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Sequence 187Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 189As 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 190But turning the matter over in my mind, I realized that the magic that drew me first to Montessori almost forty years ago is… |
Sequence 195They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 199The use of language opens up entirely new worlds of thought. This is because once we can represent things in terms of strings… |
Sequence 200established in the mind. Our symbolic systems-most of language and all of mathematics-are ways of describing and managing… |
Sequence 204works, to lay down foundations that will be open and amenable to later learning. The Sensorial area provides the child with a… |
Sequence 205participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 206whose study of native creolized languages has led him to some surprising conclusions. It seems thatcreolized languages,… |
Sequence 207By three years of age, the young child has created what Dr. Montessori called Man. This little man of three years has created… |
Sequence 208It was Maria Montessori' s insight that the child had within an "inner teacher" that dictated a &… |
Sequence 215illustrated for us the deep spiritual meaning and significance of "the secret of childhood." She prepared… |
Sequence 216tendencies. 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 217the school and public library; the child who, after a lesson on rainfall in England, came to say that she had discovered that… |
Sequence 218furnish examples of these. "Excuse me," said a child to a visitor commenting in a classroom that this was… |
Sequence 219father, space pilot, dog, when one does not yet know what it means to be one's self? Again, as Montessori is based on… |
Sequence 220In whatever country a child may be born,he is endowed with what Dr. Montessori called "the absorbent mind."… |
Sequence 221of the child at birth and the child at three years of age, what an immense differ- ence there is between them, what an… |
Sequence 222The first thing to do is to realize that Dr. Montessori was working for life, not mere! y for the educational process of life… |
Sequence 223with interest and with skepticism, in many areas of American life. But along with genuine interest and combined with real… |
Sequence 224The newspapers criticized; Dr. Maria Montessori was asked what she meant by her speech, and she writes that she scarcely knew… |
Sequence 229Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 230One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 231In 1915, Dr. Montessori traveled to California to attend the Panama Pacific International Exposition in San Francisco. She… |
Sequence 232This gave us our first insight into the unexplored depths of a child's mind. This little girl was at an age when… |
Sequence 233In The Secret of Cl1ildhood, Dr. Montessori writes about her discov- ery that children could choose their own occupations:… |
Sequence 234read from the Epistle of the Mass of the day, the Feast of the Epiphany-" Arise, shine; for thy light is come and the… |
Sequence 235This early discovery has continued to be a hallmark of the Montessori approach to child development. Dr. Montessori was… |
Sequence 236from reading aloud around the fireplace in the evening for entertain- ment to multimedia entertainment centers in the family… |
Sequence 241THE CASADEI BAMBINI: PRIMARY PERSPECTIVES THROUGH TIME AND SPACE by David Kahn The vision of San Lorenzo, the Casadei… |
Sequence 1MONTESSORI' S POSITIVE PSYCHOLOGY: A LASTING IMPRINT by David Kahn Often it is difficult to create a cohesive… |
Sequence 5We have to change the knowledge base; we have to look at things differently so we understand them differently. And the second… |
Sequence 16Q: If there's a Flow, does this also suggest that there's an ebb, and how do we prepare and strengthen ourselves for… |
Sequence 17Q:Then, as teachers, how do we counteract that, if that's the kind of home they're growing up in? A: Well, I think… |
Sequence 19I think Flow is so useful in education because most children don't want to go to school. They want to learn on their own… |
Sequence 2MONTESSORI IN EARLY CHILDHOOD: POSITIVE OUTCOMES ALONG SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Annette M.… |
Sequence 4itself according to the shape of that world. The logical process of structuring the personality must orient that personality… |
Sequence 5At birth all babies are pretty much alike; babies everywhere babble at six months, walk around twelve months, and talk around… |
Sequence 6Moreover, some unexpected tastes emerge from the social life of a Montessori classroom. The children come to prefer one… |
Sequence 7to Montessori' s plan, around the age of two and a half or three, children would enter a Casadei Bambini or Children… |
Sequence 8activity, children seem refreshed and satisfied. They demonstrate "higher social impulses" (Montessori,… |
Sequence 9• Children choose their own activities after they have been introduced to a certain material or procedure. • Since there is… |
Sequence 10ognize each other as individuals and "have a reciprocal feeling for each other's worth" (Montessori,… |
Sequence 11Conclusion Social outcomes of the first phase of life (birth to three) include: • individuation, the "birth"… |
Sequence 12an "animating human spirit" driven to take human form "in or- der to act, to express itself in… |
Sequence 13fear of disturbance by an unreasoning creature, combined with a proprietary sense where objects are concerned that might be… |
Sequence 14If the environment is warm and safe, however, and if adults deal "sweetly and kindly" with them (Montessori… |
Sequence 15active experience upon their surroundings was permitted, and where free exercise of their powers could nourish their minds.… |
Sequence 16improves: Digestion gets better, nightmares disappear, "greediness subside[s]" (Montessori, Absorbent Mind… |
Sequence 17those which are termed acts of obedience" (Montessori, Spontaneous Activity 104). To ensure a continuation of such… |
Sequence 18children; it is a technique human beings use to live together harmoni- ously. As such, it is a form of adaptation to social… |
Sequence 19• internalization of ethical behavior patterns, empathic attitudes, religious and positive cultural values, etc. In the next… |
Sequence 20to think lies at the heart of our very humanity (Stephenson, "First Plane" 21). The creation of intelligence… |
Sequence 21speech reflects the characteristic intonation, pronunciation, or dialect of a region. The infant memory, Montessori said, is… |
Sequence 22But at two and a half or three, the little child's mind is in a state of "heavy chaos" (Montessori,… |
Sequence 23assist them in sequencing, classifying, and organizing their impres- sions into frameworks for learning. Montessori believed… |
Sequence 24Absorbent Mind 104). Through the repetition of such experiences, perception, thought, and expression are integrated (… |
Sequence 25surable experience, neither frustrating nor burdening" (Mario M. Montessori, "Psychological Background&… |
Sequence 26The unconscious absorbent mind, paired with the sensitive peri- ods, creates the very mind of the human being in the first… |
Sequence 27opment. As she remarked, in the embryos of mammals, "the first organ to appear is the heart" (Secret 14) and… |
Sequence 28Mario M. Montessori, "Psychological Background" 17). They "become like the things they love&… |
Sequence 29At this later stage, children continue to be led towards maturity by the unconscious intelligence of the sensitive periods,… |
Sequence 30detaches himself from the world in order to attain the power to unite himself with it." (Montessori, Absorbent Mind… |
Sequence 31thing, saying: I did it all alone, you did not think I could have done that; I did it better today than yesterday" (… |
Sequence 32• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 33Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 34Montessori, Mario M.,Jr. Education for Human Development. NY: Schocken, 1976. Montessori, Renilde. "Human Education… |
Sequence 2DEVELOPING A POSITIVE VISION FOR THE WHOLE SCHOOL by Sharon L. Dubble Dr. Dubble features one of the pivotal methodologies… |
Sequence 3The current challenge is to create a more cohesive, integrated school. As we enter a new century, Montessori schools are… |
Sequence 4In many cases, the pattern mirrors the way Dr. Montessori herself gradually broadened and connected her understanding of the… |
Sequence 6The Cycle of Evaluative Inquiry Ac:t"um/V~ 'Refl,ect"t,0t1,t Figure 1 In our schools we often short-… |
Sequence 7Child/Child with Teacher Montessori classrooms have many materials with a built-in control of error to encourage the natural… |
Sequence 12<lures, and plans. She guides, but does not control, the school's development. • The administrator leads by… |
Sequence 2A VISION OF CHILDHOOD TO ADOLESCENCE: THE SCHAEFER TRILOGY I nterpreting the changes in children as they progress toward… |
Sequence 2THE GENIUS OF MONTESSORI HISTORY by Larry Schaefer This keynote will focus on two things: Maria Montessori and her pedagogy… |
Sequence 3her powerful imagination, and her quick intuitive insights (that make up her unique feminine mind); but also ethnic "… |
Sequence 5But pedagogy ... has disdained to accept any contribution from anthropology; it has failed to see man as the mighty wrestler… |
Sequence 6This documented history was so absorbing that the chil- dren became entirely possessed by the situations. They started… |
Sequence 7We must present the human story, and this goal is the central and overarching history theme of any Montessori adolescent… |
Sequence 8In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |
Sequence 9The Greek word cosmic has four complementary and interwoven meanings. On its basic level, it means order and harmony; then… |
Sequence 11photons, electrons, and their antiparticles. There were some protons and neutrons. But the universe was in chaos-particles… |
Sequence 15The utter amazement of this life form, bacteria, their greatness, their generosity, their Herculean and transforming labors,… |
Sequence 19[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 20gogy as Applied to Child Education in "The Children's Houses." 1909. Trans. Anne E. George. New York:… |
Sequence 6adolescent so easily observable. For we are a small Montessori school of three hundred children, some thirty of w horn are… |
Sequence 7numinous dynamics of our solar system" (31 ). The word numinous is the key here,for it means filled with a sense of… |
Sequence 2INNOVATION wrmm LIMITS: How Is IT PossIBLE? A SUMMARY OF THE PROCEEDINGS by David Kahn On Februan; 14, 2000, NAMT A… |
Sequence 13Now a little bit about the challenges I have come across. I find that not having these very powerful two people, our founders… |
Sequence 16this person we may want to call a genius. It is this feedback circle that produces the ideas or works that the genius comes… |
Sequence 17that's the way to apply the ideas. But one should also continue that process of discovery that Montessori was involved… |
Sequence 18to what was essential to doctrine, what should be consid- ered dogma, what should be considered optional, what was binding.… |
Sequence 2Furthermore, liberty in the Montessori sense means freedom to choose, to become self-regulating through mastery of one's… |
Sequence 3limits established by the originator? In these circumstances is it possible for the integrity of the idea to survive in the… |
Sequence 1MARGARET E. STEPHENSON: FOLLOWING THE CHILD ACROSS THE PLANES OF DEVELOPMENT by David Kahn Margaret E. Stephenson's… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 3collaboration with his mother in their conceptualization of Cosmic Education. Miss Stephenson's devotion to the broader… |
Sequence 1Mario M. Montessori, late 1960s 1957 Advanced (Elementary) Course, London. Mario Montessori is fourth from left in front row… |
Sequence 2THE HUMAN TENDENCIES by Margaret E. Stephenson At Dr. Montessori's last public lecture she disclaimed the atten- tion… |
Sequence 3If we can find evidence in our study that there is a power in man which makes it possible for him to overcome all obstacles… |