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Sequence 24Rita Schaefer Zener 20 The NAMTA Journal • Vol. 28, No.1 • Winter 2003 |
Sequence 25How SENSITIVELY TIMED ARE SENSITIVE PERIODS? by Rita Schaefer Zener Rita Schaefer Zener's theory base for sensitive… |
Sequence 26As a young teacher I did not. I will tell you the story of how I learned to notice and plan for the sensitive periods. The… |
Sequence 27WHAT DR. MONTESSORI TELLS Us ABOUT SENSITIVE PERIODS Sensitive periods are the powerful capacities to develop certain charac… |
Sequence 28the languages that are around her, moves and functions indepen- dently, has ordered her mind in accordance with her culture,… |
Sequence 29(c) The last reason a sensitive period ends is a happy reason. The sensitivity ends because the specific characteristic is… |
Sequence 30a skill, then she must consciously work to improve it. As guides of children under six, let us not be in a hurry to bring… |
Sequence 31The young child's sensitive period for refining the senses created a mind with clear classifications of her impressions… |
Sequence 32WHAT KIND OF HELP MUST ADULTS GIVE? Observe and Keep an Open Mind Adults must observe and keep an open mind to see what… |
Sequence 33ity. It fades at around four and a half years. When successful, the child is a keen observer of the world with a strong base… |
Sequence 34Good manners and grace and courtesy require language, a sense of order, and movement. We can say that the child's… |
Sequence 35(cited in Nash 52). Dr. Montessori stood for both working together long before the present interest (see The Absorbent Mind 95… |
Sequence 36The manifestation of a sensitive period in an activity is both preceded by and succeeded by no observable activity. Beforehand… |
Sequence 37She came twice a year to the school and would be in our rooms over a period of several days. The same thing happened each time… |
Sequence 38is there! It is a joyous way to learn and a delight to be the educator who is participating. We, the adults, are an important… |
Sequence 39Infants and Toddlers All of the sensitive periods are operative during these years. Some of them will be within the critical… |
Sequence 40when he wants to wash a table because it is dirty or arrange flowers or polish an object to make the room look nice, he will… |
Sequence 41tures, reading both prose and poetry, singing, and the question game. Enrichment of vocabulary-learning all the names of all… |
Sequence 42tions. Study of geography, biology, and art will influence what a child sees on a simple walk. The child should be taught to… |
Sequence 43tive periods is the same. First of all, the child is attracted to a piece of work. Then his interest wanes. We notice through… |
Sequence 44children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 45Th~ NAMTA Joumal 41 |
Sequence 46Annette M. Haines 42 The NAMTA Journal • Vol. 28, No.l • Winter 2003 |
Sequence 47READING, WRITING, AND MATHEMATICS: EXPLORED AND DISCOVERED RATHER THAN TAUGHT by Annette M. Haines Annette Haines… |
Sequence 48cusp, children who were tougher, noisier, and more rational, dangling between the two planes of development-I looked at them… |
Sequence 49This role reversal results from Montessori's perception of the needs of the child. The first aim of education, according… |
Sequence 50to function in this way, it must be ordered and complete: The shelves must manifest the sequence so the children understand… |
Sequence 51WHAT Is CULTURE? Because, what is culture? It is the conglomerate of spiritual and mental values that constitute civilization… |
Sequence 52governing omnicontinuing life aboard space-ship earth- can bring about reorientation from the self-extinction bound human… |
Sequence 53quires exactness, work that requires concentration, work of the hand. It is through the work of the hand that the child… |
Sequence 54The young child is first aided in his language development with oral vocabulary enrichment. Like early humans, he learns… |
Sequence 55kind of opportunity during her formative years (three to six), her subconscious mind may not be accepting of mathematics at a… |
Sequence 56NORMALIZATION Psychic deviations are not chemical imbalances or mental aberra- tions. Children are normalized only through… |
Sequence 57· have an attractive cursive hand; know how to decorate written work and how to illustrate it simply • know the addition,… |
Sequence 58operations and have begun rudimentary memorization. Everyone might not understand adverbs and prepositions, transitive and… |
Sequence 59Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 60Kay Baker 56 The NAMTA Journal • Vol. 28, No. 1 • Winter 2003 |
Sequence 61THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 62Mine is not a bias of blind adherence, however, but a bias of finding her words about child development borne out over and… |
Sequence 63· Four planes of development and characteristics of each plane • Work of the adult • Work of the child · Freedom What are… |
Sequence 64phases: a) from zero to six years, adaptation to the society of the family and close friends; and b) from six to twelve years… |
Sequence 65To answer our practical questions, this principle of self-construc- tion defines the nature of work and the enhanced… |
Sequence 66The first and third planes, ages zero to six and twelve to eighteen, are periods of creation of characteristics that were not… |
Sequence 67child of the second plane must have the opportunity to work as a contributing member of a group, to explore the already… |
Sequence 68development. To the young child we give guides to the world and the possibility to explore it through his own free activity;… |
Sequence 69A WHOLE MONTESSORI EXPERIENCE In summary, "the whole Montessori experience" refers to the development of… |
Sequence 70I will consider each of the three points that must guide those who seek to assist the child's self-construction in the… |
Sequence 71Building Up of the Moral Conscience Of what use is intellectual knowledge if one is corrupt? So we prepare a social… |
Sequence 72So we can conclude that Montessori is cognizant of this continuity and supports the overlap of the environments for the first… |
Sequence 73as a model for the "Children's House" of San Lorenzo. Montessori gave the name "Erdkinder,… |
Sequence 74place in this house where I keep my belongings and I have a particular teacher or series of teachers who help me along the… |
Sequence 75care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 7672 The NAMTA Journal • Vol. 28, No. 1 • Winter 2003 |
Sequence 77THE Six-To-TWELVE WORKING MooEL by Suzanne A. Damadio Suzanne Damadio gives a practical profile of a working model of a six-… |
Sequence 78I was eager to make all the materials from my six-to-twelve training and try out all of those wonderful presentations with the… |
Sequence 79In my past experience, I had worked at relatively large Montessori schools where this was not the case. Because of the size, a… |
Sequence 80our hours were changed. This time we had a dismissal time of 3:00 p.m. to ensure that our dismissal did not interfere with the… |
Sequence 81standards. We discuss each standard in relation to how it helps support the development of the child. I pull information from… |
Sequence 82social development. But then I began to look more closely at this practice and the overall impact the transfer students and… |
Sequence 83When I was considering splitting the class into two classes, I also ran into the issue of what materials would need to be… |
Sequence 84to address the group of us, who were anxiously waiting for some sort of dramatic revelation, with more questions:"… |
Sequence 85connected in concept. In geometry, by the end of the third year, I make sure that I have completed the basic work with… |
Sequence 86The fundamentals of freedom and responsibility are paramount in the healthy functioning of such a class. The two must be kept… |
Sequence 87The NAMTA Journal 83 |
Sequence 8884 The NAMTA Journal • Vol. 28, No. I • Winter 2003 |
Sequence 89ELEMENTARY PHYSICAL EDUCATION by Greg MacDonald Looking at the Montessori perspective including the psychological charac-… |
Sequence 90I believe that we should tighten our focus a little. When we use the motto "preparation for life," we should… |
Sequence 91If we are to prepare children for a long and healthy life, then provision for physical activity, and introduction of a wide… |
Sequence 92Those same activities invite creative thinking and social aware- ness. Consider also the fact that most physical education… |
Sequence 93dren in the first plane engage in what to an adult may be inexplicable behavior (repetition is a classic example here) for… |
Sequence 94involved "made substantial health gains in comparison to the control group ... [as well as] significant gains in the… |
Sequence 95Another reason to stay in close communication with the school's administration is that the school's insurance… |
Sequence 964. Use safety equipment as the activity warrants and as various associations recommend (e.g., protective gear for field hockey… |
Sequence 97(although this may well be- come a thirty-minute period as fitness levels rise). The time scheduled for the fitness… |
Sequence 98the children's spontaneous activity works with softball just as well as it does with fractions! KEY LESSONS Key Lessons… |
Sequence 99maximum opportunity for a lifelong choice to be made and maintained; and • to establish a culture of physical activity in the… |
Sequence 100key points to remember, each of which has been tied to a slow-motion action. Process, not outcome, is important. Development… |
Sequence 101Use positive reinforcement. Focus on what each child is doing correct! y. Re-present, adding further pointers, as appropriate… |
Sequence 102Children should come to understand that each failure can teach us something that will speed us on our way to ultimate success… |
Sequence 103to the children. When enjoying the game, learning to play it better, and helping others are the most important part of the… |
Sequence 1041. a hard, flat surface for ball skills and games (basketball/ tennis court, for example) 2. a vertical wall with hard… |
Sequence 10511. Frisbees 12. skipping ropes (individual and group) 13. portable cassette player 14. teacher resource material 15.… |
Sequence 106Freeze, is an example. The children perform specified actions such as "walk," "jog," or… |
Sequence 107and to play with due consideration for the feelings and abilities of others. This is a process that the children should be… |
Sequence 108out the process that there is really only one core objective that you should seek to realize: Incorporate as wide a variety as… |
Sequence 109The NAMTA Joumal 105 |
Sequence 110106 The NAMTA Journal • Vol. 28, No. 1 • Winter 2003 |
Sequence 111PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 112and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 113Hutchison in their descriptions of the educational value of place. Place builds a context for social relations; it is the… |
Sequence 114Occupations or Work as Social Activity Occupations, as both Maria Montessori and John Dewey envi- sioned them, are the point… |
Sequence 115Most importantly, on the farm, the work role will function for the greater good. The adolescent's desires, emotions, and… |
Sequence 116• understanding work as a product of commerce necessary to community life, leading to a beginning view of economic… |
Sequence 117Emerging out of these maturing roles on the farm is the "more dynamic training of character and development of a… |
Sequence 118of water and land, plants and animals, air and energy-brings history into focus with the world's present environmental… |
Sequence 119• conscience exercised by community values and responsible dialogue. COGNITIVE DEVELOPMENT Place, Study, and Work Maria… |
Sequence 120academic study: "work on the land is an introduction both to nature and to civilization and gives a limitless field… |
Sequence 121· Work with water suggests studies related to the origin of life and to earth's history. It is studied for .its physical… |
Sequence 122Montessori divides the "Educational Syllabus" into three parts (115-119). The first," opportunities… |
Sequence 123• ability to connect the history of life on earth and its civiliza- tions with principles of the evolving self as well as the… |