Search Inside Documents
Displaying results 1001 - 1100 of 13048
Sequence 9But here again is a point of technique: I should either show the whole class together how to do this, or such of them as did… |
Sequence 1WORLD MONTESSORI: RENEWAL THROUGH COOPERATION by David Kahn What is the task confronting education? It is above all the task… |
Sequence 2Chinese experience, a Russian experience, a Mexican experience, and so on. There is instead the universal child, the child… |
Sequence 3viewed her educational principles from the very start as anything less than a contribution to the whole planet. Accordingly,… |
Sequence 1MARIA MONTESSORI AND THE "GLASS HOUSE" by Alan Bonsteel, MD Dr. Bonstee/' s article not only conveys… |
Sequence 2these "deficient" children, in 1907 she took her new teaching prin- ciples to "normal"… |
Sequence 3In addition to help from her longtime assistants, Helen Parkhurst and Adelia Pyle, Montessori was accompanied by her son,… |
Sequence 4lecture extensively to wider audiences, including a combined session of the 53rd annual convention of the National Education… |
Sequence 5and Montessori teaching in the U.S. fell on hard times. Some of the new "Montessori" schools in the U.S.… |
Sequence 7Hinkle, F. R. (1915, September 12). A day with Dr. Maria Montessori and her youthful charges is an eye-opener for the average… |
Sequence 2Therein lies, partially, the psychological piling on which the foundation of the Montessori educational system is based. It… |
Sequence 3DEMONSTRATION AT P. P. I. E. The Montessori demonstration class of 20 children ranging in ages from three to six years is… |
Sequence 5To the Montessori "bleachers" the serving of the luncheon of milk and crackers is the most interesting part… |
Sequence 1THE ORGANIZATION OF INTELLECTUAL WORK IN SCHOOL by Maria Montessori, MD Very closely related to the seminal writings o/The… |
Sequence 1THE MOTHER AND THE CHILD by Maria Montessori, MD This incredibly forceful article looks at the need for attention not only to… |
Sequence 1EDUCATION IN RELATION TO THE IMAGINATION OF THE LITTLE CHILD by Maria Montessori, MD Touching on the significance of… |
Sequence 1PEACE THROUGH EDUCATION by Maria Montessori, MD, and Mario M. Montessori, PhD "Educational reform cannot be… |
Sequence 2asserted without hesitation that no research study of peace even ofa rudimentary character has been undertaken. Stranger… |
Sequence 3perhaps had not yet suffered enough. Of this period we may well quote the ancient prophet who said: "We supported… |
Sequence 4conception of the world and our own place in it. Teaching a common lan- guage, even efforts to find and inculcate a kind… |
Sequence 1MARIA MONTESSORI: w ORLD PEACE THROUGH THE CHILD by E. Mortimer Standing E. Mortimer Standing's remarks concerning… |
Sequence 5mechanical men. That is why, as Montessori says, "man of today is like an abandoned child who finds himself lost in a… |
Sequence 10Only the other day, a friend of mine told me that she possessed three cats who were constantly at war with each other. But it… |
Sequence 13these great lords of the earth, these dominating all-powerful adults, so confident in their own powers, so conscious of their… |
Sequence 15kind to the same degree as we have lea.rned to control the unlimited physical energies in Nature. "Man must become… |
Sequence 7this behalf, the messages of ecologists should be built into every curriculum, from the teaching of preschool children on… |
Sequence 8helping us to cut between the twin pitfalls of sentimentality and indifference in our relationship to children. Third, we can… |
Sequence 10Yet, in these troubled times, which point to still more vast difficulties, her philosophy of the child takes on increased… |
Sequence 11innovation. Fifteen years ago I wrote on this issue as follows (McDermott, 1965, p. xii): The notion of structure, so central… |
Sequence 12of the materials is analogous to our deep need in the next generations to arrive at a state wherein we do not plunder, that is… |
Sequence 14REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 1p ARENT EDUCATION: SEEING THE CHILD'S PERSPECTIVE by David Kahn ENCOUNTER, THE CHILD'S PERSPECTIVE To be born is… |
Sequence 4The critical art of parent education is to bring the parent into the child's world view, the child's struggle in… |
Sequence 5At Home with Montessori "A house for children and adults" is a unifying theme of this colorful exploration… |
Sequence 6The prepared environment and the quality of the materials is emphasized first in principle and then through each of the… |
Sequence 7These booklets are sold in three-volume sets. Series One includes The Home Environment, The Road to Discipline, and The… |
Sequence 8The book continues by exploring the Montessori nuances of disci- pline in classic passages by Dr. Montessori on the three… |
Sequence 9The Montessori essays include "Psycho- grammar," "Language-a Cooperative Art," and… |
Sequence 6Although the home and the Montessori school comple- ment each other, they are set up with different goals in mind. ~… |
Sequence 2Maria Montessori died in 1952, but her work continues. Today there are close to five thousand private and approximately two… |
Sequence 5Physical education is likewise inte- grated into the day. Montessori schools provide access to the outdoors so that indi-… |
Sequence 6Because parents are treated as col- laborators in Montessori, they are often invited into the classroom to share and… |
Sequence 3which, Dr. Zener maintains, is what every Montessori presentation is all about, the Montessori materials. Dr. Zener integrates… |
Sequence 4Gardner and Montessori both look well beyond the notion of fixed IQ and predestined aptitudes. Rather, their joint perception… |
Sequence 5Praxis refers to the different uses of words. Praxis involves aware- ness of different parts of speech, for example,open the… |
Sequence 7of the individual, but something which depends on another . . . . We must always give encouragement because it is a direct… |
Sequence 8and where does it take place?; memory of sensory impressions-how did the things look and what did they feel, sound, taste, or… |
Sequence 9Next time you think your classroom is too noisy, go around and listen to the conversations. With some input from you, those… |
Sequence 12At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 13called by Gardner's name, but you will recognize it when Montessori speaks of the relationship of intelligence and… |
Sequence 16The various sorting exercises of nuts, buttons, corks, colored beads, etc. that we prepare for transition activities when… |
Sequence 17designed to help children with this important control of mind over the body. The hand is the instrument of the visual/spatial… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 3manifestations of intelligence than a fragmented intelligence. I still believe in a cosmic intelligence, of which we are all… |
Sequence 9nature. This method is based on the observation of universal charac- teristics and needs as manifested by the child. It is the… |
Sequence 10Montessori insists on constructing an environment for the child in which the child can be active, a prepared environment with… |
Sequence 13personality. It supports all the traits needed for the child's adaptation to a society that is in continuous change, so… |
Sequence 2Through movement and song, the human discovers continuity and coherence and works out an interior order which requires a… |
Sequence 3part of nature's provisions. But to be always thinking of the mind, on one hand, and the body, on the other, is to break… |
Sequence 5repetitive constancy to achieve the next level of functioning. The baby develops bodily structures by attempting to function… |
Sequence 16Gordon, E. E. (1990). A music learning theory for newborn and young children. Chicago: GIA. Madaule, P. (1994). When… |
Sequence 4gence. The abstraction of the essence of objects and ideas and the subsequent formation of an image allied to the essence set… |
Sequence 6How many times must repetition occur? This is another important point. Only the individual can decide when the activity is… |
Sequence 10The following are two examples from this point of view of what the child experiences that develops the individual intelligence… |
Sequence 1MAINTAINING THE MONTESSORI METAPHOR: WHAT EVERY CHILD WANTS AND NEEDS by Asa G. Hilliard In straightfonvard terms, Dr.… |
Sequence 16Remember the kids who have perfect pitch at seven? What hap- pens to it at fourteen? Not nurtured. They say most kids get… |
Sequence 1WHAT IT MEANS TO FOLLOW THE CHILD by Martha McDermott Martha McDermott makes an evocative plea for accepting children where… |
Sequence 2We might now continue our conversation with Montessori: "Now that you have returned to your studies, what are you… |
Sequence 3children are not yet fully formed. We can make a contribution to that creative formation. Freeman Dyson wrote, "… |
Sequence 3WHY NoT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Answering possible objections and citing his own personal experiences,… |
Sequence 4The word is obviously German. Literally it would translate into English as "earth children." It is a plural… |
Sequence 8Greek, ·French, Latin, science, history. High school ends with the toughest exam in one's life. Without passing it, one… |
Sequence 11visitors. One engaged us in Latin readings, another showed me how to play the guitar. When the refugees came from eastern… |
Sequence 3That doesn't mean that the individual develops as an island with no social interaction. Social development begins at… |
Sequence 4Montessori says that this harmonizing of activities will happen quite naturally in prepared environments, and the result will… |
Sequence 8to the patience of the people we encountered. In fact, the students expressed some sadness when we returned to the city and to… |
Sequence 10One other factor to mention briefly is the quality of parent- adolescent interaction that I saw and heard about after two… |
Sequence 14bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during… |
Sequence 1This is the first year of NAMT A's Administrators' Group, an attempt to forge stronger relationships between… |
Sequence 3THE NORMALIZED SCHOOL: MONTESSORI AS A WAY OF LIFE by Mary Zeman Mary Zeman offers a definition of the "nonnalized… |
Sequence 4We can readily sympathize with any reader who finds the record of these events hard to believe. It was exactly the same with… |
Sequence 5occasionally, after warming up with a few easy questions-why is the program five days a week, what do you do about discipline… |
Sequence 6Montessori's characteristics for normalization include (and you know them) love of work, order in movement, and… |
Sequence 8healthy, so must our own lunches be. If we promise to children that they may take their time, so must we honor ourselves with… |
Sequence 12There are many things I love about this experience and about this story. One is that this is a community where we feel safe to… |
Sequence 13with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 14When something is amiss in our classroom, in our school, among the parents, or within ourselves, why not take Montessori'… |
Sequence 2EVOLVING THROUGH TRANSITIONS: MITIGATING ANXIETIES by Sharon L. Dubble Sharon Dubble evolves a new vision of the school… |
Sequence 3through adolescence), Montessori schools are seeking to understand how best to proceed. Where can schools look for guidance?… |
Sequence 4A second principle is that full development occurs through an interactive process which engages the individual with the… |
Sequence 5individual, giving attention to segments rather than the whole. We begin to speak of the intellect as separate from the body,… |
Sequence 6level, renovating or changing space, creating an administrative struc- ture, experiencing staff changes. Montessori always… |
Sequence 10By reframing Montessori's principles of human development in light of the whole school's development, we can move… |
Sequence 4nursing the older child can be a means to comfort him or her easily, these emotional needs may be filled in other ways.… |
Sequence 5an alternative. A doth baby sling is wonderful for limited use, but marsupial mothering for long periods during the day is… |
Sequence 7independence in the child's life. Dr. Sears states, "Independence is not, in itself, one of our most important… |
Sequence 2functioning adult member of society. Common sense suggests that attachment parenting has a role to play beyond the first two… |
Sequence 3will demand to be given some food. This is true independence-when the child chooses to begin the weaning process-and quite… |
Sequence 2MONTESSORI TODAY: A COMPREHENSIVE APPROACH TO EDUCATION FROM BIRTH TO ADULTHOOD, BY p AULA POLK LILLARD by David Kahn… |