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Sequence 74to the child to give him impressions char are good, beautiful, and just. Let us give him opportunities for coming into… |
Sequence 75References Eisley, Loren. (1964). The unexpected universe. New York. Harcou re, Brace, and World, Inc. Lorenz, Konrad. (1990… |
Sequence 76Lilian Bryan 70 The NAMTA Journal - ¼Jl. 17 No. 1 . Pali-Winter· 1991 |
Sequence 77ALL-DAY MONTESSORI: THE HUMAN CONCERN by Lilian Bryan Although Li/inn Bryan has self-described, old-fashioned beliefs about… |
Sequence 78my children's tears, ro laugh with rhem, choose the books we read, the music we listened to, the food they are, were all… |
Sequence 79receive free prenatal health check-ups and $ I 000 at the birch of their children. They also get six month's paid… |
Sequence 80We have the legacy of Dr. Montessori's work passed down to us like a guiding light for our mission today. Dr. Montessori… |
Sequence 81come in as surrogate grandparents, just co be there and give individual children some undivided attention for a little while.… |
Sequence 82Soft music makes this a gentle beginning ro a long and busy day at school. After cleaning their dishes, children can select… |
Sequence 83• History: After being presented a story from a wide variety of possi- bilities, children can do art projects, learn crafts,… |
Sequence 84• Outdoor Sports and Games: For the younger ones-simple balance beams, climbing structures, jump rope, hopscotch, and ball… |
Sequence 85kitchen help, which makes che school a place where our children can grow spirirually. A loving atcicude must pervade the… |
Sequence 86Afternoon activities require extensive outside environment: gardens, playground, playing field, sicring areas, a shed for… |
Sequence 87into a new age of enlightenment through our work wirh the world's chil- dren. ALL of our children are all of our children… |
Sequence 8882 The NAMTA Journal - Vol. 17 No. 1 · Fall- Winter 1991 |
Sequence 89DEVELOPING THE MATHEMATICAL MIND by Kay M. Baker Referring to contemporary developmental psychologists, Kay Baker builds a… |
Sequence 90two-year-old child is able co represent events symbolically; for example, with language. Uzgiris and Hunt conducted one of… |
Sequence 91There is an interesting complement to these studies that Mario Montessori (1948) describes: The child absorbs a language… |
Sequence 92Montessori Psychology The development of rhe human personality is a continuum which begins at conception. We will nor fully… |
Sequence 93It is useless co speak about education of the senses without coordinat- ed movement. If a child cannot hold or carry objects,… |
Sequence 94Birth of the Mathematical Mind So the child is led to organize previous sensorial experiences and attach language to these… |
Sequence 95The MathemacicaJ Mind is Synonymous with the Human Mind From this line of thought, it can be inferred char the mathematical… |
Sequence 96In its entirety, the world always repeats more or less the same elements. If we study, for example, the life of planes or… |
Sequence 97Informal Mathematics Mosr people use informal marhemarics in their daily lives narurally- organizing, classifying, numbering… |
Sequence 98Dr. Montessori on the Psychology of Mathematics In an address given to the Cambridge Education Society at Triniry College on… |
Sequence 99basic truths. But the child ... discovered truths which it had never been our intention to include within it {pp. 6-7).… |
Sequence 100References Bjorklund, D.F. ( l 989). Children's thinking: developmental function and individual differences. Pacific… |
Sequence 10296 TheNAMTA journal- Vol. 17 No. 1 · Fall-Winter 1991 |
Sequence 103NEEDS OF THE ELEMENTARY-AGE CHILD MONTESSORI PRINCIPLES, STRATEGIES, AND THEIR PRACTICAL IMPLEMENTATIONS by Rajendra K.… |
Sequence 104This article is based on my analysis, insights gained through my work with children, and strategies used in implementing the… |
Sequence 105interests him from a different point of view. He is looking for what needs to be done. That is, he is beginning to become… |
Sequence 106needs, the mind of the child becomes artificially dulled, henceforth to resist imparted knowledge. Interest will no longer be… |
Sequence 107Some human establishments to which children can be exposed are: a commercial building or house under construction, telephone… |
Sequence 108ing the sight of real trees, and all the life to be found around them, in a real forest. Something emanates from those trees… |
Sequence 109aim such as, for example, co protect the weak and to maintain a certain moral level; here the child may make commitments or… |
Sequence 110It is at seven years that one may note the beginning of an orientation toward mora.1 questions, toward judgment of acts. One… |
Sequence 111guish good from evil (right from wrong) by his powers, and to resent limitations by arbitrary authority. In the field of… |
Sequence 112ous interaction of these rwo factors, the cencer and the periphery, the mind of che child develops, unfolds, expands, and… |
Sequence 113Freedom to Choose Freedom co choose is an essenrial element in the development of a person. The freedom to choose depends on… |
Sequence 114inhabited it. To make it clear whether or not a child has understood, we should see whether he can form a vision of it within… |
Sequence 115terns in mathematics which provide an unlimited scope for carrying out repetition interest him. Small problems are boring to… |
Sequence 116Presenting Groups of Related Facts The intellect, by its very nature, is always seeing relationships between things-whether… |
Sequence 117As Or. Montessori clearly indicates, our point of departure in presen- tations should be details not the whole. Details… |
Sequence 118I had the privilege of seeing and salvaging some of these time lines from the materials left by Dr. Momessori in India. Most… |
Sequence 119Elementary-Bergamo, Italy zoo, our goal may be the study of a class of the chordates; our goal in visiting a beach may be the… |
Sequence 120many embarrassing situations. We need to explain reasons behind these activities because we are dealing with children who wane… |
Sequence 121Area of the Classroom The area of the elementary classroom should be calculated on the basis of about 10 square feer per… |
Sequence 122The lesson table should be placed ar a spot where the director can view rhe whole class. A chalkboard ac least 3 feet by 6… |
Sequence 123desks instead of cables because of che storage space in che desks. The desks also eliminated che problem of scoring things… |
Sequence 124Group lessons are given when a number of children are ready for the presentation of a certain concept. After a group lesson,… |
Sequence 125In my understanding, the purpose of work contracts is ro help chil- dren make choices of activities char will sow the seeds of… |
Sequence 126Sample Cultural Work Lise I. Sentence analysis 11 . Eras review 2. Molecular structures 12. Prehistoric humans 3. Element… |
Sequence 127Sample Mathematics Work List 1. Division recording 11. Liquid measurement 2. S. fraction subtraction 12. Square root 3. S… |
Sequence 128It is very important to understand that the purpose of Monressori education is nor only to sprinkle seeds of culture and… |
Sequence 129scood it, we may need co give chem a new step or new application. Presentation of a concept is nor a one-time affair. Children… |
Sequence 130Rules I have observed many elementary classes run in a disorderly way: chil- dren talking loudly; children running around… |
Sequence 131need more direction in choosing and doing work from the work lists. We may need to cell chem chat they need co work on three… |
Sequence 132They might want co find the area of the room or hallway, and when they come co you with the length and width, help them figure… |
Sequence 133story which the orher children noticed right away. This gave them the idea of making up their own stories, and without anyone… |
Sequence 134The Second Subphase The second period of development is split approximately into ages 6 to 9 and 9 to 12. During each period… |
Sequence 135better ways to deaJ with this kind of situation within the framework of rhe Montessori method. Then chere are other kinds of… |
Sequence 136Children are exposed ro so many different concepts chat we cannot work in a haphazard way. Because their minds are occupied… |
Sequence 137strategies, then eventually they will provide a bridge to understanding the implementation of Montessori principles and… |
Sequence 138Footnotes 1 • Maria Montessori, To Educate the Human Potential. Madras, India. Kalakshetra Publications, 1973, p. 4. 2 •… |
Sequence 139' 9• Maria Montessori, From Childhood to Adolescence, p. 34. Ibid., p. 39. ZI. Ibid., p. 40. Ibid., p. 93. • Maria… |
Sequence 140134 The NAMTA journal - Vol. 17 No. 1 . Fall-Winter 1991 |
Sequence 141THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum… |
Sequence 142Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 143work of the conscious absorbent mind but it needs an environment for its action. The sensorial material of the Montessori… |
Sequence 144the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention… |
Sequence 145occupation and Montessori refers to as work of the land. Dr. Montessori writes: ... therefore work on the land is an… |
Sequence 146Scl•ne. reproduction gene1ics _ DiodiYElfSlly S~ience HumanltlHIPhlfosophy adaolali<>n ovclutioo care of… |
Sequence 147Interdisciplinary Concept Model Meth-,natiCI taxMIOn e,,onomocs Science r,:=.,S:,_, ___ S_c_ie~n_c~e~------1 science… |
Sequence 148Interdisciplinary Concept Model Selene• woodland OOOIOgy kinds ot ueas Science Hum&nltlesJ'Phllosophy… |
Sequence 149Interdisciplinary Concept Model ~. -- 9~- 1 . • --(jJ. -· Tht Ans Mathematics Amel'icatl cratts =;ti~ =~~~$… |
Sequence 150viva] of the fittest demands, safeguarding tradition in order to under- stand how co achieve social and technical skills… |
Sequence 151design. Fusion is a word rhar is used in curriculum more often in these days of school resrrucruring. (I am nor sure that most… |
Sequence 152Comparloon ln .. rdloclpllnary n. Fuolon Integration Approach lmpr111lonl1tlc Chart Dtodpllno- 000 Oifdpllnes are tN>… |
Sequence 153Infusion points are learning-synthesizing experiences which process human potential at each plane of development. They are… |
Sequence 154ed time (example: comprehensive study of bridges includes social histo- ry, engineering, creative arts, rendering of design,… |
Sequence 155mutual service. The farm is a final acrualizarion of cosmic education. And as we have seen, farming is not just a technical… |
Sequence 156invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 158Douglas Heath 152 The NAMTA journal - VoL 17 No. 1 · Fall- Winter 1991 |
Sequence 159A MODEL OF THE MATURING PERSON by Douglas Heath Doug/11s Heath claims that he is communicating .fi-om the fourth plane.… |
Sequence 160haps on our deathbed, bur shall use "maturing" to signifj thnt living is n continuous process of adllpting… |
Sequence 161by changing inner and external threats, muse be able co resist and recov- er our essential stability if disorganized. One… |
Sequence 162Japanese adolescents to pass their university entrance exams results in psychic collapse and hostile resistance to and Aighr… |
Sequence 163Healthy growth moves away from self- ro other- centeredness, again vastly increasing our adaptive power. Other-centeredness… |
Sequence 164Autonomy " ... the creative impulse comes from within ... the discovery is made by our- selves, the discipline is… |
Sequence 165aware that I muse monitor my left liccle finger's waywardness; I am ceaselessly typing words in new patterns; my finger… |
Sequence 166Figure 1 MODEL OF MATURING Attributes that contribute to Adapting Effectively Development Dimensions of Maturing 11 Effects… |
Sequence 167Others, like some feminists and cultural relativists, reject my hypoth- esis that a general model of healthy growth can be… |
Sequence 168... what defines man as modern in one country also defines him as mod- ern in another. It argues for the actual psychic unity… |
Sequence 169Maturing and Adaptation Throughout our lives we encounter and musr learn how co adapt co different biological and social… |
Sequence 170casks in terms of the adaptive actitudes and skills chat he believes every person should master, including industry, identity… |
Sequence 171much or that the assumptions and methods of stage theorists may not tap the richness of a liberal education's effects. I… |
Sequence 172,._ Figure 2- Maturing Over Time Late Adult Adultho Young Adulth Adolesce Pre-Pu Developmental Crisis or Task Life-… |
Sequence 173Figure 2 portrays how stage and dimensional views of maturing might be integrated by adding time or typical life-span periods… |
Sequence 174must hold students to real academic standards to be ready for college and life. College faculty chink high school teachers… |
Sequence 175tive tests and focused interviews about how they had changed in their minds, relarionships, values, and self-attitudes, I… |