by Mihaly Csikszentmihalyi Positive Psychology takes the focus off… |
Sequence 29Q: Do you think that a child absorbed in a video game is in Flow? A: Yes, they can be in Flow, and usually they stay in Flow… |
Sequence 31MONTESSORI IN EARLY CHILDHOOD: POSITIVE OUTCOMES ALONG SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Annette M.… |
Sequence 234reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 238All of those present could probably concur with the concluding remark made by Frances Nemtin, an original member of the… |
Sequence 13Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 98REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 148language and have this language elicited from them, they will acquire emotional, physical, and intellectual independence.… |
Sequence 191The Montessori classroom functions on the general principle that each child has an innate passion to learn, is indeed driven… |
Sequence 199burden for a child to be "bad" or "good." We must relieve every child of that burden and… |
Sequence 481respond to this need? How does one develop a sense of identity? As John McNamara has often said, the answer lies in… |
Sequence 488REFERENCES Csikszentmihalyi, Mihaly, & Barbara Schneider. Becoming Adult: How Teenagers Prepare for the World of Work… |
Sequence 535in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 540human physiology, one's skeletal and muscular makeup as structure, and the air and food that run through the system as… |
Sequence 543Identity. Fields are created partially from creative and productive individuals who derive flow from particular activities;… |
Sequence 556Balancing Creativity and Service Although creativity and social service may seem dichotomous notions, it is the combination… |
Sequence 72THE Gooo WORK by Mihaly Csikszentmihalyi INTRODUCTION Dr. Csikszentmihaly incisively defines soul "as a person… |
Sequence 94at the same time point to possibilities to which our biologi- cal inheritance is not yet sensitive. The sensate deals with… |
Sequence 64"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 93THE EVOLVING NATIJRE OF WORK by Mihaly Csikszentmihalyi Beginning with a definition of work built around a systems view of… |
Sequence 113have that prejudice. But I think so-called normal children, who, as you know, are not normal, don't know that. They think… |
Sequence 114THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 122Of course, all of these three need to be done with joy and engage- ment. You know, if the kids don't enjoy doing it, if… |
Sequence 126You know, children who grew upon farms used to learn that. They knew that if they didn't get up at four or five in the… |
Sequence 6its foundation a kind of "psychic hygiene" which helps men to grow up in a good mental health. (34) This… |
Sequence 7Csikszentmihalyi listed the conditions of the flow experience as follows (8): 1. Goals Are Clear: One knows at every moment… |
Sequence 8THE MARRIAGE OF FLOW AND NORMALIZATION The introduction of flow into the Montessori culture has had an invigorating effect.… |
Sequence 9measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 14REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 19for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 59NAMTA's MIDDLE SCHOOL RESEARCH HITS THE MARK by Annette M. Haines I have finally had the privilege of reading Kevin… |
Sequence 60mihalyi, The Social Context) concludes that Montessori students have more positive perceptions of their school environment and… |
Sequence 61experience (flow) theory, but I know they had studied the thought of Maria Montessori. What I saw at each of the schools were… |
Sequence 79greater feeling of emotional/ psychological safety (i.e., not being put down by teachers or students). (21) I wonder if these… |
Sequence 26child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 193We like to think of Patagonia as a one-hundred-year company; in all our planning, we think one hundred years out. There isn… |
Sequence 177I take a great interest in the children's grandparents. Once asked, they love to talk or write about their grandparents… |
Sequence 65• They will be lifelong learners because they enjoy what they do and learn in order to envision. • They will be socialized… |
Sequence 27Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 53on the lookout for books with a wide variety of cultural, linguistic, and demographic populations to add to our library.… |
Sequence 79then argued for a very different sort of school, one that would al- low children to discover their own selves, their own… |
Sequence 82Our short-term goal is building and retaining enrollment. Our long-term goal is bringing the Montessori experience to all… |
Sequence 252REFERENCES Bagot, Kathleen L. "Perceived Restorative Components: A Scale for Children." Children, Yo11th… |
Sequence 139Beethoven the structure of the Classical symphony within which he was able to innovate and express what could not have… |
Sequence 141Csikszentmihalyi, Montessori, Pink, and Lev Vygotsky all agree that the greatest developmental aid we can give our children is… |
Sequence 206Carver, Charles & Scheier, Michael. "Themes and Issues in Self-Regulation of Behavior." Perspectives… |
Sequence 105movement are some of the activities the child has the opportunity to do every day. A long and uninterrupted work period… |
Sequence 106Creative persons differ from one another in a variety of ways, but in one respect they are unanimous: They love what they do… |
Sequence 162BECOMING AN ADULT: p ATHWAYS TO MATURITY by Mihaly Csikszentmihalyi Dr. Csiksze11t111i1Iayli begins with Mo11tessori's… |
Sequence 222THE STUDY OF THE EARTH AND LIVING NATURE by Jacqui Miller Apart from 1/lerely nlludi11g to tlte biologicnl sciences, Jacqui… |
Sequence 171165 Lillard • Playful Learning and Montessori Education Case of Mennonite Children.” Merrill-Palmer Quarterly 44:538–65.… |
Sequence 3832 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 What’s the magical chemistry that happens when a team impro- vises in… |
Sequence 3933 Sawyer • Group Flow and Group Genius have confirmed the link between flow and creativity, especially at work. For example… |
Sequence 5347 Sawyer • Group Flow and Group Genius Rudman, D. (1980). Take it to the hoop: A basketball anthology. Richmond, CA: North… |
Sequence 5549 Sawyer • Group Flow and Group Genius Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass… |
Sequence 20AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 39Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 61Universal Interest Levels in Early Childhood page 60 the education par excellence.” (1892/1985, p. 95.) Montessori, who… |
Sequence 64AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 146AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 167Kahn • NAMTA - AMI Legacy 167 szentmihalyi, and Maria Montessori integrated an important installation for deep devel-… |
Sequence 170170 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 170 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 vocabulary and… |