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Sequence 6Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 7essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 8cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 9Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 10something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 11assimilated from the environment, without any need for direct instruc- tion." As you know, Montessori could be… |
Sequence 12When we began the course, we were given a corridor in the dormitory of the high school as our place. We had no secretary, so… |
Sequence 13form their own organization for mutual support, the Montessori Teachers' Association of Pennsylvania, which they did.… |
Sequence 14"Our aim," said Maria Montessori, "is to study the child from the point of view of his potential… |
Sequence 1MONTESSORI TO ROMANIA: PROJECT UPDATE by Rita Schaefer Zener Rita Zener' s continuing dedication to Romania has brought… |
Sequence 2they knew that there was more than Practical Life, Art Expression, Spoken Language, and Music. But the materials got there… |
Sequence 3First a little political and geographical orientation: Romania is an Eastern European country. It is surrounded by the Black… |
Sequence 4Six-year-old girls dressed in white aprons and scarves are making no-bake cookies in the public kindergarten class of… |
Sequence 5Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 6Romanian Montessori Association to celebrate the 90th birthday of its founder, Dr. Ilie Sule-Firu. Dr. Sule-Firu was an ardent… |
Sequence 7Marcel, the Romanian professor who got Children of the World interested in doing Montessori in Romania, was and still is… |
Sequence 8Graduation, Summer, 1999. Seated at the left: Anca Stanisoara, Director of the Alternative Pedagogical Association; Martha… |
Sequence 9she could get a permanent teaching position in the city in a good school and get out of the rural schools where new teachers… |
Sequence 10disadvantaged child?," she asked. And she answered herself with the distinctions of social development that… |
Sequence 11In her response to the theory reports that each member of the class did, she expressed gratitude. She said that by bringing… |
Sequence 12opportunity to see what sort of work level the children were achieving in the Montessori class. In the Montessori class,… |
Sequence 13Children of the World, Judy Maloney and Martha McDermott, both of the U.S. There was no easy way to take care of them.… |
Sequence 1Sylvia 0. Richardson 78 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 2THE MONTESSORI PRESCHOOL: PREPARATION FOR WRITING AND READING by Sylvia 0. Richardson Dr. Richardson brings together her… |
Sequence 3direct preparation for writing and reading. In an era when education was stereotyped and discipline in the schools was almost… |
Sequence 4mathematics. Sensorimotor development occurs primarily in the first two to four years of life, but later academic learning… |
Sequence 5such as listening and marching to music, playing with balls, bean- bags, swings, etc. may be included. The children like… |
Sequence 6rice or liquids, carrying various apparatus, cutting, working with the dressing frames, all assist children to develop good… |
Sequence 7SENSORY EDUCATION The sensorial materials are designed to attract children's a tten- tion, to "educate the… |
Sequence 8Isolation of a single quality in the material helps children focus their attention on the stimulus. In many exercises, the… |
Sequence 9differ only in height; in the second series, the only difference is in diameter; in another, there is a graduated difference… |
Sequence 10Lesson," which was originally used by Seguin, to obtain the as- sociation between an object or quality and its… |
Sequence 11between noise and sound as apart from silence. Since this training starts with strongly contrasting differences and passes on… |
Sequence 12Montessori viewed graphic, or written, language as offering to a child an Children from birth to two years are exposed to… |
Sequence 13of quality and contrasts; e.g., colors are graded according to tint and to richness of tone, silence is distinct from non-… |
Sequence 14writing is an essential point that has been overlooked in education and has surfaced only recently in language research.… |
Sequence 15to make a new one, such as deleting the rn from smack. In each case, after the children say the word or sound, they take the… |
Sequence 16When a child can read back the words he or she has made with the moveable alphabet, the teacher introduces the Phonetics… |
Sequence 17One example would be learning the function of the article. The materials are a plastic box containing assorted small objects,… |
Sequence 18Children with a specific language learning disability can profit from this carefully programmed and cumulative sequence of… |
Sequence 19such as posture and gross and fine motor coordination, the devel- opment of directionality and laterality, and the development… |
Sequence 20Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 21Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 1NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 2Our children have the right to experience the Casa as a sanctuary where being in the present moment is the perfect blissful… |
Sequence 3than product allows the child to work for the sake of the intrinsic joy that one has when one's focus is on the movement… |
Sequence 4The implications are these: l. respect for the child's capacity and abilities; 2. change in attitude about Practical… |
Sequence 5• lndirectly prepare for Inter academic work. Mathematical con- cepts are explored, such as estimation and calculation; geo-… |
Sequence 6For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 7Small Groups The exercises require skill in gath- ering and directing a small group of children in a role- play exercise… |
Sequence 8The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 9• The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 10We offer these exercises for life so that the children grow into individu- als who are poised, natural, and authentic. It is… |
Sequence 11obstructed. In other words, it should always be available. It should be used for its intended purpose, which is movement. It… |
Sequence 12it is natural to extend one's arms, so carrying an item some- times helps center the body. Posture changes as the child… |
Sequence 138. Passing a bell silently 9. Striking one bell and listening until there is no sound 10. Striking a gong and listening until… |
Sequence 14Very many become interested in a fact which they have never before observed, namely, that there are so many noises which they… |
Sequence 15The Game itself calls upon the will of each individual to birth silence, carry it to another place, and hold it once in the… |
Sequence 16preparing the person for the meditative side of life. Isn't this what contributes to a better society? Isn't this… |
Sequence 1THE CHILD AND THE NATURAL ENVIRONMENT by Molly O'Shaughnessy Molly O'Shaughnessy has written a definitive article… |
Sequence 2Ponds 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 3In The Secret of Childhood, Dr. Montessori said, "The adult's envi- ronment is not a life-giving environment for… |
Sequence 4in a plundering industrial world of wires, wheels, and machines, of steel and plastics, of paved-over land and poisoned seas… |
Sequence 5their doors and connected with endangered animals and ecosystems around the globe through electronic media" (3). But… |
Sequence 6Teachers need to recognize and to help parents recognize that love of the environment cannot happen in the abstract. Empathy… |
Sequence 7the natural en vironrnen t, to experience a real leaf before offering the nomenclature for it, to offer substantial outdoor… |
Sequence 8The child by nature loves the environment. By helping the child forge an emotional bond with nature, we help guarantee… |
Sequence 9Our first task is to nourish the natural urge within the child to connect to her environment-to develop a reverence for it. A… |
Sequence 10professional assistance" (119). Efforts by people such as Frederick Leboyer have brought to our consciousness the… |
Sequence 11mutuality is equally nourishing and productive of life and form to the mind and to the body" (29). With the… |
Sequence 12Additionally, the absorbent mind assists the child in taking in all aspects of the world and incarnating them, making it part… |
Sequence 13sympathy, pity, admiration or love-then we wish for knowledge about the object of our emotional response. Once found, it has… |
Sequence 14The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 15how best to serve children who stay for extended hours. In the earlier part of this century, many of the children stayed in… |
Sequence 16The motive running through cosmic education is service. Everything that exists has a service to perform, from the plants to… |
Sequence 17when] he wants to possess the world as his theater of perception. (Nabhan & Trimble 28) Paul Shepard speaks of this… |
Sequence 18a contribution to make. We have to help the child become grateful to our ancestors, who have performed significant services… |
Sequence 19experience of what is studied in class. lf the children study herbs and their classification, they should be able to visit a… |
Sequence 20The child of seven has strong legs and seeks to escape from the closed circle. Instead of hemming him in, let us facilitate… |
Sequence 21socially conscious person with a strong desire to contribute to society. Renilde Montessori says, "The adolescent is… |
Sequence 22of the earth. Work in the Erdkinder takes two directions-manual and intellectual, both of which are necessary for civilized… |
Sequence 23truly integrates all elements of the world, allowing full and active participation on the part of children and adults alike,… |
Sequence 24Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 1Trail clearing, The Montessori Farm School, Spring, 1998 144 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 2PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 3In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 4drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 5David Hutchison underscores Orr's principles with what he calls "the spirit of place": To know one… |
Sequence 6each with respective unfolding histories, etc. Pedagogy of Place re- quires that the adult and adolescent dig deeper, look at… |
Sequence 7• Within these limits, the occupation demands knowledge, which may involve measurement, refinement of the senses, precision,… |
Sequence 8LAND AND SOIL OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Soil introduces both geological and biological studies. The… |
Sequence 9WATER OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Water is viewed as integral to the origin of life and to earth's history… |
Sequence 10AIR OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Air is studied for its role in earth's climate and in plant and animal… |
Sequence 11ENERGY OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Energy is studied as a comprehensive force that begins with the Big Bang and… |
Sequence 12PLANT & ANIMAL OCCUPATIONS & RELATED CONTEXTUAL STUDIES Animals and plants are studied for their role in… |
Sequence 13HUMAN SYSTEMS OCCUPATIONS AND RELATED CONTEXTUAL STUDIES The human organism is studied for its collaboration with the cosmic… |
Sequence 14COMMUNITY ROLES, CHARACTER, AND V ALORIZATION The specific nature and purpose of an occupation may inspire a student to… |
Sequence 15experience in the elements of social life" (102). Looking to the eco- nomic self-sufficiency of the adolescent farm… |
Sequence 16INTELLECTUAL STUDY OF CIVILIZATION Pedagogy of Place suggests that study is attached to land-based and community-based… |