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Sequence 5fruitfulness of a community. Montessori feels that this chance to work in a community of peers improves the students'… |
Sequence 1The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the… |
Sequence 2bands of children left behind from various invasions. Lots of children lost their parents because they were either killed or… |
Sequence 5The multi-age emphasis of Boy's Town is also important to the theme of love and fraternity within an adolescent community… |
Sequence 6Insofar as the Montessori Erdkinder is in loco parentis, we must provide common moral aims for the community. And although… |
Sequence 9farm life. The arts, music, history, geography, biology, chemistry, physics, literature, and the humanities can be derived… |
Sequence 10CHILDREN OF THE EARTH by Jan Koning and Fred Kelpin Jan Koning and Fred Kelp in' s interest in and commentan; about the… |
Sequence 1The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 2After the Second World War, several secondary Montessori schools were founded in Germany. In general, they followed the same… |
Sequence 3MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 4teaching be continued in a secondary school. Plans were devised to open a Montessori high school in Amsterdam and my father… |
Sequence 5For all that, I thought it must be possible to apply certain funda- mental principles of the Montessori method to secondary… |
Sequence 6indulge in free activities according to their own interests and at their own tempo. Moral strength is not increased by mutual… |
Sequence 10exams in mind there is a somewhat stricter working-program which, to conform to exam requirements, candidates are obliged to… |
Sequence 11The most important festivals in the school are the days of the communal Christmas dinner, arranged by the children themselves… |
Sequence 3WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 4developed a program for the third plane of development. For the children at that age she created the term Erdkinder. The word… |
Sequence 8A difficulty, certainly felt in Europe-but in this country too-is the anxiety related to curriculum: that students might not… |
Sequence 12to become ready for success in later life. Actually, Montessori main- tains that fulfilling their present needs is the most… |
Sequence 16The upshot of all of this is that the English text of the Erdkinder essay, long considered inferior and second- ary to the… |
Sequence 17movements of Germany at the time. Why attach a German name to a concept that was originally presented in Italian and published… |
Sequence 18and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this… |
Sequence 19Montessori lectured in Italian. The "Erdkinder" essay was included in this book by no later than the third… |
Sequence 27School it is not a question of keeping the child active but of seeing that the child is impelled to activity out of its own… |
Sequence 28techniques of gardening. These courses eventually developed into multi-week excursions to the country, where fire-building,… |
Sequence 29ideas of Erdkinder out of this milieu is the thesis that the documenta- tion in this paper seeks to demonstrate. She as much… |
Sequence 30D1scuss10N The purpose of establishing that Montessori launched her own ideas against the background of the… |
Sequence 31road to achieving economic independence." A big difference, perhaps the largest difference, of the Erdkinder when… |
Sequence 32from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on… |
Sequence 33Although Montessori certainly saw many benefits to placing a boarding school on a functioning farm, we have seen that her… |
Sequence 1lighted, is her emphasis on earning a wage and becoming economi- cally independent to the greatest degree possible. This… |
Sequence 2larger educational universe? How can we assure that our Erdkinder efforts might be different? What could a detailed study of… |
Sequence 3really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 4INTERNATIONAL BIBLIOGRAPHY OF TEXTS CONCERNING ERDKINDER Excerpted from Winfried Bohm. International Montessori Bibliogra… |
Sequence 5Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 6Epstein, Paul. A Montessori Program for the 7th and 8th Grade. Pamphlet. Glenndale, MD: CEkos, a Foundation for Edu- cation,… |
Sequence 7*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |
Sequence 8Marchetti, Maria Teresa. "La scuola per gli adolescenti- IJI." Vita del/'lnfanzia 2.3 (1953) 7+.… |
Sequence 8deeper and ask what specific character traits might be developed through a child's work with plants and animals in… |
Sequence 15e. 1/ie .JI~ M~ ujaJUH, Schoo-/, THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR by Laurie Ewert-Kroeker Laurie… |
Sequence 3students and their families, neighbors, local volunteers, teachers and administrators from other schools, people who saw the… |
Sequence 15HERSHEY MONTESSORI FARM SCHOOL, 2001: UNMASKING INDIVIDUAL TRUTH by David Kahn After one year of farm school operation, Mr.… |
Sequence 8that the student's memory is rich, full, and innocent. The student's own take is that the student's individual… |
Sequence 12THE FUTURE OF ERO KINDER The school where the children live, or rather their country homes, can also give them the… |
Sequence 15WHAT DOES IT MEAN TO STUDY THE HUMANITIES IN A FARM SCHOOL CONTEXT? by Laurie Ewert-Kroeker Laurie Ewert-Krocker's… |
Sequence 16Our job is not to teach history, not to cover a certain amount of information, which will result in the student's… |
Sequence 17But cynicism will not save humanity. The adolescent-who rep- resents the future "man in society"-must have… |
Sequence 25higher on the land. Expectation for moving to the farm builds. Own- ership is strong. The students help to design the lockers… |
Sequence 3OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 4cut and cleared, studied the watershed and then the waste treatment system as it was being installed, made maple syrup (like… |
Sequence 5requirements of head and hand. Montessori actually says that the methods should allow the student to alternate his or her… |
Sequence 1So according to Montessori, the task of the educator is to "prepare an environment" with scientifically… |
Sequence 3So the position I am standing in right now is in many ways excruciatingly awkward-not only because the idea of emphasizing… |
Sequence 5deprive them of the concrete experience that demonstrates the abstrac- tion, or the concrete experience that makes the… |
Sequence 6respond to this need? How does one develop a sense of identity? As John McNamara has often said, the answer lies in… |
Sequence 13REFERENCES Csikszentmihalyi, Mihaly, & Barbara Schneider. Becoming Adult: How Teenagers Prepare for the World of Work… |
Sequence 16GEOMETRY AND ERDKINDER by Nathaniel J. McDonald Nate MacDonald's chronicle of his first year of teaching geometry at the… |
Sequence 17with this rebirth in Montessori geometry, I set out to design an Erdkinder approach that would incorporate the concreteness of… |
Sequence 182. The development of practical skills and knowledge related to geometry through applications on the land. 3. The ability to… |
Sequence 23the first principles-definitions, postulates, and common notions. Thus, although the language can be archaic and the… |
Sequence 6Montessori has given us a good start with the inductive approach, going from the concrete to the abstract. But for the third… |
Sequence 7Montessori discussed two important "streams of energy" that were in perpetual interchange and in need of… |
Sequence 9Sometimes, however, staying interested meant becoming more ab- stract and objective; at these times, stories were told about… |
Sequence 10Some teachers will be skeptical of the argument being presented here. They will note a contradiction and ask, "If the… |
Sequence 16TOWARDS A POSITIVE EDUCATION FOR ADOLESCENTS: AN EXAMPLE FROM THE HUMANITIES by David J. Shernoff Dr Shernoff s deep… |
Sequence 18ualization of flow and Montessori's idea of normalization as a period of deep absorption at the heart of normal… |
Sequence 16THE MONTESSORI PAST AS PRELUDE TO A MONTESSORI HIGH SCHOOL Montessori adolescent education takes place squarely in the con… |
Sequence 17Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 3these little tiny children, they begin to function quite independently. Their language explodes, and they become very joyful,… |
Sequence 4to work. Also with these expanded career opportunities, we experi- enced, in the United States, a great mobility of families.… |
Sequence 9children individually-not collectively but individually-becom- ing independent within an atmosphere of understanding and nur… |
Sequence 10We have to provide a space that will allow the movement development that needs to occur to take place. Movement is a big… |
Sequence 11way to a breast, but they don't have many other physical capabili- ties yet to support their physical body. When… |
Sequence 12situation of unconditional acceptance and love. A child may not experience that in their family. But they deserve to… |
Sequence 4Montessori said in The Absorbent Mind: The child's adaptation to the world is thus favoured on natural lines, because… |
Sequence 2ATTACHMENT PARENTING: A STYLE THAT w ORKS by William Sears It is important to fully explore the questions of attachment and… |
Sequence 1p ARENTING FOR INDEPENDENCE by Mary G. Matthews Many directresses believe that Dr. William Sears offers one of the best… |
Sequence 3the expectation that the child should not leave the breast until far beyond the limits of the sensitive period for weaning.… |
Sequence 4Dr. Sears rightly urges that parents include their baby in daily activities. Playpens, infant seats, walkers, and swings all… |
Sequence 6The fundamental disagreement between attachment parenting and Montessori philosophy lies in the definition and importance of… |
Sequence 2Those who appreciate the multiple benefits of breastfeeding do not necessarily see weaning as directly related to the child… |
Sequence 3pendence of the child. He feels free to venture out when he knows his mother is nearby. For the young child, nursing is one… |
Sequence 1THE DEVELOPMENT OF COORDINATED MOVEMENT by Silvana Quattrocchi Montanaro Dr. Montanaro discusses the stages of movement in… |
Sequence 1THE DEVELOPMENTAL CRISES OF THE FIRST THREE YEARS by Silvana Quattrocchi Montanaro Encouraging parental awareness regarding… |
Sequence 21A). As I said, most drugs tend to fall into Category C, which basically relieves the drug company of responsibility. Still,… |
Sequence 10Hopefully this weekend has given you a little renewal of this vision. I want to give you two quotes. One is from E.M. Standing… |
Sequence 2Dr. Montessori defined the nor- mal path of development as one in which the two streams of en- ergy in the child, the… |
Sequence 3without coercion, and left him free to wander around at will-provided he disturbs no one-and if she has let him choose his… |
Sequence 4To sum things up in Dr. Montessori' swords, "A creature can be led astray by something that is in itself quite… |
Sequence 2Obviously, we first had to get the parents on board because I was going to be dealing with the physical anatomy of the human… |
Sequence 13children it was the first time they'd seen a birth. And I didn't want them to associate blood and birth. Q: Where I… |
Sequence 19with adolescents who didn't go through this program who were doing internships. I tried to give them some idea of where… |
Sequence 24exclude the idea of families with a father and a mother as from the picture of love. I don't think you should need to… |
Sequence 1THE ASSISTANT TO INFANCY: A SPECIAL EDUCATOR by Silvana Quattrocchi Montanaro Dr. Montanaro introduces the origins of the… |
Sequence 2child, the greater must be the preparation of the people who will take care of him or her. During the many years she spent in… |
Sequence 3Bambini at Palazzo Taverna in Rome, where, even during fascism, she continued the observation and education of young children… |
Sequence 4I decided to do the course. I began attending Adele Costa Gnocchi's lectures and going to Palazzo Taverna for… |
Sequence 5been tried out in the home and in Infant Communities. 1 For instance, a low, large bed is a great help for the sensory and… |