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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 1MONTESSORI, POVERTY, AND THE SPECIAL CHILD by Jon R. Osterkorn, Ph.D. With wit and substance, Dr. Osterkorn exposes the… |
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 1ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 1610. Jerome S. Bruner, Toward a Theory of Instruction (Cambridge, Mass.: Harvard Universiry Press, 1966). I l. Alexis Carrel,… |
Sequence 4In a 1.946 lecture in London Montessori said, "Education today needs one reform. If it is to prepare man for the… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
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 25part) of the disturbing hormonal changes of adolescence, the child of 9 to 12, Montessori believed, is a stronger learner than… |
Sequence 87part) of the disturbing hormonal changes of adolescence, the child of 9 to 12, Montessori believed, is a stronger learner than… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
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 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 11especially in the beginning. Once the child has become acquainted with the different names, it is no longer essential and the… |
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 8In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |
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 1DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
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 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 10CHILDREN OF THE EARTH by Jan Koning and Fred Kelpin Jan Koning and Fred Kelp in' s interest in and commentan; about the… |
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 10exams in mind there is a somewhat stricter working-program which, to conform to exam requirements, candidates are obliged to… |
Sequence 1So according to Montessori, the task of the educator is to "prepare an environment" with scientifically… |
Sequence 7what their child has received until they have moved into the elemen- tary school arena and they see the results in their… |
Sequence 1Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
Sequence 11self. A well-developed will and a clear sense of belonging enable the adolescent to create a polite forum for debate and… |
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 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 1INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
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 4of the Netherlands. He was following in his grandmother's footsteps, for Maria Montessori was similarly honored in 1950… |
Sequence 20of the Netherlands. He was following in his grandmother's footsteps, for Maria Montessori was similarly honored in 1950… |
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 142INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
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 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 13is necessary within the limits of the farm for the adolescent to understand the potential joint venture between nature and… |
Sequence 7the abstraction of it on a large scale to be convincing and comprehen- sible. A culture of responsibility toward one another… |
Sequence 18REFERENCE Montessori, Mario M. "Keys to the World: The Second Plane of Education." Summary of lectures,… |
Sequence 2music and art, on the one hand, and totally ignoring the fact that there are children who are interested in exploring physics… |
Sequence 10ITHE .4 PLANs~ OF DJVELOPMENT! I TH «BULB> ,~~~' ~ ~ Figure 1. The Bulb. Maria Montessori, Rome, 1951 (cited… |
Sequence 1OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
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… |
Sequence 23• Around sixteen thousand children are taken care of in Tibetan Children's Villages. Between two thousand and three thou… |
Sequence 48Oasis for Montessori Expansion Elementary students sketching from nature, Amsterdamsche Montessori School, 1930s The role of… |
Sequence 49portive from very early on; this atmosphere helps to explain how the Montessori schools could survive through such difficult… |
Sequence 50The Netherlands, continued One cannot see the method; one sees the child. One sees the child soul, freed from obstacles,… |
Sequence 52Display Case II Natural History Drawings, Amsterdam, 1930s Documents from the Model School ot Loren, Netherlands, 1938-/939… |
Sequence 55The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 128Montessori College Oost, Amsterdam, 2000 Architect: Herman Hertzberger Side view of the school Technical lesson Workshop… |
Sequence 130Study need not be restricted by the curricula of existi.ng secondary schools and still less need we make use of their… |
Sequence 138Religious Education, continued Pope John Paul II visiting on atrium in Rome, /983 The atrium is in Nostro Signora de Lourdes… |
Sequence 165/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 187Another Viennese Montessorian and Holocaust survivor who made a significant contribution in the United States was Lena Gitter… |
Sequence 5Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 3many teachers and schools simply do not want to work with the chi.ldren that we label "special needs" chil… |
Sequence 8Figure 3 Figure 4 decomposing and recomposing actual geometrica I objects. This starts in the Children's House, where… |
Sequence 3My training is primary, and my work before adolescent was in the Children's House. As Chris Kjaer was saying, "… |
Sequence 3morning Professor Benedetto Scoppola introduced us to the excit- ing content of the Psico-Aritmetica and Psico-Geo111etrfa,… |
Sequence 16When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 8things and then perhaps discuss and question his observation. This was one way of developing intelligence, his ability to find… |
Sequence 1USING PEACE STORIES AND TIMELINES AS FOUNDATIONS FOR INTERDISCIPLINARY WORK WITH UPPER ELEMENTARY AND ADOLESCENT MONTESSORI… |