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Sequence 112Small Groups The exercises require skill in gath- ering and directing a small group of children in a role- play exercise… |
Sequence 113The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 114• The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 115We offer these exercises for life so that the children grow into individu- als who are poised, natural, and authentic. It is… |
Sequence 116obstructed. In other words, it should always be available. It should be used for its intended purpose, which is movement. It… |
Sequence 117it is natural to extend one's arms, so carrying an item some- times helps center the body. Posture changes as the child… |
Sequence 1188. Passing a bell silently 9. Striking one bell and listening until there is no sound 10. Striking a gong and listening until… |
Sequence 119Very many become interested in a fact which they have never before observed, namely, that there are so many noises which they… |
Sequence 120The Game itself calls upon the will of each individual to birth silence, carry it to another place, and hold it once in the… |
Sequence 121preparing the person for the meditative side of life. Isn't this what contributes to a better society? Isn't this… |
Sequence 122The NAMTA Journal 117 |
Sequence 123La Maison des Enfants, Sevres, France, 1930s 118 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 124THE CHILD AND THE NATURAL ENVIRONMENT by Molly O'Shaughnessy Molly O'Shaughnessy has written a definitive article… |
Sequence 125Ponds were identified as the home of frogs or the home of the turtles. A massive solitary rock on the edge of a garden was a… |
Sequence 126In The Secret of Childhood, Dr. Montessori said, "The adult's envi- ronment is not a life-giving environment for… |
Sequence 127in a plundering industrial world of wires, wheels, and machines, of steel and plastics, of paved-over land and poisoned seas… |
Sequence 128their doors and connected with endangered animals and ecosystems around the globe through electronic media" (3). But… |
Sequence 129Teachers need to recognize and to help parents recognize that love of the environment cannot happen in the abstract. Empathy… |
Sequence 130the natural en vironrnen t, to experience a real leaf before offering the nomenclature for it, to offer substantial outdoor… |
Sequence 131The child by nature loves the environment. By helping the child forge an emotional bond with nature, we help guarantee… |
Sequence 132Our first task is to nourish the natural urge within the child to connect to her environment-to develop a reverence for it. A… |
Sequence 133professional assistance" (119). Efforts by people such as Frederick Leboyer have brought to our consciousness the… |
Sequence 134mutuality is equally nourishing and productive of life and form to the mind and to the body" (29). With the… |
Sequence 135Additionally, the absorbent mind assists the child in taking in all aspects of the world and incarnating them, making it part… |
Sequence 136sympathy, pity, admiration or love-then we wish for knowledge about the object of our emotional response. Once found, it has… |
Sequence 137The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 138how best to serve children who stay for extended hours. In the earlier part of this century, many of the children stayed in… |
Sequence 139The motive running through cosmic education is service. Everything that exists has a service to perform, from the plants to… |
Sequence 140when] he wants to possess the world as his theater of perception. (Nabhan & Trimble 28) Paul Shepard speaks of this… |
Sequence 141a contribution to make. We have to help the child become grateful to our ancestors, who have performed significant services… |
Sequence 142experience of what is studied in class. lf the children study herbs and their classification, they should be able to visit a… |
Sequence 143The child of seven has strong legs and seeks to escape from the closed circle. Instead of hemming him in, let us facilitate… |
Sequence 144socially conscious person with a strong desire to contribute to society. Renilde Montessori says, "The adolescent is… |
Sequence 145of the earth. Work in the Erdkinder takes two directions-manual and intellectual, both of which are necessary for civilized… |
Sequence 146truly integrates all elements of the world, allowing full and active participation on the part of children and adults alike,… |
Sequence 147Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 148Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 149Trail clearing, The Montessori Farm School, Spring, 1998 144 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 150PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 151In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 152drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 153David Hutchison underscores Orr's principles with what he calls "the spirit of place": To know one… |
Sequence 154each with respective unfolding histories, etc. Pedagogy of Place re- quires that the adult and adolescent dig deeper, look at… |
Sequence 155• Within these limits, the occupation demands knowledge, which may involve measurement, refinement of the senses, precision,… |
Sequence 156LAND AND SOIL OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Soil introduces both geological and biological studies. The… |
Sequence 157WATER OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Water is viewed as integral to the origin of life and to earth's history… |
Sequence 158AIR OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Air is studied for its role in earth's climate and in plant and animal… |
Sequence 159ENERGY OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Energy is studied as a comprehensive force that begins with the Big Bang and… |
Sequence 160PLANT & ANIMAL OCCUPATIONS & RELATED CONTEXTUAL STUDIES Animals and plants are studied for their role in… |
Sequence 161HUMAN SYSTEMS OCCUPATIONS AND RELATED CONTEXTUAL STUDIES The human organism is studied for its collaboration with the cosmic… |
Sequence 162COMMUNITY ROLES, CHARACTER, AND V ALORIZATION The specific nature and purpose of an occupation may inspire a student to… |
Sequence 163experience in the elements of social life" (102). Looking to the eco- nomic self-sufficiency of the adolescent farm… |
Sequence 164INTELLECTUAL STUDY OF CIVILIZATION Pedagogy of Place suggests that study is attached to land-based and community-based… |
Sequence 165of these divisions of history suggests a myriad of intellectual studies. What follows is a snmpling of possible intellectual… |
Sequence 166• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 167THE GREAT CONVERSATION 2 Intellectual study leads to an emerging awareness of the whole of history, which in turn leads to a… |
Sequence 168community are part of the social fabric of the Erdkinder commu- nity. Every member of the Erdkinder community is a learning… |
Sequence 169• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 170Erdkinder Learning Strata ,hematic View: ~ture vs. Supra-Natu~ 5. The Great Conversation T 4. Intellectual Study of… |
Sequence 171with the students excerpts of Maria Montessori' s To Educate the Human Potential.) This is not to make the Erdkinder… |
Sequence 172REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 173MONTESSORI for the NEW MILLENNIUM Practical Guidance on the Teachi11g and Education of Cltil.dren of All Ages, Based 011… |
Sequence 174CREATIVITY AND STRUCTURE by Roland A. Lubienski Wentworth Dr. Wentworth's lifetime, 1900-1997, overlaps the life and… |
Sequence 175The first thing that comes to light from the observation of free children is that: A child has an irresistible natural… |
Sequence 176But the child "resists interference by the adult who thinks he can help him by his power. For this uncalled-for… |
Sequence 177class, as well as its discipline, depends on the interest of the children in their work. Further advice to the teachers was… |
Sequence 178the fact that mental and motor activity which should form one unity are found separate. If the individual does not succeed in… |
Sequence 179Edinburgh in 1935: "1 have found that the child, in his development, passes through certain phases, and the phases in… |
Sequence 180was a necessity; now there is admiration for his parents, for their morality, arising from feelings that his parents are… |
Sequence 181It is necessary that human personality should be prepared for the unforeseen, not only for the conditions that can be… |
Sequence 182From all this the result will be not only "self-discipline" but a proof that self-discipline is one aspect… |
Sequence 183The second group of subjects should include moral education, mathematics (using special methods of teaching and "… |
Sequence 184only learn to adjust themselves to the demands of an ordered environment. This means that the staff must take the… |
Sequence 185to do everything it wants, only that teachers should help it learn independently: "Liberty is not being free to do… |
Sequence 186and movement, Martha Kent wrote that "Montessori has no precise method of spelling beyond the dictation of phonetic… |
Sequence 187teachers would protest against having so many children in a class and would say that a class of twenty to twenty-five is… |
Sequence 188avoid the arrest of spontaneous movements and the imposition of arbitrary tasks. It is of course understood that here we do… |
Sequence 189We need to know whether the practices Montessori did not personally test are universally successful, whether there are no… |
Sequence 190be filled somehow, and the field is open to individual attempts and interpretations of Montessori's ideas. We need to… |
Sequence 191Montessori had no intention of presenting a precise and crystallized system of educa• tion, but considered herself rather… |
Sequence 192And very significantly she added: Before many years have gone by, the teachers of primary education will be interested solely… |
Sequence 193A second misconception is that Montessori schools should use materials and methods different from other schools, and show in… |
Sequence 194serviceable in other aspects. I have often found a remarkable improve- ment in children's performance from the moment… |
Sequence 195or teaching aids are working in the same classroom, and teachers must keep records of student progress. These difficulties,… |
Sequence 196Independently of a!J the skills and knowledge children may acquire, one of the most important things they learn is the art of… |
Sequence 197REFERENCES Montessori, Maria." Advice to Teachers." Montessori Notes [publication ofThe Montessori Society… |
Sequence 198Montessori, Maria. The Secret of Childhood. 1936. New York: Stokes, 1939. Orem, R.C., ed. Montessori: Her Method and the… |
Sequence 199Bruce Torff 194 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 200ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 201Creative expression-what's that? I propose this definition: generating a product that is valued in a cultural context (… |
Sequence 202sort of artistic or aesthetic ability, a transcendent ea pa city in the gifted person. Let's reconsider that narrow… |
Sequence 203I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 204and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
Sequence 205and naturalist (understanding of the natural world). The last one may seem new to you. There used to be seven intelligences (… |
Sequence 206Critical Thinking as a Form of Creative Expression Oftentimes in school children are asked to memorize and repeat. What is… |
Sequence 207--------------------------------~-- But memorize-and-repeat leads to a narrow kind of learning. This approach all too often… |
Sequence 208evaluate, grade, and make comments on their own work. The assess- ment paradigm in our culture is that educators assess… |
Sequence 209Recent political winds blowing in our world only make the situation worse. The standards movement is just now gathering… |
Sequence 210Creativity Level CE in crisis: The developmental paths of creativity 5 10 15 Age 20 Figure 2 Children frequently… |
Sequence 211When children find their own problems, that means that they ask their own questions about the world. That means they pursue… |