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Sequence 12This early discovery has continued to be a hallmark of the Montessori approach to child development. Dr. Montessori was… |
Sequence 13read from the Epistle of the Mass of the day, the Feast of the Epiphany-" Arise, shine; for thy light is come and the… |
Sequence 14In The Secret of Cl1ildhood, Dr. Montessori writes about her discov- ery that children could choose their own occupations:… |
Sequence 15This gave us our first insight into the unexplored depths of a child's mind. This little girl was at an age when… |
Sequence 16In 1915, Dr. Montessori traveled to California to attend the Panama Pacific International Exposition in San Francisco. She… |
Sequence 17One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 18Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 19She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for… |
Sequence 20Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 21Silver polishing, Laren, Holland, 1948 16 The NAMTA Journal • Vol. 25, No. I • Winter 2000 |
Sequence 22FOREWORD TO THE SECRET OF CHILDHOOD by Margaret E. Stephenson Margaret Stephenson's classic introduction to the root… |
Sequence 23The newspapers criticized; Dr. Maria Montessori was asked what she meant by her speech, and she writes that she scarcely knew… |
Sequence 24with interest and with skepticism, in many areas of American life. But along with genuine interest and combined with real… |
Sequence 25The first thing to do is to realize that Dr. Montessori was working for life, not mere! y for the educational process of life… |
Sequence 26of the child at birth and the child at three years of age, what an immense differ- ence there is between them, what an… |
Sequence 27In whatever country a child may be born,he is endowed with what Dr. Montessori called "the absorbent mind."… |
Sequence 28father, space pilot, dog, when one does not yet know what it means to be one's self? Again, as Montessori is based on… |
Sequence 29furnish examples of these. "Excuse me," said a child to a visitor commenting in a classroom that this was… |
Sequence 30the school and public library; the child who, after a lesson on rainfall in England, came to say that she had discovered that… |
Sequence 31tendencies. Only when we know the child's needs can we begin to learn how to cater for them. In Chapter 6 of The Secret… |
Sequence 32illustrated for us the deep spiritual meaning and significance of "the secret of childhood." She prepared… |
Sequence 33help that consists in setting the child free to move along the path of normal human development, in allowing the nature of man… |
Sequence 34The NAMTA Joumal 29 |
Sequence 35"Give the world to the small child.' Maria Montessori 30 The NAMTA Journal • Vol. 25, No. I • Winter 2000 |
Sequence 36THE CASA DEI BAMBINI: p ATHS TO CULTURE by Annette Haines Jn an attempt to reunify science, geography, history, music, and… |
Sequence 37And the adult human, says Bronowski, in The Ascent of Man, is "a singular creature. He has a set of gifts that make… |
Sequence 38made with the invention of writing, but even so, the accumulation of knowledge remained painfully slow over centuries of time… |
Sequence 39It was Maria Montessori' s insight that the child had within an "inner teacher" that dictated a &… |
Sequence 40By three years of age, the young child has created what Dr. Montessori called Man. This little man of three years has created… |
Sequence 41whose study of native creolized languages has led him to some surprising conclusions. It seems thatcreolized languages,… |
Sequence 42participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 43works, to lay down foundations that will be open and amenable to later learning. The Sensorial area provides the child with a… |
Sequence 44(l) others (m) those that have just broken a flower vase, and (n) those that resemble flies from a distance We could provide… |
Sequence 45which has the ability to think, i.e., they can order their thoughts into classes. There are no sharp boundaries in the natural… |
Sequence 46BASIC LEVEL I Chair \ SUPERORDINATE LEVEL Furniture SUBORDINATE LEVEL Recliner Figure 1 zation provides containers for… |
Sequence 47established in the mind. Our symbolic systems-most of language and all of mathematics-are ways of describing and managing… |
Sequence 48The use of language opens up entirely new worlds of thought. This is because once we can represent things in terms of strings… |
Sequence 49The child's mind between three and six can not only see by intelligence the relations between things, but it has the… |
Sequence 50culture-not as units of study but rather as part and parcel of that world which we give to the child. WEAVING THE WEB And… |
Sequence 51sibilities it brings-expands that introduction to include the whole physical and biological world. This is all we need to do… |
Sequence 52They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 53REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 54Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 55Mother Isabel Eugenie, r. a., 1971 50 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 56THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 57But turning the matter over in my mind, I realized that the magic that drew me first to Montessori almost forty years ago is… |
Sequence 58As you all know, being a Montessori teacher is a very simple and at the same time a very complicated business. First of all we… |
Sequence 59medley of backgrounds among us. We come with a variety of gifts but, I believe, essentially the same spirit. We want to help… |
Sequence 60Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 61essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 62cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 64something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 65assimilated from the environment, without any need for direct instruc- tion." As you know, Montessori could be… |
Sequence 66When we began the course, we were given a corridor in the dormitory of the high school as our place. We had no secretary, so… |
Sequence 67form their own organization for mutual support, the Montessori Teachers' Association of Pennsylvania, which they did.… |
Sequence 68"Our aim," said Maria Montessori, "is to study the child from the point of view of his potential… |
Sequence 69MONTESSORI TO ROMANIA: PROJECT UPDATE by Rita Schaefer Zener Rita Zener' s continuing dedication to Romania has brought… |
Sequence 70they knew that there was more than Practical Life, Art Expression, Spoken Language, and Music. But the materials got there… |
Sequence 71First a little political and geographical orientation: Romania is an Eastern European country. It is surrounded by the Black… |
Sequence 72Six-year-old girls dressed in white aprons and scarves are making no-bake cookies in the public kindergarten class of… |
Sequence 73Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 74Romanian Montessori Association to celebrate the 90th birthday of its founder, Dr. Ilie Sule-Firu. Dr. Sule-Firu was an ardent… |
Sequence 75Marcel, the Romanian professor who got Children of the World interested in doing Montessori in Romania, was and still is… |
Sequence 76Graduation, Summer, 1999. Seated at the left: Anca Stanisoara, Director of the Alternative Pedagogical Association; Martha… |
Sequence 77she could get a permanent teaching position in the city in a good school and get out of the rural schools where new teachers… |
Sequence 78disadvantaged child?," she asked. And she answered herself with the distinctions of social development that… |
Sequence 79In her response to the theory reports that each member of the class did, she expressed gratitude. She said that by bringing… |
Sequence 80opportunity to see what sort of work level the children were achieving in the Montessori class. In the Montessori class,… |
Sequence 81Children of the World, Judy Maloney and Martha McDermott, both of the U.S. There was no easy way to take care of them.… |
Sequence 82The NAMTA Journal 77 |
Sequence 83Sylvia 0. Richardson 78 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 84THE MONTESSORI PRESCHOOL: PREPARATION FOR WRITING AND READING by Sylvia 0. Richardson Dr. Richardson brings together her… |
Sequence 85direct preparation for writing and reading. In an era when education was stereotyped and discipline in the schools was almost… |
Sequence 86mathematics. Sensorimotor development occurs primarily in the first two to four years of life, but later academic learning… |
Sequence 87such as listening and marching to music, playing with balls, bean- bags, swings, etc. may be included. The children like… |
Sequence 88rice or liquids, carrying various apparatus, cutting, working with the dressing frames, all assist children to develop good… |
Sequence 89SENSORY EDUCATION The sensorial materials are designed to attract children's a tten- tion, to "educate the… |
Sequence 90Isolation of a single quality in the material helps children focus their attention on the stimulus. In many exercises, the… |
Sequence 91differ only in height; in the second series, the only difference is in diameter; in another, there is a graduated difference… |
Sequence 92Lesson," which was originally used by Seguin, to obtain the as- sociation between an object or quality and its… |
Sequence 93between noise and sound as apart from silence. Since this training starts with strongly contrasting differences and passes on… |
Sequence 94Montessori viewed graphic, or written, language as offering to a child an Children from birth to two years are exposed to… |
Sequence 95of quality and contrasts; e.g., colors are graded according to tint and to richness of tone, silence is distinct from non-… |
Sequence 96writing is an essential point that has been overlooked in education and has surfaced only recently in language research.… |
Sequence 97to make a new one, such as deleting the rn from smack. In each case, after the children say the word or sound, they take the… |
Sequence 98When a child can read back the words he or she has made with the moveable alphabet, the teacher introduces the Phonetics… |
Sequence 99One example would be learning the function of the article. The materials are a plastic box containing assorted small objects,… |
Sequence 100Children with a specific language learning disability can profit from this carefully programmed and cumulative sequence of… |
Sequence 101such as posture and gross and fine motor coordination, the devel- opment of directionality and laterality, and the development… |
Sequence 102Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 103Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 104The NAMTA Joumal 99 |
Sequence 105LOO The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 106NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 107Our children have the right to experience the Casa as a sanctuary where being in the present moment is the perfect blissful… |
Sequence 108than product allows the child to work for the sake of the intrinsic joy that one has when one's focus is on the movement… |
Sequence 109The implications are these: l. respect for the child's capacity and abilities; 2. change in attitude about Practical… |
Sequence 110• lndirectly prepare for Inter academic work. Mathematical con- cepts are explored, such as estimation and calculation; geo-… |
Sequence 111For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |