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Sequence 8Now this is a posi- tive idea. Montessori's psychology (unlike the prevailing paradigm based on disease, test- ing,… |
Sequence 9hearts (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 3thjg broader vision, this new story, has deepened our po- tential inquiry into meaning through a host of new lessons… |
Sequence 12THOMAS: This mysterious attraction that we call "interest" is as mysterious, as basic, as the allurement we… |
Sequence 14Held by the Sun We are held by the gravity of the Sun. Jf it were not so, we would be without the pattern of the seasons and… |
Sequence 1THE CASADEI BAMBINI: PRIMARY PERSPECTIVES THROUGH TIME AND SPACE by David Kahn The vision of San Lorenzo, the Casadei… |
Sequence 3from reading aloud around the fireplace in the evening for entertain- ment to multimedia entertainment centers in the family… |
Sequence 4This early discovery has continued to be a hallmark of the Montessori approach to child development. Dr. Montessori was… |
Sequence 5read from the Epistle of the Mass of the day, the Feast of the Epiphany-" Arise, shine; for thy light is come and the… |
Sequence 6In The Secret of Cl1ildhood, Dr. Montessori writes about her discov- ery that children could choose their own occupations:… |
Sequence 7This gave us our first insight into the unexplored depths of a child's mind. This little girl was at an age when… |
Sequence 8In 1915, Dr. Montessori traveled to California to attend the Panama Pacific International Exposition in San Francisco. She… |
Sequence 9One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 10Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 3The newspapers criticized; Dr. Maria Montessori was asked what she meant by her speech, and she writes that she scarcely knew… |
Sequence 4with interest and with skepticism, in many areas of American life. But along with genuine interest and combined with real… |
Sequence 5The first thing to do is to realize that Dr. Montessori was working for life, not mere! y for the educational process of life… |
Sequence 6of the child at birth and the child at three years of age, what an immense differ- ence there is between them, what an… |
Sequence 7In whatever country a child may be born,he is endowed with what Dr. Montessori called "the absorbent mind."… |
Sequence 8father, space pilot, dog, when one does not yet know what it means to be one's self? Again, as Montessori is based on… |
Sequence 9furnish examples of these. "Excuse me," said a child to a visitor commenting in a classroom that this was… |
Sequence 10the school and public library; the child who, after a lesson on rainfall in England, came to say that she had discovered that… |
Sequence 11tendencies. Only when we know the child's needs can we begin to learn how to cater for them. In Chapter 6 of The Secret… |
Sequence 12illustrated for us the deep spiritual meaning and significance of "the secret of childhood." She prepared… |
Sequence 5It was Maria Montessori' s insight that the child had within an "inner teacher" that dictated a &… |
Sequence 6By three years of age, the young child has created what Dr. Montessori called Man. This little man of three years has created… |
Sequence 7whose study of native creolized languages has led him to some surprising conclusions. It seems thatcreolized languages,… |
Sequence 8participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 9works, to lay down foundations that will be open and amenable to later learning. The Sensorial area provides the child with a… |
Sequence 13established in the mind. Our symbolic systems-most of language and all of mathematics-are ways of describing and managing… |
Sequence 14The use of language opens up entirely new worlds of thought. This is because once we can represent things in terms of strings… |
Sequence 18They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 3But turning the matter over in my mind, I realized that the magic that drew me first to Montessori almost forty years ago is… |
Sequence 4As you all know, being a Montessori teacher is a very simple and at the same time a very complicated business. First of all we… |
Sequence 6Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 7essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 8cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 9Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 10something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 11assimilated from the environment, without any need for direct instruc- tion." As you know, Montessori could be… |
Sequence 13form their own organization for mutual support, the Montessori Teachers' Association of Pennsylvania, which they did.… |
Sequence 2they knew that there was more than Practical Life, Art Expression, Spoken Language, and Music. But the materials got there… |
Sequence 3First a little political and geographical orientation: Romania is an Eastern European country. It is surrounded by the Black… |
Sequence 5Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 6Romanian Montessori Association to celebrate the 90th birthday of its founder, Dr. Ilie Sule-Firu. Dr. Sule-Firu was an ardent… |
Sequence 7Marcel, the Romanian professor who got Children of the World interested in doing Montessori in Romania, was and still is… |
Sequence 12opportunity to see what sort of work level the children were achieving in the Montessori class. In the Montessori class,… |
Sequence 13Children of the World, Judy Maloney and Martha McDermott, both of the U.S. There was no easy way to take care of them.… |
Sequence 2THE MONTESSORI PRESCHOOL: PREPARATION FOR WRITING AND READING by Sylvia 0. Richardson Dr. Richardson brings together her… |
Sequence 3direct preparation for writing and reading. In an era when education was stereotyped and discipline in the schools was almost… |
Sequence 5such as listening and marching to music, playing with balls, bean- bags, swings, etc. may be included. The children like… |
Sequence 7SENSORY EDUCATION The sensorial materials are designed to attract children's a tten- tion, to "educate the… |
Sequence 12Montessori viewed graphic, or written, language as offering to a child an Children from birth to two years are exposed to… |
Sequence 13of quality and contrasts; e.g., colors are graded according to tint and to richness of tone, silence is distinct from non-… |
Sequence 14writing is an essential point that has been overlooked in education and has surfaced only recently in language research.… |
Sequence 15to make a new one, such as deleting the rn from smack. In each case, after the children say the word or sound, they take the… |
Sequence 16When a child can read back the words he or she has made with the moveable alphabet, the teacher introduces the Phonetics… |
Sequence 17One example would be learning the function of the article. The materials are a plastic box containing assorted small objects,… |
Sequence 20Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 21Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 1NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 9• The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 15The Game itself calls upon the will of each individual to birth silence, carry it to another place, and hold it once in the… |
Sequence 1THE CHILD AND THE NATURAL ENVIRONMENT by Molly O'Shaughnessy Molly O'Shaughnessy has written a definitive article… |
Sequence 2Ponds were identified as the home of frogs or the home of the turtles. A massive solitary rock on the edge of a garden was a… |
Sequence 3In The Secret of Childhood, Dr. Montessori said, "The adult's envi- ronment is not a life-giving environment for… |
Sequence 6Teachers need to recognize and to help parents recognize that love of the environment cannot happen in the abstract. Empathy… |
Sequence 7the natural en vironrnen t, to experience a real leaf before offering the nomenclature for it, to offer substantial outdoor… |
Sequence 8The child by nature loves the environment. By helping the child forge an emotional bond with nature, we help guarantee… |
Sequence 9Our first task is to nourish the natural urge within the child to connect to her environment-to develop a reverence for it. A… |
Sequence 14The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 15how best to serve children who stay for extended hours. In the earlier part of this century, many of the children stayed in… |
Sequence 16The motive running through cosmic education is service. Everything that exists has a service to perform, from the plants to… |
Sequence 17when] he wants to possess the world as his theater of perception. (Nabhan & Trimble 28) Paul Shepard speaks of this… |
Sequence 19experience of what is studied in class. lf the children study herbs and their classification, they should be able to visit a… |
Sequence 21socially conscious person with a strong desire to contribute to society. Renilde Montessori says, "The adolescent is… |
Sequence 22of the earth. Work in the Erdkinder takes two directions-manual and intellectual, both of which are necessary for civilized… |
Sequence 23truly integrates all elements of the world, allowing full and active participation on the part of children and adults alike,… |
Sequence 2PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 3In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 14COMMUNITY ROLES, CHARACTER, AND V ALORIZATION The specific nature and purpose of an occupation may inspire a student to… |
Sequence 15experience in the elements of social life" (102). Looking to the eco- nomic self-sufficiency of the adolescent farm… |
Sequence 16INTELLECTUAL STUDY OF CIVILIZATION Pedagogy of Place suggests that study is attached to land-based and community-based… |
Sequence 18• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 2CREATIVITY AND STRUCTURE by Roland A. Lubienski Wentworth Dr. Wentworth's lifetime, 1900-1997, overlaps the life and… |
Sequence 4But the child "resists interference by the adult who thinks he can help him by his power. For this uncalled-for… |
Sequence 5class, as well as its discipline, depends on the interest of the children in their work. Further advice to the teachers was… |
Sequence 6the fact that mental and motor activity which should form one unity are found separate. If the individual does not succeed in… |
Sequence 7Edinburgh in 1935: "1 have found that the child, in his development, passes through certain phases, and the phases in… |
Sequence 8was a necessity; now there is admiration for his parents, for their morality, arising from feelings that his parents are… |
Sequence 9It is necessary that human personality should be prepared for the unforeseen, not only for the conditions that can be… |
Sequence 10From all this the result will be not only "self-discipline" but a proof that self-discipline is one aspect… |
Sequence 11The second group of subjects should include moral education, mathematics (using special methods of teaching and "… |
Sequence 12only learn to adjust themselves to the demands of an ordered environment. This means that the staff must take the… |
Sequence 13to do everything it wants, only that teachers should help it learn independently: "Liberty is not being free to do… |
Sequence 14and movement, Martha Kent wrote that "Montessori has no precise method of spelling beyond the dictation of phonetic… |
Sequence 15teachers would protest against having so many children in a class and would say that a class of twenty to twenty-five is… |
Sequence 16avoid the arrest of spontaneous movements and the imposition of arbitrary tasks. It is of course understood that here we do… |
Sequence 17We need to know whether the practices Montessori did not personally test are universally successful, whether there are no… |