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Sequence 67HISTORY The idea of a long Montessori day harks back to the first Children's House and even before-when Maria… |
Sequence 68THE ENVIRONMENT What kind of environment must we prepare for children who will be spending most of their waking hours there?… |
Sequence 69The dining room at Countryside Montessori School, Chicago, Illinois. could not gin up any real interest while a very large… |
Sequence 70In Montessori's original Children's House, there were no toys for pretend play. Instead of dressing and undressing… |
Sequence 71swimming pool for use in the summer. Computer Associates, at its World Headquarters on Long Island, New York, has gone so far… |
Sequence 72out and hang it on the line. Of course it freezes, but that's the way it's always been done in Minnesota. We can… |
Sequence 73have to keep in mind the pictures of children long ago, walking on a line in the grass and creating variations with the dimen… |
Sequence 74so that the children ... can continue classroom work after the teacher is gone." At Countryside, says Annette Kulle… |
Sequence 75Long ago, and in an all-day setting, Montessori felt that parents should be able to "Go at any hour of the day to… |
Sequence 76THE CHILD According to Carol Alver, there are some observable behaviors by the children who stay in the school programs all… |
Sequence 77we had an after-school program, and on bad weather days we went to the gym and the kids ran around like gerbils on a wheel,… |
Sequence 783. with large amounts of open, uninterrupted time for free choice. So even in the face of changing times we must hold to… |
Sequence 79well together. Teachers and staff must refrain from being judgmental of parents who work long hours. The assistants must… |
Sequence 80The NAMTA Journal 15 |
Sequence 81Michele Aspinall and Student 76 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 82THE ALL-DAY, ALL-YEAR MONTESSORI COMMUNITY: A PLACE FOR LIVING AT SCHOOL by Michele Aspinall From a purely practitioner… |
Sequence 83Looking back, it is so clear why the Care Club children weren't in- terested in attaching to anything: They were… |
Sequence 84• Lunch Bunch allowed 12:00 noon drop-in, which included lunch for children too young to stay for extended day; • finally,… |
Sequence 85Having been pulled out of bed early in order to get to school in time to have breakfast, the days started badly for many of… |
Sequence 86ment, and voila-the children would be just as mindful as they were in the classrooms. Well, I was wrong. Despite my efforts,… |
Sequence 87So I continued on, doing my best to offer the children an enriching day care environment. In the meantime, I also decided to… |
Sequence 88• The class size would be thirty to thirty-five children. • A YM would need more space than a traditional class. · The room… |
Sequence 89presented the parents with the plan. There were questions: When will the children have time to play if they are in a… |
Sequence 90Some were eager and some were confused about the change. A few were concerned about losing Care Club. They would ask, &… |
Sequence 91Club adults were feeling burned out, how were the children feeling? Care Club had been in session from 7:00 a.m. to 6:00 p.m… |
Sequence 92release some of this negative energy. This allowed the children who were interested in the material to receive lessons and to… |
Sequence 93though they themselves were perfectly capable of wetting the sponges or putting the art paper out. So we consciously built… |
Sequence 94mission. And I don't think that we all have to be "power shoppers" or have an endless budget to create… |
Sequence 95lives also needed to be considered. Now that we were down to just three adults in A YM, it would provide the children with… |
Sequence 96Preparation, eating, and cleanup takes us an hour and a half. After we are finished, we retreat to our backyard. We do have a… |
Sequence 97There are a few activities that have been a wonderful addition to the all-day program that I would like to touch on today. The… |
Sequence 98in the classroom are also present in the gym-repetition, choice, individual lessons, protection of the work cycle, and, best… |
Sequence 99contact. While he continued singing, Cole began to slowly tie Austin's shoes. When Cole was finished, he went on his way… |
Sequence 100After six years I can honestly say I still love it! I wouldn't want to teach any other class. The children often refer to… |
Sequence 101lta Williams 96 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 102MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 103Moral formation is not kick-started by the adult. Neither is it merely the responsibility of spiritual repairers. The growth… |
Sequence 104Another of the miracles of Montessori is the fact that, on whatever plane you're talking about, moral formation is not… |
Sequence 105about, carrying out the tasks that are present within the environment, that those hours are crucial for the way that the child… |
Sequence 106where the fact of hav- ing the skill of greeting somebody would throw him into greeting this person. But it is merely… |
Sequence 107language? The point is that those kinds of curriculum demands can give a new dimension to choosing. The child can face up to… |
Sequence 108pressed. If, in terms of abilities within the class, a child has come to understand that some people have more ability in math… |
Sequence 109esteem emerge within the child. We know that the child's referring to herself and taking action is going to depend very… |
Sequence 110The NAMTA Journal I 05 |
Sequence 111106 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 112THE ELEMENTARY CHILD' s PLACE IN THE NATURAL WORLD by Phoebe Allen Phoebe Allen's article speaks for the early… |
Sequence 113education" that leaves children with a sense of hopelessness and distances them from the natural world. The… |
Sequence 114keep alive his inborn sense of wonder," a child, in Rachel Carson's words, "needs the companionship of… |
Sequence 115Human Potential 8). She clearly encourages us to offer the child oppor- tunities to get in touch with the natural world: It… |
Sequence 116NATURE-BASED SCHOOLYARDS A potential bridge between the indoor environment and "the wild" lies right… |
Sequence 117into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |
Sequence 118CorneJ1, Joseph Bharat. Sharing Nature with Children: The Classic Parents' and Teachers' Nature Awareness Guide-… |
Sequence 119114 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 120THE MORAL DEVELOPMENT OF ADOLESCENTS: A VIEW FROM THE FARM by Laurie Ewert-Kroeker This article shows the deepening… |
Sequence 121Here are questions that put themselves before me: 1. If you put the child/adolescent in nature (having ready access to the… |
Sequence 122development can be expected or anticipated in adolescent growth? I clearly don't have the answers to these questions,… |
Sequence 123• Struggle is common and natural. • Change is inevitable. Does our intimate knowledge of these natural principles depend on… |
Sequence 124ments and the extent to which natural resources are available to us or are being used up or thoughtlessly wasted or unfairly… |
Sequence 125If our job is to aid the development of adolescents on the path to adulthood, it would seem important that our moral precepts… |
Sequence 126• Detailed care of the environment results in a healthier life, a better quality of life. • Spontaneous acts of nurturing and… |
Sequence 127If our job is to aid the development of adolescents on the path to adulthood, it would seem important that our moral precepts… |
Sequence 128Even the clash of sub-cultures may not be the greatest challenge of all. Adolescents themselves-caught as they are in a… |
Sequence 129Montessori' sown term for this level of acceptance-this profound sense of worth and belonging-was valorization. One… |
Sequence 130What we observe in our student managers is a heightened sense of engagement, ownership, and pride in their work, which… |
Sequence 131them through and onward, or at the very least, lie in wait until a fertile time when the memory of what they experienced with… |
Sequence 132The NAMTA Journal 127 |
Sequence 133Linda Davis 128 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 134THE ADOLESCENT AND THE f AMILY: LOVE AND LIMITS by Linda Davis Linda Davis characterizes the adolescent's time in life… |
Sequence 135The infant needs an environment that offers physical protection. Not restriction, but protection. The adolescent also… |
Sequence 136" " " Adolescence is a time of rebirth, in Montessori's words, as "a newborn social… |
Sequence 137Is there an objective definition of adolescence? The most compelling definition comes from current neurological research… |
Sequence 138We have had a rule for the past two years: Any fiction reading done in or for school must be a classic. This fall a new… |
Sequence 139Maria Montessori mentioned love in lectures on adolescence in 1937 and 1938. She says that "a loving personality is… |
Sequence 140How much independence should an adolescent have? How do we help them "enter into society" while offering the… |
Sequence 141My parents were born before the Crash of 1929. My mother began a full-time job at age eighteen. She continued living at home,… |
Sequence 142Last week our seminar discussion was on the second chapter of the book Sophie's World. The big question under discussion… |
Sequence 143computer I cell phone ban. She and her father jokingly referred to the period of withdrawal that she experienced from her… |
Sequence 144Montessori, Maria. "A New Education for the Secondary School: A Public Lecture Given at Utrecht, January 18, 1937 (… |
Sequence 145Coming of Humans L----~--- Story of Math !Koy Lesson: Flow of Civilization (recorded hmory)I : Key IASson: Clanlcal… |
Sequence 146PROJECT 2012: HISTORY WHITHER BOUND FROM CHILDHOOD TO ADOLESCENCE? PHILOSOPHICAL AND METHODOLOGICAL PREMISES by David Kahn… |
Sequence 147ties that directly sustain him, but in the symbolic activities which give significance both to the processes of work and… |
Sequence 148needs and solutions at the Montessori elementary level. What are human needs? How are humans different in how they find… |
Sequence 149interconnected facts of civilization. As a background context to the emergence of civilization, Montessori charts and… |
Sequence 150,--------------------------------- will travel. Universal knowledge in history occurs when keys connect with the whole,… |
Sequence 151belonging to the history enriches the detail. The art museum might have an example of a canopic jar in which the Egyptians… |
Sequence 152"accursed" questions, which all cultures pose: "What is truth? What is love? What is friendship?… |
Sequence 153called the Will of God, actively expressed in the whole of His creation. (To Educate the Human Potential 71) In one of the… |
Sequence 154* * * In the Erdkinder Appendices of From Childhood to Adolescence, Montessori presents the next logical step for history as… |
Sequence 155But for the young adolescent let us add another dimension other than study; there is an element of companionship and social… |
Sequence 156student, who looks more at the proper sequencing of the facts when acting out history. Another conveyor of history is the… |
Sequence 157year. There is a three-year cycle before we repeat most specific studies. We do seminars in relation to primary sources, we do… |
Sequence 158Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 159The Great River - The Circulatory System 154 The NAMTA Journal • Vol. 30, No. I • Winter 2005 |
Sequence 160THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has… |
Sequence 161unica," readers should refer to Camillo Grazzini's article "Cosmic Education at the Elementary Level… |
Sequence 162Most of the inhabitants of this country live hidden away from sight and so the Great River, which links all of them, has to… |
Sequence 163Do you know where this river that flows in secret can be found? Can you guess where you can find this strange nation? Would… |
Sequence 164We could compare the place where the government is found, to a strong fortified castle. And the river that feeds the workers,… |
Sequence 165River that runs through the body is blood: blood that flows and transports, blood that feeds, blood that cleans, defends, and… |
Sequence 166THE GREAT RIUER Figure 1 . Chart for The Great River. by the windmill and a man carrying sacks. All sorts of specialized… |