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Sequence 8FURTHER MONTESSORI INSIGHTS Dr. Montessori also forecast other current ideas in developmental psychology not reviewed here.… |
Sequence 9LS. Clasen,A.W. Toga,J.L.Rapoport,&P.M. Thompson. "Dynamic Mapping of Human Cortical Development during… |
Sequence 34which," she said, he "doesn't understand yet." This idea, she felt, was "a very… |
Sequence 20inspire" them to learn. If the answer was negative or uncertain, the candidate apparently was urged to go into some… |
Sequence 5where does my belief system fit in this diverse world we live in? lnternet anonymity bas really changed the way kids… |
Sequence 11Montessori education have key ideas in common. Many character- istics of flow that have been revealed by research, including… |
Sequence 12• • • • • • ___ __,.,.~ . • • • • • • Figure 10 I would like now to list some further investigations of modern pedagogy… |
Sequence 11This is what Piaget missed, leaving so many early-childhood programs adrift in a morass of developmentally appropriate activi… |
Sequence 14[t acts as a neuronal insulator, like the plastic wrapped around an electrical cable, which prevents me from getting a shock… |
Sequence 9This is just one example. In everyday life, one can notice many examples of gradual fading away of forms of learning which are… |
Sequence 17of its potential for shaping the teacher-student relationship. But that would be a necessary step to take if we were to… |
Sequence 14have the critical opportunity to learn firsthand how groups work and to practice what it means to be a viable member of a… |
Sequence 10amenable to process- es of socialization that might focus on training or behavior- al therapy. Though evidence suggests… |
Sequence 12used to support this view of play are Lev Vygotksy's socio-cultural theory and Jean Piaget's constructivism.… |
Sequence 7There is the mantra regarding the noble characteristics and the dynamic training of character as she points to challenges that… |
Sequence 30166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 3Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 3Hurried to Read page 92 Elkind, prominent child psychologist and president of the prestigious N.A.E.Y.C. (National… |
Sequence 4AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 2AMI Journal 2017 - 2018 page 113 its life—and its own task to perform in a mutual service relationship. This service is… |
Sequence 3Indirect Preparation: Old Vision; New Perspectives page 148 there is an increased likelihood of recall or remembering. The… |
Sequence 21Indirect Preparation: Old Vision; New Perspectives page 148 there is an increased likelihood of recall or remembering. The… |
Sequence 56AMI Journal 2017 - 2018 page 113 its life—and its own task to perform in a mutual service relationship. This service is… |
Sequence 76AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 77Hurried to Read page 92 Elkind, prominent child psychologist and president of the prestigious N.A.E.Y.C. (National… |
Sequence 103Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 22Indirect Preparation: Old Vision; New Perspectives page 148 there is an increased likelihood of recall or remembering. The… |
Sequence 57AMI Journal 2017 - 2018 page 113 its life—and its own task to perform in a mutual service relationship. This service is… |
Sequence 77AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 78Hurried to Read page 92 Elkind, prominent child psychologist and president of the prestigious N.A.E.Y.C. (National… |
Sequence 104Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 2----------------------------~-----~- recognizes the many problems he must experience, and without belittling the child,… |
Sequence 3realistic view. His thoughts are real for him, and the more he thinks about them, the more convinced he becomes of their… |
Sequence 10realistic view. His thoughts are real for him, and the more he thinks about them, the more convinced he becomes of their… |
Sequence 11----------------------------~-----~- recognizes the many problems he must experience, and without belittling the child,… |
Sequence 2social integration of the handicapped and multiply handicapped child. They have systematically applied Montessori therapy to… |
Sequence 1Psychoanalysis and Montessori: The Development of the Child's Self by Lili Peller Ms. Peller presents a psychoanalytic… |
Sequence 5an end product - the building or the painting - but he enjoys the activity as such. In an environment scaled to his abilities… |
Sequence 4Phases I and II teachers involved in Phase III noticed that the children could apply the concepts and language gained in the… |
Sequence 610 The change in the instruction of children in more complex societies is twofold. First of all, there is knowledge and skill… |
Sequence 334 Language may be studied from the humanistic point of view that it is an adaptive medium whereby the human relates to his… |
Sequence 6new idea has to be tested in systematic ways to be verified. I am well aware that the structured use of the Montessori… |
Sequence 258 only allow play that has an adaptive, prepatory function and discourage other forms of imaginative play. He cites only… |
Sequence 7Cleland31 cautions us that the abilities of centration and reversibility identified by Piaget have not been shown conclusively… |
Sequence 2She feels that this format provides the greatest emotional stability for growing chil- dren. In fact, to Kramer, it is in the… |
Sequence 2today run some successful nurseries, but their methods are generally rigid and out of sync with modern theories on creativity… |
Sequence 4BOOKS ABOUT MONTESSORI: METHOD, MOVEMENT, AND THEORY Bailey, Carolyn Sherwin. (1915). Montessori children. New York: Henry… |
Sequence 4142 Synnott, A. (1983). Canadian Research in Social Anthropology, 20, 79. Torrance, E. P. (1970). Journal of Psychology,… |
Sequence 42Ballard, Hartin. (1973). The old, old story of the "New Education--2" Teacher, 70, 142-49, (7). 43 Banta… |
Sequence 4344 Claremont, Claude. of Montessori. (1949, June 3). The activity school--The purposefulness Times Educational Supplement… |
Sequence 4546 King, Irving. (1912). The place of certain kindergarten principles in modern educational theories. Proceedin s of… |
Sequence 4748 Murphy, Sister Blten. (H77). Self-dctualizacion: Learning to LLve. The Constructive Tridngle, ~. 22-31, (10). Myers… |
Sequence 151153 Hornberger, Mary Alice. (1982). The developmental psychology of Maria Montes- sori (Italy). (Unpublished doctoral… |
Sequence 184186 Katz, Prof. D. (1950). The psychology of form. Italian edition: Einaudi. This seems to be a book entitled… |
Sequence 25environment and where the transition from childhood to adulthood is not marked by a long period of preparation. Adolescent… |
Sequence 26During adolescence the young person separates from the older generation, re-evaluates his parental models and their values,… |
Sequence 27thinking enabling young people to go beyond the here and now. Because of formal operational thinking the adolescent is able:… |
Sequence 29Very often young people approach their academic work in a complex manner when, in reality, the tasks are relatively simple.… |
Sequence 31Activities may include, but are not limited to, lectures and discussions on psychological theory and application, debates, and… |
Sequence 36Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
Sequence 37Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 57with a two-month old" and used video-tapes to demonstrate that once an infant has repeatedly experienced a cooing… |
Sequence 70seems to be a result of developmental influences alone or direct instruction. O'Hern's study in 1932 examined the… |
Sequence 80As psychologists became involved in early childhood education in the 1960s, they developed early childhood curriculum models… |
Sequence 83research on teaching and childrearing has pointed to the superiority of an "authoritative" or "… |
Sequence 100work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and… |
Sequence 9observe her subjects in a holistic manner; consequently, her research was naturalistic or ethnographic. From her first… |
Sequence 85CHAPTER6 RESEARCH OF COGNITIVE/ INTELLECTUAL DEVELOPMENT Introduction One of the earliest studies of intellectual… |
Sequence 5THE MAINSTREAMING OF MONTESSORI IN AMERICA by David Kahn, Editor On April 17, 1989 Newsweek published a cover story entitled… |
Sequence 103INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 104from one learning stage to the next, the first must be completely mastered. But Bruner implies that the conceptualization… |
Sequence 19MOVEMENT by Constance Corbett Constance Corbett presents a comprehensive view of movement, it,s relatwnship to inwllectual… |
Sequence 21takes place without any voluntary effort on the part of the child. It is a time when children project themselves, by activity… |
Sequence 22sensorially, they are simultaneously absorbing the world into them- selves. Children build their conception of self and… |
Sequence 25Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 50builds from the concrete to the abstract. Suzuki method teachers paral- lel this approach in their ordering of the pieces… |
Sequence 74Attachment theory was itself born of three unlikely parents: ethol- ogy, developmental psychology, and psychoanalysis -… |
Sequence 177Programs as one of its board members. They have some of the most exciting professional development meetings of any… |
Sequence 178the common experience for fashioning questions in the right way to reveal what they know, rather than just revealing… |
Sequence 90two-year-old child is able co represent events symbolically; for example, with language. Uzgiris and Hunt conducted one of… |
Sequence 41cultures throughout the world can yield a better understanding of orality and that an understanding of orality can help us… |
Sequence 50Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The… |
Sequence 72Montessori views personal autonomy as interconnected with social re- sponsibility and the evolution of human societies. The… |
Sequence 73theories of Erikson, Piaget, and other constructivists, the central theme of this new paradigm is the assumption that the… |
Sequence 89Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 72I suggested that the beginning of this trail might be found in what Piaget calls the symbolic or semiotic function, which… |
Sequence 90Loeffler, Margaret H. (1980). An Investigation of the Relationship of Protowriting (Invented Spelling) and Cognitive… |
Sequence 85able to get good results from punishment" (Sears et al., 1957, pp. 485,486). The long-term results, however, were… |
Sequence 97thinking and choice making. School Psychology Review, 20, 382-88. Kutner, L 0990, November 29). As motivator, the carrot may… |
Sequence 160A great deal of learning is dependent upon early sensorimotor integration and perceptual maturation. Children learn first… |
Sequence 173NJCLD Cl 988). Position paper on definition of learning disabili- ties. Baltimore: The Orton Dyslexia Society. Orton, J.L. (… |
Sequence 155rights to animals, plants, and the land itself is rare, this paper will recognize three sources of concern: fears for self-… |
Sequence 156such as the tendency to think that everything is made for people, intentionality of nature, or animism. Alongside this… |
Sequence 158If children's experiences are solely with the world of people, it is unlikely that they will develop ecological… |
Sequence 161enough with people to correct misconceptions regarding their behavior or the impact of human actions on their lives. When… |
Sequence 163Navarra, J. G. (1955). The development of scientific concepts in a young child. New York: Columbia University Bureau of… |
Sequence 70(1908/1985), faced this issue and concluded that children should be given an already-finished, beautiful garden. This might… |
Sequence 106helping us to cut between the twin pitfalls of sentimentality and indifference in our relationship to children. Third, we can… |
Sequence 12school. This is similar, in fact, to the task that was set for him by the Parisian government at the turn of the century. If,… |
Sequence 119you have nature. On the other hand, my view, my metaphysics, tells me that nurture changes nature. Before I go further, let… |