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Sequence 22over when finished. Not only are the visual impressions clearer, but there is also an order to the work that leads the child… |
Sequence 23spindles and then the group arranging themselves in numerical order. A Bring Me game is possible also. The Zero Game is… |
Sequence 24The Decimal System The Bring Me game is the presentation format for many of the exercises with the golden bead material.… |
Sequence 25The operations with the golden bead material can be extended by adding a question before the counting: "How many do… |
Sequence 26The presentations of the teen beads and boards, the ten boards, and the chains are matching exercises, matching a written… |
Sequence 27Summary The purpose of this article has been to enrich and go beyond the presentations of the primary mathematics album.… |
Sequence 28F~&A~--------------- MARIA MoNTFSSOm's CONTRIBUTION To nm CULTIVATION OF TIIE MATIIEMATICAL MIND by Mario M.… |
Sequence 29some of her experiences in this research and the conclusions she came to, it is because they will throw some light on the… |
Sequence 30The formation of the subconscious knowledge is the accumulation of impressions not consciously registered, but stored in the… |
Sequence 31and of the distribution in age of the various items connected with basical mathematical knowledge. Only with this background… |
Sequence 32The first conscious step into arithmetical knowledge was-and still is-learning numbers up to ten with ten square prisms whose… |
Sequence 33presented Dr. Montessori with a conundrum similar to the one she had been confronted with when the children "… |
Sequence 34bars of four are added. This makes the two sides reach the value of seven. To complete the square of seven, a space is left… |
Sequence 35sensitive period pertinent to each age group, activity, and spontaneous passing into abstraction were possible for the… |
Sequence 36something else, the name comes into our mind. This is due to the engrams that, urged by our interest, have started to work,… |
Sequence 37them not sufficiently prepared, while the scientific progress of our days demands greater mathematical knowledge. Certainly… |
Sequence 38THE PEDAGOGY OF TIME by Lawrence Schaefer, PhD Larry Scbaefer's keynote lecture at the 1993 Summer Institute, History as… |
Sequence 39Stanislaw Lee writes in Unkempt Thought: "People find life entirely too time-consuming." In 11Je Paradox of… |
Sequence 40but contains under each layer the littler pearls. We grow over the years by a kind of accretion, and we never lose who we were… |
Sequence 41we work. For me the central question is how do we lead over time whole and authentic lives? It seems to me there is a world… |
Sequence 42I thought our students did well. These were the things I would take, so I was proud. But the Crow Canyon staff shared the… |
Sequence 43Eddie Benton-Banac, an 0jibway elder, says, "We have to educate ourselves to know who we are. That's what I mean… |
Sequence 44The time-person in us does not know now. This person is always preparing something in the future, or busy with what happened… |
Sequence 45The British are widely admired for the stability of their institutions- the monarchy, Parliament, their unwritten… |
Sequence 46Visit the great homes of the English aristoc- racy and landed gentry and you will find the reason for their connection to the… |
Sequence 47teachers of history. We must become students of history because a knowledge of the past is essential to thinking clearly. I… |
Sequence 48An exceptional example of vertical history was the Columbus Quincentennary Exhibit at the National Gallery of Art nearly two… |
Sequence 49the millennia, centuries, half-centuries, and even decades. We can also see the sequence of these frameworks. Second, there is… |
Sequence 50Vertical and horizontal help us to understand historical time and the events within historical periods. Horizontal history… |
Sequence 51in the nineteenth century it expanded even more dramatically. It increased again by a factor of more than ten thousand, and… |
Sequence 52Lewis Thomas can help us in this passage from The Fragile Species. I understand about randomness and chance, and selection,… |
Sequence 53harmonious, and beautiful system. The opposite of cosmos is chaos. A seventeenth-century writer wrote, "the greater… |
Sequence 54Things stayed like this for 500,000 years until temperatures dropped a few thousand degrees. Then electrons and heavy… |
Sequence 55a little micron, and yet I also feel powerful. I have the power of the universe itself. I have the gift of energy. I remember… |
Sequence 56-·· ----- _____ ... _ .llr;eTIIN;o:atll. 'J'b e Ll8&1ll\Y 01' n,e WO'llL:O .. I . 1… |
Sequence 57THE KEEPERS OF ALEXANDRIA: A MlsSJNG LINK FOR MONI'ESSORI IIIsTORY? introduction by David Kahn story by John Wyatt, PhD… |
Sequence 58History's greatest message to the child js tliat the mind has always been at' work to make sense of the world,… |
Sequence 59was another calcium consumer and that the limestone is also a calcium accretion-in short, that the balance of nature… |
Sequence 60the Coming of Man to convey the sequence of Australopithecus, Homo habilis, Neanderthal, Cro-Magnon, etc.? Again philosophy… |
Sequence 61together any civilization and compare their findings with modem times. For starters, the Montessori elementaty curriculum also… |
Sequence 62Alexander the Great, another Greek, was also a great traveller, founding Alexandria in Egypt, and many other towns named… |
Sequence 63that are real and necessary in order to take the path to maturity. Thus, for the purposes of introducing the Story of… |
Sequence 64THE GREAT STORY OF AI.ExA.NoRJA by John Wyatt, PhD Strange,~ I've been watching here, captured in the sounds and… |
Sequence 65People came from the ends of the earth to live in Alexandria. Everyone entered through the Gate of the Sun and left through… |
Sequence 66who spoke a language no one knew and made boxes of caroed ivory for rare medicines imported from India. 7bere was a sailmaker… |
Sequence 67The heart of the Mouseion was the Library, with its 500,000 books. Any book brought into the city by anyone became the… |
Sequence 68Within the course of endless generations of human beings and hun- dreds and hundreds of years down to our time, the great… |
Sequence 69The NAMTA Joumal 65 |
Sequence 70Kieran Egan 66 The NAMTA Journal • Vol. 19, No. 1 • Winter 1994 |
Sequence 71CHARACTERISTICS OF STIJDENTS' IMAGINATIVE LivEs, AGES EIGHT TO FIFTEEN by Kieran Egan, PhD Kieran Egan's profound… |
Sequence 72ing the imaginations of students between eight and fifteen, we must descend, as it were, one step down from the… |
Sequence 73Maclntyre's observation that we are essentially a story-telling animal (1981) is accurate because we are an animal with… |
Sequence 74We can first note that the story struc- ture that engages the older group is more complex than that which appeals to younger… |
Sequence 75the most courageous or the cruellest acts, the strangest and the most bizarre natural phenomena, the most terrible or the most… |
Sequence 76irrelevant to their imaginative engagements. Rather I want to point out that the assumption that everyday experience must be a… |
Sequence 77as the years go by. The main characteristics I will note in this chapter seem to me common to both sexes, even if they… |
Sequence 78The capacity to heighten significance and enlarge meaning by thinking about events "romantically" can be… |
Sequence 79of the time. We can see in the almost infinitely reproduced cup an immense ingenuity; we can hold burning liquids in it… |
Sequence 80with content that is familiar in students' everyday experience. The argument moves through the following steps: Everyday… |
Sequence 81of things. A person familiar with awe is less likely to be a victim of surprise at the way life happens to clobber out events… |
Sequence 82The sense of awe may seem less evident, but it becomes apparent in early adolescents' not uncommon bewildered fascination… |
Sequence 83somehow transcends them. Many of the "teen-exploitation" movies, such as Ferris Beu bier's Day Off, or… |
Sequence 84ance of an explorer, the tenacity of a weed on a rock face, the sardonic wisdom of a grandparent, or the beauty of a building… |
Sequence 85and dancing that confront adult conventions and values, to outright refusal to play the adult game or at least that part of it… |
Sequence 86can mirror profound features of students' imaginative experience and provide the burgeoning revolt and idealism of the… |
Sequence 87gain the comfort of realizing that the world is not limitless, and that we can get intellectual control over some aspects of… |
Sequence 88on, is not only more directly comprehensible but is also more engaging and meaningful. Every teacher knows how the… |
Sequence 89minds. When we see the task this way, our emphasis in on meaning. And in addition, we see that a pri- mary tool necessary… |
Sequence 90References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 91The NAMTA Journal 87 |
Sequence 92Jane M. Healy 88 The NAMTA Journal • Vot. 19, No. 1 • Winter 1994 |
Sequence 93WHO'S TEACIDNG TIIE CHIIDREN TO TALK? by Jane M. Healy, Ph.D. Jane Healy highlights the crucial role of language in… |
Sequence 94culprit, which is now invading all levels of the socio-economic spectrum, is diminished and degraded exposure to the forms of… |
Sequence 95Language, Culture, Brain: Artifact and Architect According to many anthropologists, society, language, brain, and the human… |
Sequence 96Who Is Teaching Language to the Children? Even if the linguistic quality of television were upgraded, however, the one-way… |
Sequence 97opment guarantees the unfolding of basic "experience expectant" systems. Refinements of language, such as… |
Sequence 98"Let me call John's mother and settle this problem. "(The world can be managed by persons in authority… |
Sequence 99increasing numbers of young children spending time in day care or school settings, we must pay special attention to their need… |
Sequence 100about events and ideas, are helping their children become much better thinkers than those who focus more on the food or the… |
Sequence 101For this, the experience of stories is probably the ideal preparation .... Gradually, [stories) will lead (children) to… |
Sequence 102not the eyes-such common word parts as "fun, sun, run," or "fiddle, diddle, middle" as… |
Sequence 103parents hire caretakers with different language patterns from their own, they should not be surprised if their child's… |
Sequence 104The children spent most of !heir time in teacher-directed large- group activities, and ... most of their language behavior was… |
Sequence 105kids in the room they can't tolerate the noise level" (personal communi- cation, September, 1988). Passive… |
Sequence 106the teachers do not already know tJ1e answer. Even when tJ1e form of the question seems to invite a variety of answers, tJ1ere… |
Sequence 107Dumtschin,). (1988, March). Recognize language development and delay in early childhood. Young Children, p. 20. Geyer, G. (… |
Sequence 108104 The NAMTA Journal • Vol. 19, No. 1 • Wimer 1994 |
Sequence 109Part II Expanding Montessori 7be impact of Montessori schools has been strategic as well as pedagogical. For example,… |
Sequence 110Edward Zigler 106 The NAMTA Journal • Vol. 19, No. I • Winter 1994 |
Sequence 111REsHAPING EARLY CHIIDHOOD INrnRVENTION To BE A MoRE EFFECTIVE WEAPON AGAINST POVER1Y by Edward Zigler, PhD Drawing on his… |
Sequence 112Although the face of poverty has grown uglier, most of the war's weapons have been blunted or dismantled. An exception is… |
Sequence 113Quality problems have actually plagued Head Start since its hasty beginnings. In a matter of a few months, the program was… |
Sequence 114has now gone a step further and asked for more thorough plans to enhance quality and to proceed with expansion. Donna… |
Sequence 115know that the official poverty index, based on food consumption standards in the 1950s, is terribly outdated. Other federal… |
Sequence 116Many actually believed that a few weeks of Head Start would inoculate children against the ill effects of poverty for the rest… |
Sequence 117scope as Head Start, but the expected funding was never delivered. The program was allowed to continue as an experiment in… |
Sequence 118disadvantaged infants and toddlers. This opportunity poses the most promising chance we have had since 1965 for our society to… |
Sequence 119younger children. To this day, there are no national standards for the Head Start pro- grams that serve children before the… |
Sequence 120money, the Bush administration attempted to limit enrollment to a single year of a half-day program for poor four-year-olds.… |
Sequence 121and Human Services. This leaves a void in leadership for this vital component and contradicts the philosophy of a program of… |