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Sequence 1---------------------------------- ~ -- Silvana Quattrocchi Montanaro 2 The NAMTA Journal • Vol. 34. No. 1 • Winter 2009 |
Sequence 2WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 3The family is certainly a prime determinant for the positive development of the child. The parents should therefore… |
Sequence 4Maria Montessori spoke of education as giving an "aid to life" but, in order to achieve this, adult… |
Sequence 5The child, with its immense physical and intellectual potential, is a miracle standing before us, although it is only in the… |
Sequence 6In this book we shall consider the different stages of human de- velopment and try to understand their significance with the… |
Sequence 1CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 2This child is ready to contin- ue his advance, and all of cul- ture is awaiting him, but first he has to learn to read,… |
Sequence 3of the presence of other human beings, both adults and those of their age group, with whom to live and establish vali.d… |
Sequence 4Instead of forging ahead, children are held back, even though it may be in a pleasant enough way, by giving them many things… |
Sequence 5should recognize that we have not yet taken all the possible steps to favor the harmonious and integrated development of… |
Sequence 1Judi Orion 14 The NAMTA Journal • Vol. 34, No. I • Winter 2009 |
Sequence 2THE MONTESSORI INFANT AND THE WHOLE DEVELOPMENTAL CONTINUUM by Judi Orion Ms. Orion explicates the concept of the spiritual… |
Sequence 3brain where visual images are processed. The eyes could be heal thy, fully functioning, but it is the brain that "… |
Sequence 4malformations. Some slight malformations can be surgically remedied after birth; in the majority of cases, the effects are… |
Sequence 5acquisitions; she referred to one of these as the absorbent mind- that particular way the mind functions in the child under… |
Sequence 6absorb both languages. It doesn't matter what lan- guage the parents speak with each other; it does matter that the… |
Sequence 7• six million for the working-class child • eleven million for the child of professionals Montessori wrote about the apparent… |
Sequence 8fast. Would it be possible for a young child to decipher my language clearly? Can they hear clearly articulated words? J don… |
Sequence 9around the block. Especially during these early years when walk- ing is maturing, children need lots of time to practice their… |
Sequence 10placed in this position, he protests. That protest is interpreted as "He doesn't like it," and the baby… |
Sequence 11children are offered more and more challenge to their hand-under close supervision-we find they are capable of doing many… |
Sequence 12tive connotation when referring to children. Interesting! If we want an adult to have a strong will, i.e., not be misled by… |
Sequence 13As the child gains experiences, her knowledge base expands. If given choices in both acquiring and then using this new know… |
Sequence 14A toddler bites for many reasons: • not enough language to yet express her feelings, desires, thoughts • frustration-when… |
Sequence 15organism to realize its full potential. The toddler is pushed from within to move, to chatter, to explore, to experiment. It… |
Sequence 16REFERENCES Eliot, Lise. Wl,at's Goi11g 011 /11 There? How f/,e Brai11 a11d Mind Develop in the First Five Years of Life… |
Sequence 1Annette Haines 30 The NAMTA Jour11al • Vol. 34, No. 1 • Winter 2009 |
Sequence 2INDIRECT PREPARATION: OLD VISION; NEW PERSPECTIVES by Annette Haines Dr. Haines elucidates the subject of indirect… |
Sequence 3the brain are called engrams. These are the representations of experience, be it visual, auditory, gustatory, olfac-… |
Sequence 4are laid down. Then the windows close and much of the fundamental architecture of the brain is completed. (7) So we… |
Sequence 5is this phenomenon that teachers often describe as the "light bulb" turning on: The brain lights up like a… |
Sequence 6conscious understanding of what he already knows. He knows that he knows. This, of course, is the beginning of self-awareness… |
Sequence 7Indirect preparation is the means whereby a child can progress, i.e., jump to a new level of development, in a natural way,… |
Sequence 8spontaneously, in an explosion of enthusiasm and the child has the impression not only of being self-taught, but of having… |
Sequence 9units are green, tens are blue, hundreds are red, and thousands are green again, because a thousand is simply a unit of the… |
Sequence 10• Total Reading, which the Casa dei Bambini indirectly pre- pares the child to do, often does not emerge until second or… |
Sequence 11This is what Piaget missed, leaving so many early-childhood programs adrift in a morass of developmentally appropriate activi… |
Sequence 12Montessori, Maria. The Formation of Mn11. 1949. Madras, India: Kalakshetra, 1986. Montessori, Maria. Unpublished lectures. Dr… |
Sequence 1Kay M. Baker 42 The NAMTA Journal • Vol. 34, No. I • Winter 2009 |
Sequence 2HISTORICAL VIEW OF THE PLANES OF DEVELOPMENT AS DEVELOPMENTAL OUTCOMES by Kay M. Baker Dr. Baker defines l/llma11 nature… |
Sequence 3The practice based on this theory has specific re- quirements. These include the continuing observation of the constancy of… |
Sequence 4to survive but to live well in the environment, in the universe, in which one finds oneself. The prepared environment needs to… |
Sequence 5one orients the self to the whole of where one is situated and then one finds out the details that allow a full adaptation.… |
Sequence 6part of this universe has its laws. When these laws are followed, human development can achieve its potential. Jn a lecture on… |
Sequence 7is not available sensorially. It follows that the human being can not only examine things past but can project into the future… |
Sequence 8Therefore, the idea of an environment prepared especially for the stage of development is born. That is to say, each plane has… |
Sequence 9ity. With this knowledge, the child is adapted to the universe as it is. However, this development is not sufficient for the… |
Sequence 10the cause of humanity-to bring human society to a unity wherein each contributes to the harmonious existence of all.… |
Sequence 11next plane. What happens in the previous plane affects the possibil- ity of what can happen in the next plane. It is necessary… |
Sequence 12be understood as knowing functionally and not necessarily knowing all the permutations used throughout the history of human… |
Sequence 13REFERENCES Montessori, Maria. "The Four Planes of Education." From lectures given in Edinburgh, 1938, and… |
Sequence 1Lise Eliot 56 The NAMTA Jo11mal • vbl. 34, No. 1 • Winter 2009 |
Sequence 2THE SCIENCE BEHIND THE ABSORBENT MIND: NEUROBIOLOGY FOR MONTESSORIANS by Lise Eliot Drawing on her extensive experience in… |
Sequence 3others the importance of what 1 am going to call the critical period. What we've discovered through our cellular and… |
Sequence 4advocate on behalf of children. Legislators, policy makers (men, in particular)-when they start understanding about synapses… |
Sequence 5I think the best example is language. Yes, as Judi mentioned, children can become bilingual or trilingual, but there is a… |
Sequence 6"Synapse": connection between 2 neurons \{) dendrites ce II body 4 synapse -- - \ "f :i -,.… |
Sequence 7One thing we do know is that these synapses are the greatest site of plasticity or change. The brain is not fixed; it is… |
Sequence 8stroke or other trauma. We are hoping to use those new neurons to treat disorders like stroke, but the brain does not… |
Sequence 9that trend, but it's very hard to fight convenience and scheduling and planning your baby's birthday. POSTNATAL… |
Sequence 10Vision and the Critical Period 1n the visual. cortex, postnatal brain development has been quan- tified by Peter Hutten… |
Sequence 11visual system. If their rooms are painted in subtle tones, they will look out the window and see these dark branches against a… |
Sequence 12problems are very, very treatable. If babies are squinting or if their eyes are misaligned, encourage the parents to get the… |
Sequence 13on him and would follow him all around. But this only happens in the first two days. If the chicks are Left alone for two days… |
Sequence 14[t acts as a neuronal insulator, like the plastic wrapped around an electrical cable, which prevents me from getting a shock… |
Sequence 15As I mentioned, the sequence of myelination is very patchy. The areas that control the reflexes myelinate first, and then the… |
Sequence 16in case they fall. This is controlled by the vestibular system. Also the doll's eye reflex, which is easier to understand… |
Sequence 17They can recognize their own mother's breast milk smell, and certainly body odors. T think that's something we don… |
Sequence 18moting breastfeeding. Even without all those high-tech medical interventions, the kangaroo care babies did really well. So… |
Sequence 19Babies need lots and lots and lots of exercise. They need to get on their tummies to work on that head support, and they need… |
Sequence 20There are some recently discovered neurons up in the frontal lobe-you may have heard of them-called mirror neurons, that are… |
Sequence 21or Daddy is if you say the word. But it's not until about one year of age that they start saying their first words or… |
Sequence 22exactly what Judi was talking about: the number of words spoken to children in different homes, which, by the way, correlates… |
Sequence 1NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 2ment, deviations in the personality occur. What can occur in a such short life that can cause this deflection away from one… |
Sequence 3Montessori was very clear about when and how to cure these deviations, to help the child to once again integrate the physical… |
Sequence 4As you are so well aware, in a Montessori framework, we place enormous importance on independence, beginning with functional… |
Sequence 5positively to external- ized order, but she certainly needs help in maintaining that exter- nal order. The external order… |
Sequence 6Parents need to honor their child's stages of development, rejoice in their newfound ability to separate for a short… |
Sequence 7mis-placed work on the floor and puts her work in the appropriate place, leaving the work on the floor. Or she simply places… |
Sequence 8ability to help in the maintenance of that order is developing, but we must be realistic in how much they can do independently… |
Sequence 9For example, when giving the names of fruits, we begin with the simplest, most commonly tasted fruits in the child's… |
Sequence 10Obedience Maria Montessori talks in a number of places about obedience. She says that children pass through three levels of… |
Sequence 11meet the reality of a toddler's abilities on a daily basis (as their abilities and understanding are constantly changing… |
Sequence 1Louise J. Kaplan 90 The NAMTA Jouma/ • Vol. 34, No. I • Winter 2009 |
Sequence 2BIRTH AND REBIRTH: PARALLEL DEVELOPMENTAL PASSAGES IN INFANCY AND EARLY ADOLESCENCE by Louise J. Kaplan This article looks… |
Sequence 3givens and maturational processes, which make it something in certain ways so different from what happens in infancy. I am go… |
Sequence 4have that similarity. Their initial inspiration did not come from working with normal children, but from working with children… |
Sequence 5Psychological oneness between mother and infant will go on to become a psychological barrier that protects the infant from… |
Sequence 6tions according to the baby's changing requirements for closeness to her and distance from her. When she translates the… |
Sequence 7By two months the baby has become aware that he is held together and protected from tension and excitement by some spe- cial… |
Sequence 8Molding and stiffening is the choreography of oneness. The baby's changing needs for emotional closeness and distance… |
Sequence 9Hatching Hatching is a term from Margaret Mahler. By the time he is five months old, the baby is somewhat aware of the… |
Sequence 10base. The invisible bond that gives the baby rein to discover his place in the world also brings the creeping baby back to… |
Sequence 11infant has learned to walk away, he usually has mastered most of the dilemmas of relating his body to the physical world of… |
Sequence 12The toddler's pulsating, airborne body is infatuated with the friendly expanse of open spaces. He has found a perfect… |
Sequence 13experience of the love affair of the world, and some children you could see hanging back even during this time, going to the… |
Sequence 14blithely go on with business as usual as though his mother counted for nothing. His subdued mood is a sign that he is strong… |
Sequence 15in the flesh, the toddler w i II do everything in his power to coerce her back into being an extension of himself. At the… |