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Sequence 7INTERPRETATION AND PUBLIC POLICY Avgar (1987) suggested in her review of current research that the effects of day care on… |
Sequence 8the public arena, but he states that the solution lies in recognizing the value of parenting and in seeing child care as a… |
Sequence 9be whether that is significant and which environmental factors mitigate or aggravate it. This information is not publicized,… |
Sequence 10Belsky, J., & Braungart, J. M. (1991). Are insecure-avoidant infants with extensive day-care experience less stressed… |
Sequence 11Howes, C. (1989). Infant child care. Young Children, 44, 24-28. Meyerhoff, M. K. (1992). Infant-toddler day care versus… |
Sequence 1MONTESSORI: A CARING PEDAGOGY by Elizabeth Hall In this Montessori manifesto of caring, Ms. Hall puts forward the impor-… |
Sequence 2The characteristics we came up with were described from a student's point of view. For example, the first one is: A… |
Sequence 3to interact with them on a personal level. Another is the things we do to compare and sort students rather than to nurture… |
Sequence 4At the Primary level, the activities of practical life, with artistic use of "points of interest," provide… |
Sequence 5child continuing. (2) Another day, child works near teacher. (3) When confident, child works independently. Throughout the… |
Sequence 6Although the development of a child's ability to make indepen- dent choices is important, it is so within the framework… |
Sequence 7• time in relationship with an adult, perhaps helping an adult • a chance to feel specially chosen • a change of environment… |
Sequence 8Real learning gets to the heart of what it means to be human. Through learning we recreate ourselves. Through learning we… |
Sequence 1OUTDOOR SETTINGS FOR PLAYING AND LEARNING: DESIGNING SCHOOL GROUNDS TO MEET THE NEEDS OF THE WHOLE CHILD AND WHOLE… |
Sequence 2If the outdoor environment is sufficiently diverse, children and teachers can together ride the wave of motivation that… |
Sequence 3A seamless spatial flow from indoors to outdoors. The following descriptions of school site settings provide a general guide… |
Sequence 4with ample space for socializing. They should also serve as the transition zone between pick-up/ drop-off zones and play areas… |
Sequence 5Hard-surfaced pathways can be designed for children's use of wheeled toys, tricycles, or pull carts-all common preschool… |
Sequence 6skywires, and roof lines can be used to suspend all manner of artwork generated by educational programs or special events.… |
Sequence 75. Manufactured Equipment and Play Structures The primary function of most manufactured play equipment is to support gross… |
Sequence 8Integration of play equipment into the natural landscape; here, a slide/steps combination makes use of a change in level.… |
Sequence 9thematic structure is complex enough to stimulate a wide range of dramatic play scenarios. Play equipment can also be created… |
Sequence 10To save ground space, ballplay and game settings can be designed as purely informal settings. In this form, they take less… |
Sequence 11Away from equipment settings, natural groundcovers are recom- mended because they provide habitats for small animals and micro… |
Sequence 12Older children need challenging, exciting places to ride bicycles. Most neighborhood streets are no longer available because… |
Sequence 13favorite places to escape, to relax, and to socialize in small groups. Shrubs are used to create intimate spaces where… |
Sequence 14pate in activities related to the natural environment, these settings also support activities across the curriculum, from… |
Sequence 15Garden math. A potting shed or greenhouse space should be provided to store tools and to grow seedlings for transplanting.… |
Sequence 1611. Animal Habitats Animals are an endless source of child wonder. They foster a caring attitude and a sense of… |
Sequence 17Non-harmful insects and insect-like organisms. Many of us think of wildlife as consisting of large, exotic creatures. Smaller… |
Sequence 18rabbits, chickens, geese, ducks, guinea pigs, and hamsters. European urban farms and adventure playgrounds accommodate these… |
Sequence 19Water settings are a primary attraction, promoting social interac- tion and cooperative play. They can be designed to… |
Sequence 20play surfaces, and access to water and small play props. Sand is an excellent educational medium for stimulating creative play… |
Sequence 21Children can construct their own play props, make their own inventions, from the natural surroundings, as many cultures still… |
Sequence 22pieces of rope, sheets of heavy cardboard, as well as manufactured modular blocks and similar construction materials. Dramatic… |
Sequence 23The design of seating and gathering areas can add playfulness to an educational site, creating an inviting, whimsical… |
Sequence 24element in playparks and adventure playgrounds. In new or redevel- oped school buildings, field facilities should be provided… |
Sequence 1REFLECTIONS FROM THE FARM by Patricia Ludick As a precursor to Erdkinder, 13-and 14-year-olds at Ruffing Montessori School… |
Sequence 2But I pray that somehow the memories will remain. Of work, of rain, of chill Of darkness and of light. Memories of love… |
Sequence 3As I attempt to share highlights of the students' observations with you, I am reminded of a chapter from Montessori'… |
Sequence 4list the bits and pieces that should make up a dwelling for adoles- cents on the Erdkinder farm. They even proceeded to… |
Sequence 5• a good-sized mud room with shelves and hooks for clothing and slippers. Slippers are nice to wear in the house. • not too… |
Sequence 6---- DleT' ,ZOA-D - Feot>T yp,eo SE'Cal\JO FL-00~ The students spontaneously drew these proposed Erdkinder… |
Sequence 7'Po>JO ........,__.. --- FL-DW1=~ "Jf'----.- ~rr~ ___r- CDMMWl !Tr' / 41e~S s-{fH~DM l… |
Sequence 8In an effort to expand the last item on their list concerning the farm family, which from my own observation was a very… |
Sequence 9was one of the most wonderful experiences of my Ufe. I really felt as though I was living with nature, without worrying about… |
Sequence 10During the farm experience, kitchen duty was not only about cooking. There was much more to it, and it was hard work. Except… |
Sequence 11Clear parameters need to be in place, but within these frameworks the young people need to be able to function independently.… |
Sequence 12for I have been with this group in our urban setting for three years. Things were solid and I never once doubted their be-… |
Sequence 13time and rest time. Those who wanted to play games and be loud could be outside and play wherever they pleased on the grounds… |
Sequence 14On the last evening of our stay I requested a thoughtful reflection of the things each young person felt he or she had learned… |
Sequence 151. How to get along with friends who really annoy you. I have some friends who get on my nerves; I had to deal with that. 2.… |
Sequence 1616. How to deal with tough inner feelings and emotions to- wards other people. I had some feelings about others that were… |
Sequence 17The days are flying by. In two days I'll be home away from this place I can freely calJ home. Away from my house, my… |
Sequence 1SOCRATIC PRACTICE: INTELLECTUAL ENGAGEMENT AS THE GOAL OF CLASSROOM CONVERSATION by Mike Strong Going beyond Paideia and… |
Sequence 2hance the probability that engagement would occur. She expected that her legacy would include further research into the means… |
Sequence 3Although there is no genealogical link to the Montessori world, several Montessori educators, including David Kahn, executive… |
Sequence 4ideas and less on the "apparatus" of literary analysis such as theme, plot, character, verse, etc. They do… |
Sequence 52. Speaking 3. Listening 4. Knowing How to Learn s. Critical Thinking 6. Teamwork 7. Sensitivity /Good Manners 8. Honesty… |
Sequence 61. Constructing Textual Meaning 2. Performing Intellectual Teamwork 3. Taking Ideas Seriously These three goals serve as… |
Sequence 7texts require real team effort, the development of the interpersonal skills necessary for intellectual teamwork becomes a… |
Sequence 8attention most naturally? How can I capitalize on the natural interests of the student to draw her or him ever more deeply… |
Sequence 9students the opportunity to apply ideas to their per- sonal lives first. Thus, a Socratic Practice group may be studying… |
Sequence 10more appropriate path. Both programs provide specific behavioral suggestions for leaders that may provide helpful scaffolding… |
Sequence 11Junior Great Books The Great Books Foundation 40 East Huron Street Chicago, Illinois 60611 1-800-222-5870 Provides… |
Sequence 12The Center for Socratic Practice The Judson Montessori School 705 Trafalgar San Antonio, Texas 78216 (210) 344-3117… |
Sequence 1EDITORIAL: p ATHWAYS TO MATURITY by David Kahn As the new year is underway and we approach the twenty-first century with… |
Sequence 2In order to support an Erdkinder, however, the intellectual foundations must be fully established at the elementary level.… |
Sequence 3America were developed to imitate the solidity of traditional schools. Although they included multi-age groups, prepared… |
Sequence 4unified vision will need to be explicitly defined, after Erdkinder is explored and after schools determine how they can expand… |
Sequence 1To DANCE WITH THE ADOLESCENT by Larry Schaefer Dr. Schaefer's vivid metaphor of the dance unites his vision of… |
Sequence 2something or get some assistance in a store, I am reminded of this. It seems that adults think that if teenagers are in a… |
Sequence 3first, that I couldn't dance and appeared to be devoid of any sense of rhythm; second, that I was totally inept at… |
Sequence 4dancer. Finally, dancing is a partnership that can inspire, elevate expectations, and move the partners to venture out in new… |
Sequence 5with adolescents-mistakes that bring out their worst behavior- and it raises the question of how adults can metaphysically… |
Sequence 6This is the first part of the dance partnership,the proper relation- ship between the adult-in-formation and the adult-who-… |
Sequence 7What happens when this is done? The true adolescent appears: • the adolescent respectful of peers and adults; • the… |
Sequence 1EVALUATING EXPERIENCES IN ADOLESCENT PROGRAMS by Peter Gebhardt-Seele Dr. Gebhardt-Seele asserts that the development of… |
Sequence 2When Maria Montessori set up her first class environment in San Lorenzo in 1907, there were many educational scholars who… |
Sequence 3A most striking account of Maria Montessori's willingness to observe without prejudice is the episode of the child… |
Sequence 4Development" 1 and more detail in From Childhood to Adolescence (French first edition 1948). What were the… |
Sequence 5It is remarkable that, even without a clear formulation of the different planes of development, an elementary school model… |
Sequence 6We may summarize this list by speaking of the harmonizing of the child's personality. Any With the Erdkinder model we… |
Sequence 7Key experiences: farming; farm experiences for a limited number of days or weeks; community service; economic activities; ap… |
Sequence 1UNIFYING THE URBAN CONTRIBUTION: MOVING TOWARD ERDKINDER by David Kahn This article suggests that the Erdkinder is a… |
Sequence 2appendices of the book From Childhood to Adolescence: Appendix A, "Erdkinder," and Appendix B, "… |
Sequence 3human intellect" (p. 92)-that is to say, the Great Lessons. The experience of social life in the second plane, then,… |
Sequence 4human functioning. The goal is adaptation-preparing the adoles- cent not for a particular task or post, but to be able to… |
Sequence 5Figure 1. Practical Considerations (from "Study and Work Plans,• pp. 119-121) Museum of Machines Shop of Produce and… |
Sequence 6school operation as a whole, maintained by a young family. Thus the Erdkinder is teeming with so many opportunities for work… |
Sequence 7Figure 3. Store Occupations Envisioning the Store Finances (bookkeeping, budget, etc.) Inventory and Suppliers Display of… |
Sequence 8Figure 5. Organic Gardening Occupations Envisioning and Planning the Garden Agricultural Craft Time Employment Market… |
Sequence 9history, now become lived needs applied to a subsistence way of life. The adolescent learns through real experience just how… |
Sequence 10Interestingly enough, Dewey speaks directly to an interdiscipli- nary approach built upon practical activities, exhibited here… |
Sequence 11Can you imagine the prepared classroom environment (see fig- ure 6) emerging from the businesses of the Erdkinder? Book nooks… |
Sequence 12considerations" are a reflection of the practical life exercises at the 3- 6 level). History is certainly the hub of… |
Sequence 13sight into self and others, and a high degree of personal integrity necessitated by the rigors and high expectations as the… |
Sequence 14the modes of self-expression. For example, John McNamara's inte- grated use of the computer for science, writing, and… |
Sequence 15ship between its content and form and the flow of their experience. It becomes no longer an assignment that everyone does in… |
Sequence 16which represents the theme of human unity emphasized throughout Montessori's writings, and actually lived out on the farm… |