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Sequence 22SUMMARY OF THE EMOTIONAL DIMENSION The emotional dimension of the child is important to the process of adaptation. The adult… |
Sequence 23REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 20on and found their children strikingly independent, good natured, and well adjusted. Two regional papers, including the… |
Sequence 23direct relation to responsibilities. This could be done in gradu- ated steps, where challenges, skills, and responsibilities… |
Sequence 8anything; they give them the opportunity to consciously explore that which they have absorbed in the first two and a half… |
Sequence 2But when because of favorable circumstances work flows naturally from an inner impulse, it assumes an entirely different… |
Sequence 5shown that this is the most certain datum that we have in the field of psychology and education" (Secret 185-186).… |
Sequence 6tion is the educational plan for six- to twelve-year-olds. The Greek idea of cosmos refers to the totality of the universe,… |
Sequence 8So here is the call to the educator: Prepare human beings to deal with themselves so that they may be more successful in their… |
Sequence 2FOLLOWING THE HAND: THE FIRST THREE YEARS OF LIFE by Judi Orion Delineating the steps of development of the human hand from… |
Sequence 13This is when they are fascinated in taking keys and putting them into little holes. Those are the kinds of things these… |
Sequence 3The Montessori classroom functions on the general principle that each child has an innate passion to learn, is indeed driven… |
Sequence 4scheduling practice, and assessing levels of achievement, as a teacher usually does, the guide, based on his or her knowledge… |
Sequence 6work on flow corroborates Montessori' s discoveries of concentration exhibited by young children in her prepared… |
Sequence 11offenders, and protect the victims? Why shouldn't the adults give assignments, dole out rewards and punishments, require… |
Sequence 1LANGUAGE ACQUISITION by Silvana Montanaro Dr. Montanaro' s concise presentation of language development in children… |
Sequence 47ment can do. I really think we need much more support for early education. There are some great parents out there who can… |
Sequence 1LITERARY APPROACHES FOR THE CHILD UNDER Six by Ginni Sackett This article blends the psychology of the first plane of… |
Sequence 2engaged in this self-construction, that there are sensitive periods motivating the child to certain behaviors and certain… |
Sequence 1DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
Sequence 3to the letters. There is then also the part of analyzing the words into sounds and expressing them in terms of symbols, with… |
Sequence 4language which others would not be able to understand-to use imagination. All could perhaps be made use of in order to arouse… |
Sequence 5revealed to the recipient in spite of his having taken the precaution, before eating, to hide the accompanying letter under a… |
Sequence 6the present; they can share the emotions and the sentiments that moved great people who may be dead since thousands of years… |
Sequence 7one points out that the vowels form the main part of every word and that they are much fewer in number in comparison with the… |
Sequence 9sands of unknown human beings who shaped the words and left them to us so that we can express ourselves. The teacher should be… |
Sequence 5So, let's go back, then. What is this human being that can have such an effect one upon another? It is not relevant to… |
Sequence 6Because man is the talking animal, because language is so crucial to the human being and his life, language in the Montessori… |
Sequence 7human and to be part of civilized society. Harold Goad writes in his book Language in History, "Human individuality… |
Sequence 8primary and elementary classes. Dr. Montessori attempted to show us that in the child we are dealing with a human being and… |
Sequence 10number of different words, just a few thousand, perhaps four or five at the most. To distinguish this much shorter list of… |
Sequence 11and to discover in what directions there may be possibili- ties of progress for Homo Ioquens. Towards what, who can tell. But… |
Sequence 12can go, so that the potential of the intellect of each individual child may reach as far as it individually can go? The… |
Sequence 13he chooses himself, should be a task, a drudgery, a bore. But it is how the activity is presented that makes it joyful or… |
Sequence 14of the human being to be helped to develop, .if the human being is to be a whole person. It is not the language that is… |
Sequence 21• 4 merges= 16 units (from 400 to SOO neurons, a 25% increase) Therefore, it takes a 150% increase to pass beyond the two-word… |
Sequence 2COSMIC SENSE, SENSIBILITY, AND WRITTEN EXPRESSION: FROM CHILDHOOD TO ADOLESCENCE by David Kahn Culminating with poetry… |
Sequence 5words and answer everything so you will stop asking us such questions." (27) A pollonius continues to do a very… |
Sequence 17REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 1PROCESS WRITING: FINDING FLOW IN ADOLESCENT SELF-EXPRESSION by Kim Kinzer-Brackbill Process writing has been a mainstay for… |
Sequence 30Graves, Donald. "Making Meaning Clear: The Logic of Revision." Journal of Basic Writing (1981, Fall/Winter… |
Sequence 1THE UNFOLDING DRAMA OF THE MONTESSORI ADOLESCENT IN AMERICA by David Kahn ACT ONE: IN THE BEGINNING Since the late 1970s,… |
Sequence 2emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 6The Prepared Environment: Beyond the Classroom, Pedagogy of Place Although the Montessori junior high programs were very… |
Sequence 9· It paraphrased Montessori on the psychological characteris- tics of the adolescent. • It emphasized the development of the… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 6nomic marketplace, egocentrism, pseudostupidity, and social insen- sitivity are not rewarded but are quickly extinguished. The… |
Sequence 13. Adults were trustworthy, showed interest in youth, were friendly and nice, had a good sense ofhumor, and took time to… |
Sequence 7universal put-downs, the hurtful and sometimes brutal teasing (that we pass off by saying, "I was only joking&… |
Sequence 16THE CULTURE OF CIVILITY: THE COHESION OF THE SOCIAL COMMUNITY by Pat Ludick Comparing the common characteristics between… |
Sequence 17This is indeed an important gathering and interrelationship: the coming together of Montessori guides and trainers who are… |
Sequence 20The teachers must have the greatest respect for the young personality, realizing that in the soul of the adolescent, great… |
Sequence 1Comparison: Normalization and Valorization Normalization Valorization The young child who is The adolescent whose… |
Sequence 4The crucial point of the whole question is the manner in which he considers the child, and this cannot depend on external… |
Sequence 8I am reminded of the truth of these comments every year. The fact is that adults, in general, don't like this age. Many… |
Sequence 15TOWARD KEY EXPERIENCES FOR THE ADOLESCENT by John Long In the evolution of the urban Montessori adolescent programs, the… |
Sequence 1adolescent, too, is constructing herself. Her psychic development is to articulate a personal vision. Her motto is "… |
Sequence 3need to write biographies of historical characters, of grandparents, of people they meet doing various projects. They… |
Sequence 4ness, dependence on others, a cynical outlook, and even criminality. How is right social adjustment to be achieved?… |
Sequence 5tive on human growth led her to think in terms of development of the personality. For the young child, she spoke of the… |
Sequence 2The adolescent who realizes his own value displays joy, selfless- ness, optimism, confidence, dignity, self-discipline,… |
Sequence 4Experience for the sake of experience is not the goal. It is not the intent to merely make education fun. Experiences are a… |
Sequence 8They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 10CHARACTERISTICS AND NEEDS OF ADOLESCENTS: A COMPARATIVE STUDY compiled by John Long Almost every Montessori secondary… |
Sequence 15RUFFING MONTESSORI SCHOOL PEACE CURRICULUM: AN INFORMAL NARRATIVE by John Long John Lang's implementation of a peace… |
Sequence 5Near the end of the war I leaned toward the Japanese side. And when the war ended I was sad. I was sad and relieved. I was… |
Sequence 11the readings. They were given in-class work time of up to an hour during several class periods to complete this work.… |
Sequence 4DESIGNING FOR THE NEEDS OF ADOLESCENTS: AN INTERVIEW WITH JOHN McNAMARA by David Kahn John McNamara's classic… |
Sequence 6And what about the role of computers and calculators? I have always used state-of-the-art computers. This past year I have… |
Sequence 8The how it is to be done remains constant: verbalization, materials for development, point of arrival, the three-period lesson… |
Sequence 3HELPING THE ADOLESCENT PERSONALITY by John McNamara John McNamara, who represents almost twenty-five years of adolescent… |
Sequence 4of manhood and becomes a member of society. If puberty is on the physical side a transition from an infantile to an adult… |
Sequence 3questions, "What do adolescents need?" and "How do we meet these needs?" Over the years I… |
Sequence 4I really have no way of knowing what you are feeling right now as you wait to be handed your diploma, but in addition to some… |
Sequence 5REFERENCES Montessori, Maria. From Childhood to Adolescence. 1948. New York: Schocken, 1973. Montessori, Mario. The Human… |
Sequence 17I should like to summarise just the principal events of this period, though to do so is to speak of such infinitesimal things… |
Sequence 15THE PEDAGOGY OF PLACE by Pat Ludick Pedagogy of Place as presented in Pat Lu dick's article looks at pedagogy of place… |
Sequence 16of our young people. In designating the parameters of a farm as the place in which adolescents find stability and a myriad of… |
Sequence 1Pr.ut JJ: 71,,e, eau ~ .M~ g~ 11 . .Jl~P~ DR. MONTESSORI' s THIRD LECTURE GIVEN AT THE MONTESSORI CONGRESS IN OXFORD… |
Sequence 5A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 6TWENTY-EIGHTH LECTURE OF THE TWENTY-THIRD INTERNATIONAL MONTESSORI COURSE AMSTERDAM, JANUARY-JUNE, 1938 DELIVERED MONDAY,… |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 17The parents have to accept that you cannot give guarantees for one year. We can guaran- tee that we will get the child to a… |
Sequence 18Joosten: It is a kind of in-service training for a regular institution, so not like we have the pre-primary and primary people… |
Sequence 19you are not good at waiting. How can you be? We are, in Europe, suffering from the defects of old age, and that is why we… |
Sequence 20tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 22Joosten: The only thing is that you should assume obligations to the families and the children over periods of time, so that… |
Sequence 24Joosten: The seventh leg is someone who really wants to do it. But it's not enough to want to. That is where we have to… |
Sequence 1they will be accepted. I think it is not-I am not good at defining personal qualities. Joosten: Let me try. They should be… |
Sequence 4that it is not the full answer for setting it up, but the land is one of the things. If you get money, you will definitely… |
Sequence 5Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep… |
Sequence 3good as its criteria and the controls and the people executing the experiment must have clarity of vision. But anyone's… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 5Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a… |
Sequence 6foosten: But that's elementary material. Erdkinder Atlanta: So we don't have all the elementary material. Joosten:… |
Sequence 14The urban school that functions as a prerequisite to Erdkindercan continue to foster the same Montessori. attitudes that have… |
Sequence 1There is a quantum leap from childhood to adolescence, most dramatic when Montessori literature evokes a residential farm… |
Sequence 3Farmer, be a free man among men, but a slave to the soil. Kneel and bow down to it every day. Nurse its furrows and then even… |