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Sequence 11The "Red Plane" of Adolescence With the plane of adolescence, 12 to 18, we come to another plane of… |
Sequence 12The "Blue Plane" of Maturity The plane of maturity, 18 to 24, corresponds more or less to university life,… |
Sequence 13adult who can work for the good of humanity and can participate in humanity's (cosmic) mission on this Earth. This is… |
Sequence 14and therefore they also represent the amount of knowledge that is being offered to the individual. The subjects, the teachers… |
Sequence 15century, no scientist or philosopher any longer believed in the idea of linear development during the prenatal period, in the… |
Sequence 16Chart 2 I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ,~~;;;,a ~ ~ ~&El □oc::9 the product of… |
Sequence 17red for infancy, green with red along the center for adolescence. It is interesting also to note that, while infancy remains… |
Sequence 18gradually into thenext(and this is what happens in life). Therefore, in the second drawing, we do not see the sharp points,… |
Sequence 19incorporate are not mutually exclusive but mutually enriching. Conse- quently, our understanding of the four planes of… |
Sequence 20a mind so different to ours that Montessori calls it the absorbent mind. Thus, in The Formation of Man, Montessori writes: It… |
Sequence 21full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 22ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 23tary school, secondary school, university. Thus, in her 1951 lecture, Montessori says, "The school, as we see it in… |
Sequence 24other grades. No secondary school teacher is concerned about the methods employed in preschool, let alone about those… |
Sequence 25were to eliminate not only the term 'method' but also its common conception, things would become much clearer. We… |
Sequence 26MARIA MONTESSORI ANO PROGRESSIVE EDUCATION During the two decades between the first publication of The Montessori Method 18 (… |
Sequence 27John Dewey's American pedagogy and William Heard Kilpatrick's realization of this (Project-Method, 1918); Carleton… |
Sequence 28The Italian government did not join the IBE and thereby indirectly favored the dominating influence of the Geneva group of… |
Sequence 29willing to compromise. 23 As far as she was concerned, selecting some aspects of the method and excluding others meant… |
Sequence 30nature of the method. 24 The final result was that, as Montessori herself writes: "The world of official education… |
Sequence 31Nature for human development; the emphasis is found at the begin- ning of development, that is to say at birth and the first… |
Sequence 32Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&… |
Sequence 33In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant… |
Sequence 34In any case, this last contribution of Montessori's can still, more than 40 years later, constitute a source of… |
Sequence 1ALL-DAY MONTESSORI: NOTES ON THE HISTORY OF THE EXPERIMENT by David Kahn The catch phrase "all-day Montessori&… |
Sequence 2natural birthright which is a lovingly prepared environment in a secluded private home with the tender care of two loving… |
Sequence 3their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 4gently received in "a kind of 'getting-them-up."' Emphasis was on "a human beginning to… |
Sequence 5Furthermore, in a natural, homelike all-day setting, children's capacity for work is given more time and more… |
Sequence 6What is the contemporary context for Montessori all-day care? Certainly there is a new level of societal demand for higher and… |
Sequence 7most of their waking day, provide further incentive for Montessori to integrate pedagogy and life, time and space into an… |
Sequence 1LEGEND TO View from the garden (from the South). GROUND PLAN Scale I :400. The arrow points to the Nonh. I Main entrance… |
Sequence 2THE CHILDREN' s HOUSE by Lili E. Peller Lili Peller' s interest in creating the right environment as a decisive… |
Sequence 3important factor in nursery school. Yet even the most devoted teacher has a limited amount of energy and resilience. It… |
Sequence 4not revolutionary or unprecedented. Cities have long provided play- grounds for children. Recently these playgrounds have… |
Sequence 5one room to the next. Thus, the knobs on the doors can be high. It is even advantageous to have them out of the children'… |
Sequence 6disappearing into the wall when not in use, or with a door of transpar- ent plastic. Transparent doors do not cut off the… |
Sequence 7taken with this "adventure in space" that they will take the trip many times in succession. There are… |
Sequence 8to subdivide the room and give a certain degree of privacy to groups of playing children. If many children eat in one room,… |
Sequence 9Children also love to pass things through an opening in the wall which can be closed with a door sliding sideways or upwards.… |
Sequence 10We stop here to assert that educators who want the younger generation to accept conventions without question- ing have no… |
Sequence 11daily environment. His attention is drawn to those qualities which constitute the "chairness" of a chair or… |
Sequence 12all equipment, toys, and furniture is to provide an arena for the child to build intelligence, imagination, initiative,… |
Sequence 13prerequisite for plunging with whole-hearted interest into the next enterprise. If we interfere with the valleys, we will have… |
Sequence 14where she can sit without cramping her knees. Her work is physically tiring. She is on her feet for many hours. A few minutes… |
Sequence 15the children's lockers for wraps will be in one part of the room. Yet there may be less general rushing and pushing if… |
Sequence 16CONCLUDING OBSERVATIONS It seems that the public takes more interest in nursery education than formerly. If true, this may be… |
Sequence 1THEORIES OF PLAY by Lili E. Peller As a Montessorian and psychoanalyst, Lili Peller provides a developmental perspective on… |
Sequence 2being exercised, and thus results the aimless activity which we call play, and which is agreeable to the individual producing… |
Sequence 3of automatic repetition to which he ascribed great significance in all animal life, and discusses the idea of"… |
Sequence 4they can more completely than adults lose themselves in exclusive enjoyment of the present. "When the child hits upon… |
Sequence 54. WUNDT'S THEORY The next theory on the other hand points to the phylogenetic past. WW1dt4 lists three psychological… |
Sequence 6In substance, they reflect the general attitude of 19th-cen- tury science, which felt justi- fied in proclaiming, in all… |
Sequence 7We believe that a study of the dynamics of play, of the motivations for play, of its changing form, style, and range, offers… |
Sequence 8he witnessed the hurtful experience of someone else with whom he identified; hence the need to reverse the table-to be active… |
Sequence 9the child himself has first endowed them with specific roles, func- tions, and meanings. We must also point to the tremendous… |
Sequence 10In play the child recaptures for a while the omnipotence he once believed he possessed. He repeats and gradually assimilates… |
Sequence 11in the outer world. In thinking we pick out elements of reality and vary them; the same is done in play. Thinking is far… |
Sequence 12likely to be far less severe. The child who has been taken by surprise, who has not had the chance to go over the event… |
Sequence 13man relationship that precedes all others-i.e., the infant's need for his mother. They are instigated by his efforts to… |
Sequence 14All play brings wish fulfillment, pleasure, elation,· a feeling of euphoria, well-being, a Spielrausch. Play, however, is not… |
Sequence 15Then in play I darkened the room with the window curtains and very quickly made it light again. I repeated this many times… |
Sequence 16Bornstein, B. (1935). Phobia in a two-and-a-half-year-old child. Psa. Quart., 4. Erikson, E. H. (1937). Configurations in… |
Sequence 1THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her… |
Sequence 2or we would share some food, or simply go on a little walk and pick wildflowers. Presen- tations were much shorter and… |
Sequence 3Working on the terrace. View of terrace from indoors. Sevres was an ideal setting. Often times in the afternoon we went out… |
Sequence 4Walking on the line outdoors. Walking of the line was a daily occurrence about midday-often out- of-doors. This involved… |
Sequence 5The silence game outdoors. One day we had a special visitor on the lawnduringour silence-it was Mahatma Gandhi. He was… |
Sequence 6Older children hoeing. A child cutting beans. The work that the children enjoy most is the harvesting, and because our… |
Sequence 7The gardener and children. weeding, clearing paths, raking up dried leaves, or pruning branches. Gardening brought op-… |
Sequence 8Eating outdoors. and jokes. The French children were masters of conversation at the table. Also typically French was the… |
Sequence 9A young boy sets the table. Eating indoors. Note the server in the foreground. the children of Brazil eat for breakfast?… |
Sequence 10THE ART OF PRACTICAL LIFE "Exercises of practical life" are those activities, performed daily, which the… |
Sequence 11SENSORIAL COMBINATIONS: CREATIVITY AND INDIVIDUALITY Left free to follow natural impulses in an environment rich in colors,… |
Sequence 12CONCLUSION It is not always imperative to see big things, but itis of paramount importance to see the beginning of things. At… |
Sequence 1ALL-DAY MONTESSORI: MAKING IT WORK by Mary B. Verschuur Man; Verschuur' s seasoned view of the Montessori all-day… |
Sequence 2a way any Montessorian would be pleased to observe and commend. This happened because the Montessori directress was there to… |
Sequence 3Have 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 4to greet new arrivals while our addition proceeded uninterrupted. Dryden and I did two equations before another older child… |
Sequence 5In this setting, the provision of a healthy mental environment is paramount among the practical considerations. The creation… |
Sequence 6as 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 7adult must become intellectually calm, she says, and thus open him- or herself up to the secrets of childhood. A comfortable,… |
Sequence 8Montessori triangle? Surely the adult in the environment is indispens- able at any time of the day, and especially when the… |
Sequence 9faculties. But if there is nothing there to satisfy this impulse, what can the child do but what he does-develop his activity… |
Sequence 10an opportunity for caring for the environment had grown out of the normal routine of the day. By having the requisite… |
Sequence 11matters like eating and resting during the course of the day must be addressed. Should lunch be prepared by the children on… |
Sequence 12importance of modelling appropriate behavior not merely for the children but for their parents as well! REFERENCES Corbett,… |
Sequence 1NORTHWOODS MONTESSORI FULL-DAY PROGRAM by Laura Morris Laura Morris honestly describes the trial-and-error approach of the… |
Sequence 2Our long-range planning committee developed a task force to study full-day programs. The task force was comprised of all the… |
Sequence 3externally imposed transitions; their sense of order and their need for belonging were not fully realized. Dr. Montessori… |
Sequence 4work. We talk about which ones are carnivores, which are herbivores, etc. When I observe the children doing this work I hear… |
Sequence 5add one hour to my day. For the children we developed a cycle that provided two long periods of uninterrupted work (see Figure… |
Sequence 6early-arrival children come into the classroom with the paraprofes- sional. There are usually only a few children who need… |
Sequence 7space 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 1THE EFFECTS OF DAY CARE ON INFANT-PARENT ATTACHMENT IN CHILDREN UNDER THREE by Mary G. Matthews Does day care disrupt the… |
Sequence 2behaviorcould be termed a double paradigm: First, it is a primary model of relationship between humans; second, in another… |
Sequence 3associated with heightened aggressiveness with peers and noncom- pliance with adults during preschool years. Clarke-Stewart (… |
Sequence 4care. This study was carefully planned and controlled. All of the families were middle to upper-middle class and had a non-… |
Sequence 5in non-maternal care since at least eight months of age. Again, infants in care more than 20 hours weekly were more likely to… |
Sequence 6Attempting to replicate the four studies combined by Belsky (1988), Roggman, Langlois, Hubbs-Tait, and Rieser-Danner (1994)… |