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Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 16development, and the disadvantaged child; second, teacher training and teacher and teaching differences; and third, the… |
Sequence 1THE NATURE AND THEORY OF SILENCE ACTIVITIES IN THE CHILDREN'S HOUSE by Mary Black Verschuur Ph.D With the incisiveness… |
Sequence 2Culturally too, silence has many interpretations. Within our society silence can be construed as inferring compliance or… |
Sequence 4Montessori did, however, write extensively on the will and the development of will in young children. Later interpreters of… |
Sequence 5ordinary noises consequent thereon. "9 The effort is made by each indi- vidual in the collective to suspend and… |
Sequence 6consciousness of the command he/she has over the control of his/her own body. When this conscious awareness is arrived at and… |
Sequence 7could make the children silent and yet claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 8is expanded and we have the opportunity to reach out towards things which are normally beyond ow· reach, widening our horizons… |
Sequence 9requires participation. And finally, but importantly, silence should only be initiated at normal times when the room and those… |
Sequence 8MATIIEMMICS - Average Percentile Ranks California Achievement Test Grade3 Grade4 Grade6 TotalGrouJJ Montessori Group 58.… |
Sequence 2Today, with mothers spending less time at home, with families falling apart and being reshaped in new combinations, and with… |
Sequence 12The connection with Bowlby had grown thin, but when he visited her in 1960, just as her marriage was dissolving, she presented… |
Sequence 13maybe giving her a smile, but focusing most of his attention on the environment. And just as soon as the mother got up to… |
Sequence 14"The thing that blew my mind was the avoidant response." The avoidant children, who seemed indifferent to… |
Sequence 15into the three volumes of his Attachment and Loss, which made their way into publication from 1969 to 1982. Years passed,… |
Sequence 28what makes the most sense. A lot also depends on how much faith you have in Ainsworth's seminal study of a quarter… |
Sequence 4In a 1.946 lecture in London Montessori said, "Education today needs one reform. If it is to prepare man for the… |
Sequence 5reversal in attitude of the children affected by the response to stimuli of the environment including the apparatus and the… |
Sequence 17servation and discovery, freedom and discipline. These are not things which are switched off and on for certain periods… |
Sequence 9The child still needs a prepared environment for his work and activities. Dr. Montessori warns us: "Education between… |
Sequence 9caretaker's) own subtle-sphere for a sufficient amount of time. Within that sphere the infant is fully functional and… |
Sequence 19NJCLD Cl 988). Position paper on definition of learning disabili- ties. Baltimore: The Orton Dyslexia Society. Orton, J.L. (… |
Sequence 1MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 167MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 18Donaldson, M. (1978). Children's minds. New York: W. W. Norton. Feuerstein, R. (1980). The dynamic assessment of… |
Sequence 2birth to 3 years of age, the child from 3 to 6 years, the child from 6 to 12, concerns a much more detailed look at individual… |
Sequence 8Montessori triangle? Surely the adult in the environment is indispens- able at any time of the day, and especially when the… |
Sequence 14the modes of self-expression. For example, John McNamara's inte- grated use of the computer for science, writing, and… |
Sequence 1GROWING SCHOOLS FOR HUMAN GROWTH by Sharon Dubble Sharon Dubble' s philosophy of developing schools incorporates a… |
Sequence 13Practical Life One of the guide's greatest resources in offering the more restless and less easily focused child deeply… |
Sequence 17Children's House, except more loquaciously. Some children need more repetition, and all the children seem to enjoy the… |
Sequence 15needs of each are different, it causes conflict and very often the needs of the adults will take precedence over the needs of… |
Sequence 20children, especially in the Children's House, we often look to the immediate situation at hand and try to figure out what… |
Sequence 25because an inner need or directive of the child is not being met. Balancing of freedom and discipline (or responsibility) is… |
Sequence 1WORLD ODYSSEY: REVELATIONS OF THE POSSIBLE by Renilde Montessori In eloquent style, RenildeMontessori speaks of restoring… |
Sequence 5So let us tum to our second cause for celebration: the coming of the third millennium. Maybe we should first listen to just a… |
Sequence 2THE MONTESSORI FAMILY AND ME by Margot W altuch This beautiful vignette of Margot Waltuch' s connection to the… |
Sequence 2CHILDREN'S PARTICIPATION: INVOLVING YOUNG CITIZENS IN COMMUNITY DEVELOPMENT AND ENVIRONMENTAL CARE by Roger A. Hart As… |
Sequence 1STORY UPON STORY by Kathleen Allen Kathleen Allen demonstrates what it means to be a II storyteller of the truth."… |
Sequence 21Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 6For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 136For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 144Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 10understanding, the power, the aesthetic grandeur, and the emotional fulfillment needed to heal the damage that has already… |
Sequence 2THE FIRST PLANE OF DEVELOPMENT by Margaret E. Stephenson One of the more significant principles of Dr. Montessori was her… |
Sequence 3impulse towards work." 1 She had noticed that impulse in the work of that first group of children she was asked to… |
Sequence 10life of a group and to live it for himself, no longer so closely attached to and dependent upon his own family. The child… |
Sequence 2A NEW LIFE, A NEW BRAIN by Lise Eliot Lise Eliot connects brain development with human educational needs from the… |
Sequence 2FOLLOWING THE HAND: THE FIRST THREE YEARS OF LIFE by Judi Orion Delineating the steps of development of the human hand from… |
Sequence 2she brought them to analyze the words into sounds; (b) to relate the symbols of the alphabet with these sounds (not with the… |
Sequence 12It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 3connected with economics or service or maintenance of the Erd kinder setting. Movement for the grow- ing young person is a… |
Sequence 15HERSHEY MONTESSORI FARM SCHOOL, 2001: UNMASKING INDIVIDUAL TRUTH by David Kahn After one year of farm school operation, Mr.… |
Sequence 1So according to Montessori, the task of the educator is to "prepare an environment" with scientifically… |
Sequence 4~- q~ j')14ecU<utA, ADOLESCENT ENGAGEMENT AND ALIENATION by Kevin Rathunde Dr. Rathunde's article… |
Sequence 7what their child has received until they have moved into the elemen- tary school arena and they see the results in their… |
Sequence 11self. A well-developed will and a clear sense of belonging enable the adolescent to create a polite forum for debate and… |
Sequence 7on earth. Over 3.5 billion years there have been five of these events. Isn't it amazing that humans have reached the… |
Sequence 8Houses. This is not a snobby attitude. If we take in too many children who cannot follow their healthy inner urges, then we… |
Sequence 2How SENSITIVELY TIMED ARE SENSITIVE PERIODS? by Rita Schaefer Zener Rita Schaefer Zener's theory base for sensitive… |
Sequence 2READING, WRITING, AND MATHEMATICS: EXPLORED AND DISCOVERED RATHER THAN TAUGHT by Annette M. Haines Annette Haines… |
Sequence 2THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 2THE Six-To-TWELVE WORKING MooEL by Suzanne A. Damadio Suzanne Damadio gives a practical profile of a working model of a six-… |
Sequence 1ELEMENTARY PHYSICAL EDUCATION by Greg MacDonald Looking at the Montessori perspective including the psychological charac-… |
Sequence 23Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 3developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 14materials, and the latter is essential if we are to devise appropriate presentations for children in the future. • To pass… |
Sequence 8These further developments were subsumed under sensorial, lan- guage, and arithmetic/math (the existing areas) wherever… |
Sequence 10language in all its various aspects or all of the math, and how the fifth album with its old identity tag was simply a working… |
Sequence 2Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 10Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 12Figure 7. World Map Showing the Main Peninsulas of the World. Etymologies The teacher or children can research the stories or… |
Sequence 126Figure 7. World Map Showing the Main Peninsulas of the World. Etymologies The teacher or children can research the stories or… |
Sequence 128Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 141Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 152language in all its various aspects or all of the math, and how the fifth album with its old identity tag was simply a working… |
Sequence 154These further developments were subsumed under sensorial, lan- guage, and arithmetic/math (the existing areas) wherever… |
Sequence 164materials, and the latter is essential if we are to devise appropriate presentations for children in the future. • To pass… |
Sequence 227developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 2PSYCHO-GRAMMAR: MONTESSORI'S REFLECTIONS ON GRAMMAR AND PSYCHIC DEVELOPMENT by Annette M. Haines Dr. Haines' rich… |
Sequence 2A PATH FOR THE EXPLORATION OF WRITING AND READING by Muriel Dwyer Connecting the Montessori idea of exploration and… |
Sequence 13It must be stressed that this stage is of the utmost importance both for the young children and for those who emer school at… |
Sequence 1MONTESSORI UNDER THREE: THE FOUNDATIONS OF HUMAN PERSONALITY by Judi Orion Looking at the roots of human personality, Ms.… |
Sequence 2MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 2ON BECOMING A CITIZEN OF THE WORLD: CAN MONTESSORI ACHIEVE ITS AIM? by Kay Baker The exploration of the meaning of "… |
Sequence 2EDUCATEURS SANS FRONTIERES: LIVING OUT THE VISION by Charlene S. Trochta Charlene Trochta's review of her experience of… |
Sequence 3The first gathering ofEsF took place in Italy during the summer of 1999. At the end of the six-week convocation, the… |
Sequence 13is necessary within the limits of the farm for the adolescent to understand the potential joint venture between nature and… |
Sequence 12• an international network of training and study centres dedicated to the propagation of Montessori's teachings and the… |
Sequence 7the abstraction of it on a large scale to be convincing and comprehen- sible. A culture of responsibility toward one another… |
Sequence 2music and art, on the one hand, and totally ignoring the fact that there are children who are interested in exploring physics… |
Sequence 2MORE PARENT INVOLVEMENT: REFINING p ARENT EDUCATION WITH AN EMPHASIS ON ASSISTANTS TO INFANCY by Judi Orion Starting from… |
Sequence 2DEEPENING COSMIC EDUCATION by Gerard Leonard This article is a special blend of research, theory, and practice, with clear… |
Sequence 2EMBODYING THE MONTESSORI CHALLENGE AS A TOTALITY: UNDERSTANDING REFINEMENT ACROSS THE PLANES OF EDUCATION by Annette M.… |
Sequence 2TEACHER STAGES OF REFINEMENT by Carol Alver Carol Alver traces the development of the Montessori teacher as a three- period… |
Sequence 2THE SCHOOLS OUR CHILDREN DESERVE: HELPING PARENTS UNDERSTAND THE RATIONALE FOR ALTERNATIVE EDUCATION by Alfie Kohn A/fie… |
Sequence 1THE ORIGINAL PRINCIPLES OF THE SILENT JOURNEY by Barbara Gordon Bnrbnrn Gordon recounts tlie evol11 tio11 of The Si lent… |
Sequence 1MONTESSORI EDUCATION IN EXILED TIBETAN CHILDREN'S VILLAGES by Ela Eckert translated by Sue Irwin Resenrc/rer £In… |
Sequence 2these schools are run privately; Montessori is seldom found in the regular school system. Setting up a Montessori class is… |