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Sequence 8feeUngs of interest and wonder because such states animate intelli- gence and allow the mind to accomplish intellectual work… |
Sequence 9children's spontaneous and deep concentration was the natural state of childhood and the essence of being human. E.M.… |
Sequence 10Montessori referred to children who possessed habits of deep concentration (i.e., those who had repeated flow experiences) as… |
Sequence 11Montessori education have key ideas in common. Many character- istics of flow that have been revealed by research, including… |
Sequence 12person's attention, concentration, and overall experience (see Rathunde & Csikszentmihalyi, "The… |
Sequence 13Balancing Skills and Cltallenges The first important aspect of a prepared school environment is finding the appropriate… |
Sequence 14was doing, could be enough to disturb concentration. She added, "If a child begins to work with the motive of… |
Sequence 15materials that a child can actively explore, and often introduces them with a demonstration rather than a lecture. The teacher… |
Sequence 16dimensions was associated with full attention and flow experience; whereas families that were supportive but not challenging,… |
Sequence 17proaches. A third aspect of the prepared school environment-the importance of connecting body and mind-better fits this… |
Sequence 18Montessori was an early practitioner of embodied educa- tion. She thought that the most important path to a child's… |
Sequence 19in early childhood. Montessori comments, "By multiplying sense experiences and developing the ability to evaluate the… |
Sequence 20soul of a child to stimulate imagination and interest: "What he learns must be interesting, must be fascinating. We… |
Sequence 21example, the Montessori schools focused on deep concentration and were imbued with a philosophy of intrinsic motivation,… |
Sequence 22It was hypothesized, consistent with the argument in this chapter, that students in Montessori middle schools would report… |
Sequence 231n ~ a r a n t 29 21 13 ■ .\lonte~~on Traditional I ltAh ,\lorn·a11on High .\l011,,tmn I ltp,h Imrort~n« Lo&… |
Sequence 24tial focus of Montessori education pays off in terms of student expe- rience. The school practices were apparently in line… |
Sequence 25are common at this point in history because of wrongheaded views of human nature and how we think and learn. Montessori's… |
Sequence 26rational thought only with a scientist and spontaneity and passion only with an artist. Schools that socialize normalized or… |
Sequence 27ties, a combination that allows cognition (e.g., cri tica I thinking) to be informed and inspired by felt emotion. He further… |
Sequence 28Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 29Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 30Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 31Wl•rner, 11. Co1111111rati1•1• P~ychofogy of Mc11tnl Dct>t'lopmmt. \.ew Yori-.: lnternation,ll Uni\er~itie._ Pre._… |
Sequence 1THE FOURTH MONTESSORI ADOLESCENT COLLOQUIUM: CONSOLIDATING THE WHOLE THIRD PLANE by David Kahn The goal of our inspired… |
Sequence 2present in our society to emerge whole, recognizing that wholeness of self also includes understanding the whole of reality.… |
Sequence 3the Montessori principles originating on the farm, the full spectrum of modified prepared environments cannot be seen for… |
Sequence 4What is it? A mystery. Just as the newborn's mind is a mystery, so is the social newborn a mystery. Each time we find… |
Sequence 1Annette M. Haines 6 The NAMTA Jo11nwl • Vol. 33. No. 3 • Summer 2008 |
Sequence 2THE TODDLER AND THE TEENAGER: A COMPARISON OF THE FIRST AND THIRD PLANES OF DEVELOPMENT by Annette M. Haines A1111e/le… |
Sequence 3develop or an actual exuberant overproduction of elements followed by a selective weeding out. After birth, the process… |
Sequence 4the fact that full human consciousness does not present itself until mid-adolescence. As the adolescent becomes fully… |
Sequence 5again, a period of great transformation and creation parallel to and (at times) equaling the intensity of the first period.… |
Sequence 6baby and young child is "egocentric": He is selfish. Everything centers around him. It must. As Margaret… |
Sequence 7----------------------------------- -- A NEW "HORME" Hor111e is the Greek goddess personifying energetic… |
Sequence 8in early adolescence. Walking through autumn leaves, smelling them burning, a certain kind of corduroy, certain colors of… |
Sequence 9DEVIATIONS SEEN AS NORMAL; A SECOND POSSIBILITY FOR NORMALIZATJO The teen years are dreaded by many parents, teachers,… |
Sequence 10Montessori talked of the young child as being a "spiritual em- bryo." In a sense, the adolescent is… |
Sequence 11artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 1Linda Davis 18 The NAMTA Joumal • Vol. 33, No. 3 • Summer 2008 |
Sequence 2EARLY CHILDHOOD PRINCIPLES: AN Aro To ADOLESCENT PRACTICE by Linda Davis W/ien Lindn Davis noticed striki11g parallels… |
Sequence 3Two-year-olds are sometimes called "the terrible twos." But in an environment that meets their needs, they… |
Sequence 4Of course, ultimately, we all have the words of Maria Montessori to turn to in our quest for understanding. To start, I… |
Sequence 5sence of social existence. ft is a production and exchange, which does not only bring in the people living near to one, but… |
Sequence 6to eat and drink to stay alive. Working up the triangle that Maslow created, thenextmost fundamental need is physical safety,… |
Sequence 7act of a mother breast- feeding her baby. It provides "the possi- bility of a repeated daily experience of a… |
Sequence 8And, following from that, with language comes the ability to develop and express complex thought. How does this relate to… |
Sequence 9period of life to have the possibility of fixing his relation with social life, because in this sensitive period he is… |
Sequence 10You are there but in such a way that they feel they are doing it on their own. And in fact they are. We prepare the… |
Sequence 114. The fourth thing to include is reflection. We have filled the need for the distant world and local relationships; now… |
Sequence 12hear a baby's cries in the next room and ignore it, saying, "Oh, babies cry. They'll outgrow it."… |
Sequence 1Benedetto Scoppola 30 Tlte NAMTA Jou ma/ • Vol. 33, No. J • S11111111er 200R |
Sequence 2Ps1co-AruTMtr1cA AND Ps1co-GEOMETRiA by Benedetto Scoppola Tlie introduction of the psycho-disciplines tlirougli Professor… |
Sequence 3to the Montessori-Pierson Estates, that gave me the possibility to do this very interesting (at least for me!) work. Let me… |
Sequence 4shall see and as we already saw in other talks of this conference (where we faced the fact that in Montessori's mind the… |
Sequence 5Details and correspondences thc1t passed unobserved for a long time, suddenly become clear, like a revelation, sending a… |
Sequence 6Another very important and very nice general comment on the "psico-" part of the books is the following:… |
Sequence 7• Hierarchies (positional notation or place value) are presented in a geometrical way. Product, the distributive property,… |
Sequence 8Figure 3 Figure 4 decomposing and recomposing actual geometrica I objects. This starts in the Children's House, where… |
Sequence 9Figure 5 Figure 6 the edge equal to the diameter of the circumference. The in- scribed hexagon can be materially… |
Sequence 10• Figure 7 Figure 8 corresponding rhomboids, and doing the same with the red one, it is clear that the sguare built on the… |
Sequence 11H K F D L E j Figure 9 [even] unlimited.[ ... ] and numbers, as T have said, constitute the whole universe" (… |
Sequence 12• • • • • • ___ __,.,.~ . • • • • • • Figure 10 I would like now to list some further investigations of modern pedagogy… |
Sequence 13I made some experiments, in cooperation with Annamaria Capitani, and I checked that this is true. If you make two identical… |
Sequence 14a pentagon to a decagon-takes smaller and smaller steps as it is moved round. Lastly, the circle can be turned right round… |
Sequence 15ants walk around the two squares. Which ant will finish first?" This test is failed very often by children up to… |
Sequence 16a Montessori approach, materials helping children to ac- quire one-to-one correspondence? From my talk one thing should be… |
Sequence 1Greg MacDonald -t6 The NAMTA Jo11mal • Vol. 33, No. 3 • S11111111er 200X |
Sequence 2THE UNITY OF COSMIC EDUCATION: INTEGRATING THE SUBJECT AREAS THROUGH A SYNTHETIC VIEW OF THE NATURAL WORLD by Greg… |
Sequence 3Science has gradually formulated a picture of the human mind, and at this time in history we are refining that picture and… |
Sequence 4• Engine · Landing gear • Lights Each of these components will probably need to be analyzed further. The engine, for… |
Sequence 5cartoon show to appear here. But, look carefully: Beany is wearing his traditional "beanie," composed of the… |
Sequence 6The right hemisphere reasoned holistically, recognized patterns, and interpreted emotions and non-verbal expressions. Nowadays… |
Sequence 7were younger, or perhaps you have observed children engaged in a similar pastime. First of all, l eliminated the "… |
Sequence 8How does all of this relate to the idea that "our usual compartmen- talization of knowledge into those branches of… |
Sequence 9The Story of God W/10 Hns No Hn11ds is the first of what Montessori elementary teachers know as the Crea t Stories-A series… |
Sequence 10• One category of living creatures that the universe contains is the human being. • Human beings have brought language and… |
Sequence 11Maria Montessori considered this idea a keystone in the education of children: "Here is an essential principle of… |
Sequence 12• Atmospheric Physics • Climatology • Atmospheric Chemistry • Meteorology ... Which brings us to a question that second-… |
Sequence 13... They would go on: 2. Tl,c Jn/ling of rai11 is related to the properties of a solid (e.g., solids absorb heat more quickly… |
Sequence 14hold all of the water vapor that it contains. Some of it precipitates, becoming a liquid. And you did ask: "Why does… |
Sequence 15. Another is composed of air. • Another is solid. • Beyond these spheres of the earth is the "celestial sphere,&… |
Sequence 16Many of these ideas are introduced to the children quite separately from any talk of rain! There isan "indirect… |
Sequence 17Rr I LREI\CLS C,razztn1, Cam1llo. 'Co::,m1l Educ,11lon ,1t thl' Elcnwntar} Level ,rnd the Roll• of the Materials.… |
Sequence 1James Webster 64 The NAMTA Journal • Vol. 33, No. 3 • S11111111er 2008 |
Sequence 2FROM CHILDHOOD THROUGH ADOLESCENCE: JOURNEY OF THE SPIRIT by James Webster This heartfelt essay explores the so111eti111es… |
Sequence 3They know much of human nature. They know distraction, selfish- ness, and desire. These are strong forces within them. The… |
Sequence 4awareness is the perception that we are a part of something. Montessori was awed by the child's innate connection to the… |
Sequence 5experience. Because we are learning, it is often a painful process. It is the cost of being human. Experience is the result of… |
Sequence 6well. In the myth, the child hero must head forth into the world. There he suffers. But he returns with a gift for his people… |
Sequence 7immediate. Blake gave the imagination the name "translucence." It is the ability to see and to see beyond,… |
Sequence 8And those who have been rushed forward into experience of social struggle, into war, in to hatred, into pol itica I… |
Sequence 9The fundamental freedom-the freedom of the individual- is necessary for the evolution of a species for two reasons: (1) it… |
Sequence 10Yet Montessori also believed this to be a perilous time. She writes, "It is just because this is the time when the… |
Sequence 11us when we disappoint them. Their love encourages us. We need not be perfect, I think; trying seems to be enough. At the… |
Sequence 12tion; see the gifts, the accomplishments, the possibilities that emerge from social collaboration; and experience what social… |
Sequence 13to show them the "human capacity to solve problems and ... [the capacity] of the spiritual source of life to overcome… |
Sequence 14number lose any sense of innocence, of connection to that which is larger. But our students are not lost; they are finding… |
Sequence 15REFERENCES Blake, William." Auguries of Innocence." 1803. Blake, William. So11gs of /1111oce11ce n11d of… |
Sequence 1EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER by Gerard Leonard and Kathleen Allen Gerard… |