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Sequence 228century, no scientist or philosopher any longer believed in the idea of linear development during the prenatal period, in the… |
Sequence 229Chart 2 I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ,~~;;;,a ~ ~ ~&El □oc::9 the product of… |
Sequence 230red for infancy, green with red along the center for adolescence. It is interesting also to note that, while infancy remains… |
Sequence 231gradually into thenext(and this is what happens in life). Therefore, in the second drawing, we do not see the sharp points,… |
Sequence 232incorporate are not mutually exclusive but mutually enriching. Conse- quently, our understanding of the four planes of… |
Sequence 233a mind so different to ours that Montessori calls it the absorbent mind. Thus, in The Formation of Man, Montessori writes: It… |
Sequence 234full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 235ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 236tary school, secondary school, university. Thus, in her 1951 lecture, Montessori says, "The school, as we see it in… |
Sequence 237other grades. No secondary school teacher is concerned about the methods employed in preschool, let alone about those… |
Sequence 238were to eliminate not only the term 'method' but also its common conception, things would become much clearer. We… |
Sequence 239MARIA MONTESSORI ANO PROGRESSIVE EDUCATION During the two decades between the first publication of The Montessori Method 18 (… |
Sequence 240John Dewey's American pedagogy and William Heard Kilpatrick's realization of this (Project-Method, 1918); Carleton… |
Sequence 241The Italian government did not join the IBE and thereby indirectly favored the dominating influence of the Geneva group of… |
Sequence 242willing to compromise. 23 As far as she was concerned, selecting some aspects of the method and excluding others meant… |
Sequence 243nature of the method. 24 The final result was that, as Montessori herself writes: "The world of official education… |
Sequence 244Nature for human development; the emphasis is found at the begin- ning of development, that is to say at birth and the first… |
Sequence 245Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&… |
Sequence 246In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant… |
Sequence 247In any case, this last contribution of Montessori's can still, more than 40 years later, constitute a source of… |
Sequence 248NAMTANEWS NATURE Is BEST TEACHER In order to invigorate the Montessorian's use of the outdoors, NAMTA presented two… |
Sequence 249NAMTA RECEIVES CONTINUED FUNDING FROM THE HERSHEY fOUNDA TION FOR NEW PROJECTS The Hershey Foundation has been providing… |
Sequence 250The NAMTA Board is a tightly woven working group with a collective understanding of how NAMTA interfaces with a variety of… |
Sequence 251February 7, 1996 Dear Fellow Montessorians, Our students, staff and parents at VIRGIN ISLANDS MONTESSORI SCHOOL, ST. THOMAS… |
Sequence 252The North American Montessori Teachers' Association In cooperation with the Montessori Teacher Education Collaborative… |
Sequence 253A multicultural perspective for all elementary-aged students, the program is set at the time of the Roman Empire and centered… |
Sequence 254Montessori Administration Sharon L. Dubble, PhD, and David Kahn Week One (July 8-12), 9:00 a.m. to 5:00 p.m. daily… |
Sequence 255Specific approaches to independence and care of the classroom will be emphasized in a comprehensive view of preschool class… |
Sequence 256Participants will be expected to complete reading and writing assignments both in preparation for and during the course. John… |
Sequence 257the Latin presented in the Keepers of Alexandria grammar component. In the end, however, the goal of the course is to instill… |
Sequence 258,------------------------7 APPLICATION I Use a separate form for each participant. Copy as necessary. I Name:… |
Sequence 259,------------------------7 Do-lT-Y OURSELF Hous1NG ~ Mail this form or 'Z!' phone your reservations to: Seville… |
Sequence 260CLASSIFIEDS Arizona AMI Elementary and Primary teach- ing positions available. Please send resume and credentials to:… |
Sequence 261Established in 1963, MMS now has 200 students from age 2 through 12. Our beautifulcampus is located directly on the San… |
Sequence 262portive parent body, AMI-trained ad- ministration and staff, competitive sal- ary and benefits. Please send resume and… |
Sequence 263faculty comes from diverse back- grounds and we strive to maintain a diverse student population. The school has a supportive… |
Sequence 264what TEAM really means! Our 5 acre school of thirteen years is just two miles from the Gulf beaches and na- ture parks.… |
Sequence 265Montessori School of Lake Forest has served the North Shore for 30 years. It is located near Lake Michigan in a lovely… |
Sequence 266program for the 1996-97 school year. The school is located on 22 beautiful acres, sections of which are forested. Thriving… |
Sequence 267the Berkshires, where opportunities for seasonal recreation abound. The Five College Consortium (Mount Holyoke, Smith… |
Sequence 268sibilities/ advancement. Mail hand- written cover letter, resume with ref- erences to: Maria Montessori Ctr., 32450 W. 13… |
Sequence 269Weare dedicated toA.M.I. Montessori and have maintained an excellent reputation in the area. We have alJ A.M.l. teachers. We… |
Sequence 270seasoned Montessori students. Candi- date must love and respect children and be able to provide a nurturing and happy… |
Sequence 271rural community near Chesapeake Bay. AMS or AMI certification re- quired. Experience required. Call Carol Frieden 804/693-… |
Sequence 272414/647-2767 or Carol Hicks at MacDowell Montessori 414/933-0088. Resumes and references may be sent to: Greenfield… |
Sequence 273Late Addition PROGRAM ASSIST ANT FOR MONTESSORI EDUCATION Loyola College in Maryland is seeking an individual to assist with… |
Sequence 274e in affiliation with Association Montessori lnternationale Amsterdam, Netherlands Montessori Teacher Education Collaborative… |
Sequence 275e in affiliation with Association Montessori lnternationale Amsterdam, Netherlands Montessori Teacher Education Collaborative… |
Sequence 276The MONTESSORI INSTITUTE OFATIANTA Primary Teacher Training Course certified by the ASSOCIATION MONTESSORI INTERNATIONALE… |
Sequence 277e Montesson· Institute OF MILWAUKEE, INC. 3195 S. Superior St.• Suite L 428 • Milwaukee, WI 53207 414-481-5050 • (Fax) 414-… |
Sequence 278Name Address City MOUING? Don't miss one NAMTA Journat Job Bulletin, or conference- mail your new address to:… |
Sequence 279MONTESSORI MATERIALS Montessori materials are never chosen at random, whether for the nido (Italian for "nest&… |
Sequence 280i I I ZI Nienhuis Montessori ... on the cutting edge of Educational Reform. ml = =- = -- en Educational reform? No… |
Sequence 1Vol. 21, No. 3 Summer 1996 Rediscovering the All-Day Montessori Community AD-Day Montes..orl: Notes on the HJstory of the… |
Sequence 2WHAT ls NAMTA? The North American Montessori Teachers' Associa- tion provides a medium of study, interpretation, and… |
Sequence 3THE NAMTA JOURNAL V oL. 21, No. 3 • SUMMER 1996 REDISCOVERING THE ALL-DAY MONTESSORI COMMUNITY e In affiliation with the… |
Sequence 4REDISCOVERING THE ALL-DAY MONTESSORI COMMUNITY ALL-DAY MONTESSORI: NOTES ON THE HISTORY OF THE EXPERIMENT… |
Sequence 5La Maison des Enfants, Sevres, France, 1930s. |
Sequence 6ALL-DAY MONTESSORI: NOTES ON THE HISTORY OF THE EXPERIMENT by David Kahn The catch phrase "all-day Montessori&… |
Sequence 7natural birthright which is a lovingly prepared environment in a secluded private home with the tender care of two loving… |
Sequence 8their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 9gently received in "a kind of 'getting-them-up."' Emphasis was on "a human beginning to… |
Sequence 10Furthermore, in a natural, homelike all-day setting, children's capacity for work is given more time and more… |
Sequence 11What is the contemporary context for Montessori all-day care? Certainly there is a new level of societal demand for higher and… |
Sequence 12most of their waking day, provide further incentive for Montessori to integrate pedagogy and life, time and space into an… |
Sequence 13LEGEND TO View from the garden (from the South). GROUND PLAN Scale I :400. The arrow points to the Nonh. I Main entrance… |
Sequence 14THE CHILDREN' s HOUSE by Lili E. Peller Lili Peller' s interest in creating the right environment as a decisive… |
Sequence 15important factor in nursery school. Yet even the most devoted teacher has a limited amount of energy and resilience. It… |
Sequence 16not revolutionary or unprecedented. Cities have long provided play- grounds for children. Recently these playgrounds have… |
Sequence 17one room to the next. Thus, the knobs on the doors can be high. It is even advantageous to have them out of the children'… |
Sequence 18disappearing into the wall when not in use, or with a door of transpar- ent plastic. Transparent doors do not cut off the… |
Sequence 19taken with this "adventure in space" that they will take the trip many times in succession. There are… |
Sequence 20to subdivide the room and give a certain degree of privacy to groups of playing children. If many children eat in one room,… |
Sequence 21Children also love to pass things through an opening in the wall which can be closed with a door sliding sideways or upwards.… |
Sequence 22We stop here to assert that educators who want the younger generation to accept conventions without question- ing have no… |
Sequence 23daily environment. His attention is drawn to those qualities which constitute the "chairness" of a chair or… |
Sequence 24all equipment, toys, and furniture is to provide an arena for the child to build intelligence, imagination, initiative,… |
Sequence 25prerequisite for plunging with whole-hearted interest into the next enterprise. If we interfere with the valleys, we will have… |
Sequence 26where she can sit without cramping her knees. Her work is physically tiring. She is on her feet for many hours. A few minutes… |
Sequence 27the children's lockers for wraps will be in one part of the room. Yet there may be less general rushing and pushing if… |
Sequence 28CONCLUDING OBSERVATIONS It seems that the public takes more interest in nursery education than formerly. If true, this may be… |
Sequence 29Lili E. Peller 24 The NAMTA Journal • Vol. 21, No. 3 • Summer 1996 |
Sequence 30THEORIES OF PLAY by Lili E. Peller As a Montessorian and psychoanalyst, Lili Peller provides a developmental perspective on… |
Sequence 31being exercised, and thus results the aimless activity which we call play, and which is agreeable to the individual producing… |
Sequence 32of automatic repetition to which he ascribed great significance in all animal life, and discusses the idea of"… |
Sequence 33they can more completely than adults lose themselves in exclusive enjoyment of the present. "When the child hits upon… |
Sequence 344. WUNDT'S THEORY The next theory on the other hand points to the phylogenetic past. WW1dt4 lists three psychological… |
Sequence 35In substance, they reflect the general attitude of 19th-cen- tury science, which felt justi- fied in proclaiming, in all… |
Sequence 36We believe that a study of the dynamics of play, of the motivations for play, of its changing form, style, and range, offers… |
Sequence 37he witnessed the hurtful experience of someone else with whom he identified; hence the need to reverse the table-to be active… |
Sequence 38the child himself has first endowed them with specific roles, func- tions, and meanings. We must also point to the tremendous… |
Sequence 39In play the child recaptures for a while the omnipotence he once believed he possessed. He repeats and gradually assimilates… |
Sequence 40in the outer world. In thinking we pick out elements of reality and vary them; the same is done in play. Thinking is far… |
Sequence 41likely to be far less severe. The child who has been taken by surprise, who has not had the chance to go over the event… |
Sequence 42man relationship that precedes all others-i.e., the infant's need for his mother. They are instigated by his efforts to… |
Sequence 43All play brings wish fulfillment, pleasure, elation,· a feeling of euphoria, well-being, a Spielrausch. Play, however, is not… |
Sequence 44Then in play I darkened the room with the window curtains and very quickly made it light again. I repeated this many times… |
Sequence 45Bornstein, B. (1935). Phobia in a two-and-a-half-year-old child. Psa. Quart., 4. Erikson, E. H. (1937). Configurations in… |
Sequence 46The NAMTA Journal 41 |
Sequence 47Margot Waltuch, 1986 42 The NAMTA Journal • Vol. 21, No. 3 • Summer 1996 |