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Sequence 48THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her… |
Sequence 49or we would share some food, or simply go on a little walk and pick wildflowers. Presen- tations were much shorter and… |
Sequence 50Working on the terrace. View of terrace from indoors. Sevres was an ideal setting. Often times in the afternoon we went out… |
Sequence 51Walking on the line outdoors. Walking of the line was a daily occurrence about midday-often out- of-doors. This involved… |
Sequence 52The silence game outdoors. One day we had a special visitor on the lawnduringour silence-it was Mahatma Gandhi. He was… |
Sequence 53Older children hoeing. A child cutting beans. The work that the children enjoy most is the harvesting, and because our… |
Sequence 54The gardener and children. weeding, clearing paths, raking up dried leaves, or pruning branches. Gardening brought op-… |
Sequence 55Eating outdoors. and jokes. The French children were masters of conversation at the table. Also typically French was the… |
Sequence 56A young boy sets the table. Eating indoors. Note the server in the foreground. the children of Brazil eat for breakfast?… |
Sequence 57THE ART OF PRACTICAL LIFE "Exercises of practical life" are those activities, performed daily, which the… |
Sequence 58SENSORIAL COMBINATIONS: CREATIVITY AND INDIVIDUALITY Left free to follow natural impulses in an environment rich in colors,… |
Sequence 59CONCLUSION It is not always imperative to see big things, but itis of paramount importance to see the beginning of things. At… |
Sequence 60The NAMTA Journal 55 |
Sequence 61Children work in an outdoor environment of the Montessori Schools of Omaha. 56 The NAMTA Journal • Vol. 21, No. 3 • Summer… |
Sequence 62ALL-DAY MONTESSORI: MAKING IT WORK by Mary B. Verschuur Man; Verschuur' s seasoned view of the Montessori all-day… |
Sequence 63a way any Montessorian would be pleased to observe and commend. This happened because the Montessori directress was there to… |
Sequence 64Have you ever done addition with the golden beads with a child at 7:45 a.m.? I have. Let me tell you a story: It is 7:30 a.m… |
Sequence 65to greet new arrivals while our addition proceeded uninterrupted. Dryden and I did two equations before another older child… |
Sequence 66In this setting, the provision of a healthy mental environment is paramount among the practical considerations. The creation… |
Sequence 67as learning how to count or to read. Knowing how to handle down time, or transition time, is a skill which must be acquired by… |
Sequence 68adult must become intellectually calm, she says, and thus open him- or herself up to the secrets of childhood. A comfortable,… |
Sequence 69Montessori triangle? Surely the adult in the environment is indispens- able at any time of the day, and especially when the… |
Sequence 70faculties. But if there is nothing there to satisfy this impulse, what can the child do but what he does-develop his activity… |
Sequence 71an opportunity for caring for the environment had grown out of the normal routine of the day. By having the requisite… |
Sequence 72matters like eating and resting during the course of the day must be addressed. Should lunch be prepared by the children on… |
Sequence 73importance of modelling appropriate behavior not merely for the children but for their parents as well! REFERENCES Corbett,… |
Sequence 74Tht! NAMTA Journal 69 |
Sequence 75A child chooses a quiet spot for reading at Northwoods Montessori School. 70 The NAMTA Journal • Vol. 21, No. 3 • Summer 1996 |
Sequence 76NORTHWOODS MONTESSORI FULL-DAY PROGRAM by Laura Morris Laura Morris honestly describes the trial-and-error approach of the… |
Sequence 77Our long-range planning committee developed a task force to study full-day programs. The task force was comprised of all the… |
Sequence 78externally imposed transitions; their sense of order and their need for belonging were not fully realized. Dr. Montessori… |
Sequence 79work. We talk about which ones are carnivores, which are herbivores, etc. When I observe the children doing this work I hear… |
Sequence 80add one hour to my day. For the children we developed a cycle that provided two long periods of uninterrupted work (see Figure… |
Sequence 81early-arrival children come into the classroom with the paraprofes- sional. There are usually only a few children who need… |
Sequence 82space is not very large, but it allows the children access to the outdoors at any time. We use this space all year long for… |
Sequence 83THE EFFECTS OF DAY CARE ON INFANT-PARENT ATTACHMENT IN CHILDREN UNDER THREE by Mary G. Matthews Does day care disrupt the… |
Sequence 84behaviorcould be termed a double paradigm: First, it is a primary model of relationship between humans; second, in another… |
Sequence 85associated with heightened aggressiveness with peers and noncom- pliance with adults during preschool years. Clarke-Stewart (… |
Sequence 86care. This study was carefully planned and controlled. All of the families were middle to upper-middle class and had a non-… |
Sequence 87in non-maternal care since at least eight months of age. Again, infants in care more than 20 hours weekly were more likely to… |
Sequence 88Attempting to replicate the four studies combined by Belsky (1988), Roggman, Langlois, Hubbs-Tait, and Rieser-Danner (1994)… |
Sequence 89INTERPRETATION AND PUBLIC POLICY Avgar (1987) suggested in her review of current research that the effects of day care on… |
Sequence 90the public arena, but he states that the solution lies in recognizing the value of parenting and in seeing child care as a… |
Sequence 91be whether that is significant and which environmental factors mitigate or aggravate it. This information is not publicized,… |
Sequence 92Belsky, J., & Braungart, J. M. (1991). Are insecure-avoidant infants with extensive day-care experience less stressed… |
Sequence 93Howes, C. (1989). Infant child care. Young Children, 44, 24-28. Meyerhoff, M. K. (1992). Infant-toddler day care versus… |
Sequence 94MONTESSORI: A CARING PEDAGOGY by Elizabeth Hall In this Montessori manifesto of caring, Ms. Hall puts forward the impor-… |
Sequence 95The characteristics we came up with were described from a student's point of view. For example, the first one is: A… |
Sequence 96to interact with them on a personal level. Another is the things we do to compare and sort students rather than to nurture… |
Sequence 97At the Primary level, the activities of practical life, with artistic use of "points of interest," provide… |
Sequence 98child continuing. (2) Another day, child works near teacher. (3) When confident, child works independently. Throughout the… |
Sequence 99Although the development of a child's ability to make indepen- dent choices is important, it is so within the framework… |
Sequence 100• time in relationship with an adult, perhaps helping an adult • a chance to feel specially chosen • a change of environment… |
Sequence 101Real learning gets to the heart of what it means to be human. Through learning we recreate ourselves. Through learning we… |
Sequence 102OUTDOOR SETTINGS FOR PLAYING AND LEARNING: DESIGNING SCHOOL GROUNDS TO MEET THE NEEDS OF THE WHOLE CHILD AND WHOLE… |
Sequence 103If the outdoor environment is sufficiently diverse, children and teachers can together ride the wave of motivation that… |
Sequence 104A seamless spatial flow from indoors to outdoors. The following descriptions of school site settings provide a general guide… |
Sequence 105with ample space for socializing. They should also serve as the transition zone between pick-up/ drop-off zones and play areas… |
Sequence 106Hard-surfaced pathways can be designed for children's use of wheeled toys, tricycles, or pull carts-all common preschool… |
Sequence 107skywires, and roof lines can be used to suspend all manner of artwork generated by educational programs or special events.… |
Sequence 1085. Manufactured Equipment and Play Structures The primary function of most manufactured play equipment is to support gross… |
Sequence 109Integration of play equipment into the natural landscape; here, a slide/steps combination makes use of a change in level.… |
Sequence 110thematic structure is complex enough to stimulate a wide range of dramatic play scenarios. Play equipment can also be created… |
Sequence 111To save ground space, ballplay and game settings can be designed as purely informal settings. In this form, they take less… |
Sequence 112Away from equipment settings, natural groundcovers are recom- mended because they provide habitats for small animals and micro… |
Sequence 113Older children need challenging, exciting places to ride bicycles. Most neighborhood streets are no longer available because… |
Sequence 114favorite places to escape, to relax, and to socialize in small groups. Shrubs are used to create intimate spaces where… |
Sequence 115pate in activities related to the natural environment, these settings also support activities across the curriculum, from… |
Sequence 116Garden math. A potting shed or greenhouse space should be provided to store tools and to grow seedlings for transplanting.… |
Sequence 11711. Animal Habitats Animals are an endless source of child wonder. They foster a caring attitude and a sense of… |
Sequence 118Non-harmful insects and insect-like organisms. Many of us think of wildlife as consisting of large, exotic creatures. Smaller… |
Sequence 119rabbits, chickens, geese, ducks, guinea pigs, and hamsters. European urban farms and adventure playgrounds accommodate these… |
Sequence 120Water settings are a primary attraction, promoting social interac- tion and cooperative play. They can be designed to… |
Sequence 121play surfaces, and access to water and small play props. Sand is an excellent educational medium for stimulating creative play… |
Sequence 122Children can construct their own play props, make their own inventions, from the natural surroundings, as many cultures still… |
Sequence 123pieces of rope, sheets of heavy cardboard, as well as manufactured modular blocks and similar construction materials. Dramatic… |
Sequence 124The design of seating and gathering areas can add playfulness to an educational site, creating an inviting, whimsical… |
Sequence 125element in playparks and adventure playgrounds. In new or redevel- oped school buildings, field facilities should be provided… |
Sequence 126The NAMTA Journal 121 |
Sequence 127Work on the Yoder farm. 122 The NAMTA Journal • Vol. 21, No. 3 • Summer 1996 |
Sequence 128REFLECTIONS FROM THE FARM by Patricia Ludick As a precursor to Erdkinder, 13-and 14-year-olds at Ruffing Montessori School… |
Sequence 129But I pray that somehow the memories will remain. Of work, of rain, of chill Of darkness and of light. Memories of love… |
Sequence 130As I attempt to share highlights of the students' observations with you, I am reminded of a chapter from Montessori'… |
Sequence 131list the bits and pieces that should make up a dwelling for adoles- cents on the Erdkinder farm. They even proceeded to… |
Sequence 132• a good-sized mud room with shelves and hooks for clothing and slippers. Slippers are nice to wear in the house. • not too… |
Sequence 133---- DleT' ,ZOA-D - Feot>T yp,eo SE'Cal\JO FL-00~ The students spontaneously drew these proposed Erdkinder… |
Sequence 134'Po>JO ........,__.. --- FL-DW1=~ "Jf'----.- ~rr~ ___r- CDMMWl !Tr' / 41e~S s-{fH~DM l… |
Sequence 135In an effort to expand the last item on their list concerning the farm family, which from my own observation was a very… |
Sequence 136was one of the most wonderful experiences of my Ufe. I really felt as though I was living with nature, without worrying about… |
Sequence 137During the farm experience, kitchen duty was not only about cooking. There was much more to it, and it was hard work. Except… |
Sequence 138Clear parameters need to be in place, but within these frameworks the young people need to be able to function independently.… |
Sequence 139for I have been with this group in our urban setting for three years. Things were solid and I never once doubted their be-… |
Sequence 140time and rest time. Those who wanted to play games and be loud could be outside and play wherever they pleased on the grounds… |
Sequence 141On the last evening of our stay I requested a thoughtful reflection of the things each young person felt he or she had learned… |
Sequence 1421. How to get along with friends who really annoy you. I have some friends who get on my nerves; I had to deal with that. 2.… |
Sequence 14316. How to deal with tough inner feelings and emotions to- wards other people. I had some feelings about others that were… |
Sequence 144The days are flying by. In two days I'll be home away from this place I can freely calJ home. Away from my house, my… |
Sequence 145SOCRATIC PRACTICE: INTELLECTUAL ENGAGEMENT AS THE GOAL OF CLASSROOM CONVERSATION by Mike Strong Going beyond Paideia and… |
Sequence 146hance the probability that engagement would occur. She expected that her legacy would include further research into the means… |
Sequence 147Although there is no genealogical link to the Montessori world, several Montessori educators, including David Kahn, executive… |