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Sequence 614 are the Walking on the Line exercises, which are an essential part of the daily routine of a new class. Lessons of this… |
Sequence 74. Instruments: As each percussion band instrument is introduced, the children should be shown the technique of playing, how… |
Sequence 8Very gradually each new element is introduced, and as more and more are combined the grand staff is evolved, so that as the… |
Sequence 9"Music can touch us in a way that nothing else can; no better gift can we given the children than to open this door… |
Sequence 1"Aren't You Glad You Don't Believe In Group Art?" By Nel Weniger Just before Christmas as my… |
Sequence 2pleasing to look at as the younger child was, but he has strength of character, physical fortitude and intellectual strength.… |
Sequence 3ment. An easel, with onJy one side used, should stand or hang from the wall at a 20-25 degree angle in an area outside the… |
Sequence 4Almost any art activity can be introduced at the Children's House level. However, I feel that it is extremely important… |
Sequence 5among the more deviated ones who come into the Children's House. Perhaps if they had experienced similar activities at… |
Sequence 6The elementary child creates almost entirely from imagination. This imagination is based on his wealth or dearth of images… |
Sequence 1Creativity: Its Role in Development by Tillie Sullivan Ms. Sullivan compiles a Montessori view of creativity seen as a… |
Sequence 2modern "art", much of which reflects the chaos in which modern man has had to construct himself. What the… |
Sequence 3nature and whole being what is necessary for life.''1 The Montessori Environment is designed and maintained on this… |
Sequence 4The Sensorial activity which lays the foundation for later musical activities is the Noise Boxes, which help the child develop… |
Sequence 5His own compositions play a large part in this developing consciousness, as does listening to music. Through the development… |
Sequence 1Feature: Nienhuis - Who Are You? by David Kahn Introduction When a customer receives a refined. polished nomenclature box,… |
Sequence 2The factory operation gives many impressions - order, precision, solidity, and once again good humor. The employees are both… |
Sequence 3At the end of that period everything was together, the showroom, the factory, the offices and the warehouse, but the… |
Sequence 4and although we expanded twice during the twelve years at Zelhem, there are no longer difficult situations. To give some idea… |
Sequence 5artisans working production here. We can't get this kind of highly professional- ized tabor anywhere else. Although the… |
Sequence 6neatly planted shrubs, vines and flowers with hand laid brick paths. Bert has built a farmpen near the house; the goats… |
Sequence 7terrelated, to see what Montessori has given and what still has to be developed." John (his Americanized first name)… |
Sequence 1Curriculum Development: The Montessori Approach To Mathematics by Carnillo Grazzini Camillo Grazzini, prominent Montessori… |
Sequence 2In Psicoaritmetica, Maria Montessori speaks of how, before, the quantities were 'really' given by objects, objects… |
Sequence 3bases other than ten. The Montessori attitude to New Math differs sharply from the conventional one with respect to age and… |
Sequence 4In the Service of Man Now let us consider the Montessori attitude to New Math from the point of view of aims. We have to… |
Sequence 5continue by using the small letters - a; b; c; ... v; w; x - and finally x + JO. And this ten stands for a set of objects… |
Sequence 6who had no experience of monetary depreciation) a feeling of real amazement. In fact in the Egyptian 'alphabet',… |
Sequence 1Classroom Management: The Practical Life Exercises by Margot R. Waltuch Margor R. Walruch embodies rhe pioneer spirir of the… |
Sequence 27. They create unity between thought, will, and action. We are speaking of universal principles guiding the development of man… |
Sequence 3a door. "Oh, we must tell them not to bang the door." That is, of course, not the moment we do it, as you… |
Sequence 4The analysis of movement is bound up with economy of movement; i.e., to perform only movement necessary for the purpose. This… |
Sequence 5say, "don't stop here." The training has given several main areas, but it is up to the teacher to work… |
Sequence 6"Let's change the linen, let's do it together." And through the repetition, the child sees,… |
Sequence 1Spiritual Education: The Parable Method Dr. Sofia Cavalletti Dr. Cavalletti utilizes the parable as the basis for her… |
Sequence 2The parable opens a door to us, but to walk ahead on the path that departs from it - this is ours to do. The parable, however… |
Sequence 3true Vine)2, he has made us know the reality of his Kingdom, he has disclosed the secrets of certain actions of God, which… |
Sequence 1Parent Education Exchange: Readiness: A Letter to Parents by Barbara Harrison The ideas for this letter grew out of my… |
Sequence 2We would like to ask you as parents to help us reduce this apprehension and prepare our oldest students for the change that is… |
Sequence 1Editorial Report: On the Significance of Personality Substitution by Jon R. Osterkorn, ACSW, Ph.D. With literary allusion… |
Sequence 2and behaved as if he were a four year old child. He showed no interest in any food except bread and water and was described as… |
Sequence 3aspec1s of 1he learning process. The cons1ruction of 1he mind is achieved 1hrough 1he dynamic in1erchange between 1he… |
Sequence 4mind. The theoretical significance of the pa11ern of stimuli in producing a perceptual experience was recognized by the… |
Sequence 5absorbs images into the individual's very life." Dr. Maria Montessori ( 1973) tells us in To Educate the Human… |
Sequence 6person would be talking for 10,000,000,000,000 years. The last essential property of language is displacement, the ability to… |
Sequence 7On the other hand, the handicapped child not only is subject to the problems associ- ated with the socio-environmental aspects… |
Sequence 8negatives. Unrealistic stereotypes motivate the adult's behavior. However, these stereotypes, which often become… |
Sequence 9Both physiological difficulties and psychological traumas can hinder a child develop- mentally resulting in a handicapping… |
Sequence 10the immediate disappearance for the mother of the fantasy support that is so necessary to her. It is the child's task to… |
Sequence 11all want the best for our children; we want them to grow and develop into independ- ent, competent and mature adults. However… |
Sequence 12treating. However, the history of the abuse which has been laid upon the mentally ill and the retarded is a case of record of… |
Sequence 13birth. He looked better, felt better and became more physically active. The details of this remarkable psychoanalytic event… |
Sequence 14identity which was most unique; the word was "nobody." The word "nobody" provided a… |
Sequence 15Farb, P. Word Play, Knopf, New York, 1974. Gibson, E. J. Principles of Perceptual Learninl{ and Development, Appleton, Century… |
Sequence 1"First of all you must have faith in the power of the handicapped child to help himself." Nancy Jordan Mun… |
Sequence 2The Period of Acceptance Interview The practitioner's common sense in Nancy Jordon, speaks with the integrity of… |
Sequence 3Jordon: It was the occupation itself - doing it and being able to finish it. And then seeing another variation that was a… |
Sequence 4frightening thing of all was the withdrawal of speech. They lost not only speech, bur 1he desire to communicate as well. Kahn… |
Sequence 5now trying to recover six years. You can't expect to recover that in six months. I also have an insatiable curiosity. I… |
Sequence 6we go through life. But the disturbed child is a very delicate plant that has been badly damaged. It needs support, literally… |
Sequence 7Kahn: What would be the typical schedule of a child's day in your center? Jordon: We follow very much the same routine as… |
Sequence 8he wouldn't do any work at all. The following year I mentioned this to another child and he said, "She means… |
Sequence 924 go. if they know. especially if I send a note. But if they can·t I always waited and I saw them later. It means you·re on… |
Sequence 1A Montessori Plea for the Special Child by Therese Hahn Therese Hahn's own childrearing experience motivates her intense… |
Sequence 3four or five other Downs children. This small class was equipped with authentic Montessori materials which other generous,… |
Sequence 5Cindy, a 2.5 years Down's child. She was the youngest of four. After much deter- mination and will, she eventually tested… |
Sequence 6Brian did all the cylinder blocks, the tower and the brown stairs throughout the year. Soon. after his initial acquaintance,… |
Sequence 1Reflections After Munich by Charlene Trochta The Munich Congress. summer of '71. auracted over 2000 participants from… |
Sequence 2w N 18. Internationaler Montessori-Kongre8 in Miinchen vom 4. - 8. Juli 1977 Schirmherr: Bundesprasident Walter Scheel… |
Sequence 3therapists come into the environment, but because of their knowledge of Montessori pedagogical principles, "blend… |
Sequence 4that the basic objectives and the learning sequences remain intact and are unaltered. A suggested ratio for a class of 20… |
Sequence 1Congress at Munich by Peggy Stern Munich was the setting for the 18th International Montessori Congress, held there from… |
Sequence 2social integration of the handicapped and multiply handicapped child. They have systematically applied Montessori therapy to… |
Sequence 3while Margaret Aurin of Munich discussed The Adaptation of Momessori 10 1he Educa1ion of 1he Handicapped Child. The… |
Sequence 1Curriculum Development: Departmentalized Team Teaching: Negative Compromise by David Kahn ", .. It is not enough… |
Sequence 2based on his strengths and his successes with which we have had an intimate' experience. The same law of total… |
Sequence 3seeds of interest. The economy and extent of the program are realistic. We give the child a basic orientation through which he… |
Sequence 1School Management: Financial Development: Bookkeeping (Part I) by John McNamara John McNamara brings his adminis1ra1ive and… |
Sequence 2accounts receivable, savings, loans, or other as noted). Each deposit item gets a separate line entry. By noting the daily… |
Sequence 1Classroom Management: The Prepared Environment Re-examined by Gerald E. Dzura Too often the space arrangement of 1he… |
Sequence 2~ - Practical Life > .3 Windows Shelv~_ Language .c V) CD 0 0 Shelves -Sensorial 8 Shelves - Mathematics (… |
Sequence 3Clearly, there are three reasons to reject this position. First, an environment is prepared before the children arrive.… |
Sequence 4A great deal of information can surface in the very first time-sampling attempt. An area of the environment may remain unused… |
Sequence 1The Prepared Environment by Jean K. Miller Ms. Miller provides us with a broad base definition of prepared environment moving… |
Sequence 2her environment in his or her time, place and culture. Again, the home is the primary source of the raw material for this self… |
Sequence 3The line has long straight sections going the length of the environment. The ends of the long section may be connected by a… |
Sequence 4good within each child can grow and develop. Montessori said: never speak ill of a child in his presence or in his absence,… |
Sequence 5The metal inset stand displays the insets on either side of the lower level. The top has compartments for 6 different shades… |
Sequence 6take an item or idea and work it over and over until the item will exactly fit its purpose. This repetition is for the sake of… |
Sequence 7attractive pastel colors which easily show dust and dirt and thus invite cleaning. Also, pastel colors provide a pleasing… |
Sequence 8obstacles such as shelves. The ends of the long section may be connected by a gently curving line, never by broken straight… |
Sequence 9Errors IIIUI T/teir Co"ectio11, T/te E1niro111fle11t, Its Amurgelflettt o,uf Moillte11011ce, Tlte Mo11tessori House of… |
Sequence 1Notes on the Prepared Environment by A.M. Joosten Mr. Joosten gives some very specific directives for Children s House… |
Sequence 2We could think of a really well-arranged lounge or modern living-room with its various sections and corners and must forget… |
Sequence 3order and the apparatus intact and complete. The very first and most important thing is, of course, that we - the adults -… |
Sequence 1Identifying the Elementary Environment by David Kahn A few brief clarifications might save many from futile debate later.… |
Sequence 2Botany Shelf - Nomenclature and Cultural Library combined in key organization with book sections labcled. IS |
Sequence 3Time lives Across the Room 16 |
Sequence 4which relate to key materials and for this the student needs secondary material - many books, encyclopedias, teacher edited… |
Sequence 1Practical Life Exercises for the Elementary Montessori Clas.sroom by John Chattin-McNichols A neglected subject for the… |