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Sequence 21ofMontessori's. We have no direct evidence that Vygotsky read Montessori,butwedo know that a Montessori class was… |
Sequence 22So Montessori was excluded, and eventually the progressive educa- tion movementcentered in Geneva became "the center… |
Sequence 23HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 24handful will know the word Montessori and even fewer wiU appreciate its broad implications. When, in the normal context of… |
Sequence 25MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 26Annette Haines 216 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 27The NAMTA Journal 215 |
Sequence 28Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 29Reflective self-assessment can be facilitated in two ways, formally and informally. You might consider using "work… |
Sequence 30Two sets of creative faculties are involved in your classroom: yours and your children's. Develop and value yours and… |
Sequence 31If your class is publishing a newspaper, children are acting as reporters, writers, editors, and graphic artists. They show… |
Sequence 32What happens when an idea for doing something ends up not working? A learnable moment is born, because the child now realizes… |
Sequence 33Here are a few general ways to make problem solving work for you. First of all, ask more, tell less. Ask more questions,… |
Sequence 34Problem Solving Once a problem is found, then the task becomes a matter of developing strategies to solve the problem.… |
Sequence 35are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might… |
Sequence 36When children find their own problems, that means that they ask their own questions about the world. That means they pursue… |
Sequence 37Creativity Level CE in crisis: The developmental paths of creativity 5 10 15 Age 20 Figure 2 Children frequently… |
Sequence 38Recent political winds blowing in our world only make the situation worse. The standards movement is just now gathering… |
Sequence 39evaluate, grade, and make comments on their own work. The assess- ment paradigm in our culture is that educators assess… |
Sequence 40--------------------------------~-- But memorize-and-repeat leads to a narrow kind of learning. This approach all too often… |
Sequence 41Critical Thinking as a Form of Creative Expression Oftentimes in school children are asked to memorize and repeat. What is… |
Sequence 42and naturalist (understanding of the natural world). The last one may seem new to you. There used to be seven intelligences (… |
Sequence 43and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
Sequence 44I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 45sort of artistic or aesthetic ability, a transcendent ea pa city in the gifted person. Let's reconsider that narrow… |
Sequence 46Creative expression-what's that? I propose this definition: generating a product that is valued in a cultural context (… |
Sequence 47ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 48Bruce Torff 194 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 49Montessori, Maria. The Secret of Childhood. 1936. New York: Stokes, 1939. Orem, R.C., ed. Montessori: Her Method and the… |
Sequence 50REFERENCES Montessori, Maria." Advice to Teachers." Montessori Notes [publication ofThe Montessori Society… |
Sequence 51Independently of a!J the skills and knowledge children may acquire, one of the most important things they learn is the art of… |
Sequence 52or teaching aids are working in the same classroom, and teachers must keep records of student progress. These difficulties,… |
Sequence 53serviceable in other aspects. I have often found a remarkable improve- ment in children's performance from the moment… |
Sequence 54A second misconception is that Montessori schools should use materials and methods different from other schools, and show in… |
Sequence 55And very significantly she added: Before many years have gone by, the teachers of primary education will be interested solely… |
Sequence 56Montessori had no intention of presenting a precise and crystallized system of educa• tion, but considered herself rather… |
Sequence 57be filled somehow, and the field is open to individual attempts and interpretations of Montessori's ideas. We need to… |
Sequence 58We need to know whether the practices Montessori did not personally test are universally successful, whether there are no… |
Sequence 59avoid the arrest of spontaneous movements and the imposition of arbitrary tasks. It is of course understood that here we do… |
Sequence 60teachers would protest against having so many children in a class and would say that a class of twenty to twenty-five is… |
Sequence 61and movement, Martha Kent wrote that "Montessori has no precise method of spelling beyond the dictation of phonetic… |
Sequence 62to do everything it wants, only that teachers should help it learn independently: "Liberty is not being free to do… |
Sequence 63only learn to adjust themselves to the demands of an ordered environment. This means that the staff must take the… |
Sequence 64The second group of subjects should include moral education, mathematics (using special methods of teaching and "… |
Sequence 65From all this the result will be not only "self-discipline" but a proof that self-discipline is one aspect… |
Sequence 66It is necessary that human personality should be prepared for the unforeseen, not only for the conditions that can be… |
Sequence 67was a necessity; now there is admiration for his parents, for their morality, arising from feelings that his parents are… |
Sequence 68Edinburgh in 1935: "1 have found that the child, in his development, passes through certain phases, and the phases in… |
Sequence 69the fact that mental and motor activity which should form one unity are found separate. If the individual does not succeed in… |
Sequence 70class, as well as its discipline, depends on the interest of the children in their work. Further advice to the teachers was… |
Sequence 71But the child "resists interference by the adult who thinks he can help him by his power. For this uncalled-for… |
Sequence 72The first thing that comes to light from the observation of free children is that: A child has an irresistible natural… |
Sequence 73CREATIVITY AND STRUCTURE by Roland A. Lubienski Wentworth Dr. Wentworth's lifetime, 1900-1997, overlaps the life and… |
Sequence 74MONTESSORI for the NEW MILLENNIUM Practical Guidance on the Teachi11g and Education of Cltil.dren of All Ages, Based 011… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 76with the students excerpts of Maria Montessori' s To Educate the Human Potential.) This is not to make the Erdkinder… |
Sequence 77Erdkinder Learning Strata ,hematic View: ~ture vs. Supra-Natu~ 5. The Great Conversation T 4. Intellectual Study of… |
Sequence 78• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 79community are part of the social fabric of the Erdkinder commu- nity. Every member of the Erdkinder community is a learning… |
Sequence 80THE GREAT CONVERSATION 2 Intellectual study leads to an emerging awareness of the whole of history, which in turn leads to a… |
Sequence 81• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 82of these divisions of history suggests a myriad of intellectual studies. What follows is a snmpling of possible intellectual… |
Sequence 83INTELLECTUAL STUDY OF CIVILIZATION Pedagogy of Place suggests that study is attached to land-based and community-based… |
Sequence 84experience in the elements of social life" (102). Looking to the eco- nomic self-sufficiency of the adolescent farm… |
Sequence 85COMMUNITY ROLES, CHARACTER, AND V ALORIZATION The specific nature and purpose of an occupation may inspire a student to… |
Sequence 86HUMAN SYSTEMS OCCUPATIONS AND RELATED CONTEXTUAL STUDIES The human organism is studied for its collaboration with the cosmic… |
Sequence 87PLANT & ANIMAL OCCUPATIONS & RELATED CONTEXTUAL STUDIES Animals and plants are studied for their role in… |
Sequence 88ENERGY OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Energy is studied as a comprehensive force that begins with the Big Bang and… |
Sequence 89AIR OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Air is studied for its role in earth's climate and in plant and animal… |
Sequence 90WATER OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Water is viewed as integral to the origin of life and to earth's history… |
Sequence 91LAND AND SOIL OCCUPATIONS AND RELATED CONTEXTUAL STUDIES Soil introduces both geological and biological studies. The… |
Sequence 92• Within these limits, the occupation demands knowledge, which may involve measurement, refinement of the senses, precision,… |
Sequence 93each with respective unfolding histories, etc. Pedagogy of Place re- quires that the adult and adolescent dig deeper, look at… |
Sequence 94David Hutchison underscores Orr's principles with what he calls "the spirit of place": To know one… |
Sequence 95drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 96In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 97PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 98Trail clearing, The Montessori Farm School, Spring, 1998 144 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 100Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 101truly integrates all elements of the world, allowing full and active participation on the part of children and adults alike,… |
Sequence 102of the earth. Work in the Erdkinder takes two directions-manual and intellectual, both of which are necessary for civilized… |
Sequence 103socially conscious person with a strong desire to contribute to society. Renilde Montessori says, "The adolescent is… |
Sequence 104The child of seven has strong legs and seeks to escape from the closed circle. Instead of hemming him in, let us facilitate… |
Sequence 105experience of what is studied in class. lf the children study herbs and their classification, they should be able to visit a… |
Sequence 106a contribution to make. We have to help the child become grateful to our ancestors, who have performed significant services… |
Sequence 107when] he wants to possess the world as his theater of perception. (Nabhan & Trimble 28) Paul Shepard speaks of this… |
Sequence 108The motive running through cosmic education is service. Everything that exists has a service to perform, from the plants to… |
Sequence 109how best to serve children who stay for extended hours. In the earlier part of this century, many of the children stayed in… |
Sequence 110The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 111sympathy, pity, admiration or love-then we wish for knowledge about the object of our emotional response. Once found, it has… |
Sequence 112Additionally, the absorbent mind assists the child in taking in all aspects of the world and incarnating them, making it part… |
Sequence 113mutuality is equally nourishing and productive of life and form to the mind and to the body" (29). With the… |
Sequence 114professional assistance" (119). Efforts by people such as Frederick Leboyer have brought to our consciousness the… |
Sequence 115Our first task is to nourish the natural urge within the child to connect to her environment-to develop a reverence for it. A… |
Sequence 116The child by nature loves the environment. By helping the child forge an emotional bond with nature, we help guarantee… |
Sequence 117the natural en vironrnen t, to experience a real leaf before offering the nomenclature for it, to offer substantial outdoor… |
Sequence 118Teachers need to recognize and to help parents recognize that love of the environment cannot happen in the abstract. Empathy… |
Sequence 119their doors and connected with endangered animals and ecosystems around the globe through electronic media" (3). But… |
Sequence 120in a plundering industrial world of wires, wheels, and machines, of steel and plastics, of paved-over land and poisoned seas… |