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Sequence 24mobility does not come under increased control with maturity, it results inan unproductive pattern of mind-wandering in… |
Sequence 25and structure at home, set rules and maintain discipline, and chal- lenge children with progressive expectations of maturity,… |
Sequence 26words, they evolve in order to provide an appropriate scaffold for children's deep concentration. One would not expect an… |
Sequence 27individuals who have overcome adversity and contributed something remarkable to culture. If phase 1 of development involves… |
Sequence 28narrow focus of attention was radical, but it was consistent with her educational philosophy. She suggested the creation of a… |
Sequence 29field of human development. More specifically, new applications and extensions of optimal experience theory (Csikszentmihalyi… |
Sequence 30way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 31Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 32Koch, S., & D. Leary, eds. A Century of Psychology as Scie11ce. New York: McGraw-Hill, 1985. Lerner, R. 011 the… |
Sequence 33Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 34Standing, E.M. Maria Montessori: Her Life and Work. 1957. Rev. ed. New York: New American Library, 1984. Sternberg, R. &… |
Sequence 144 The NAMTA Journal • Vol. 26, No. 1 • Winter 200/ |
Sequence 2A NEW LIFE, A NEW BRAIN by Lise Eliot Lise Eliot connects brain development with human educational needs from the… |
Sequence 3result has no line at all." They hold the strip up to the sample once more, to be sure, and the meaning of it all… |
Sequence 4fallopian tube (a good choice!), where it met the egg, monstrous by comparison but still a mere one tenth of a millimeter in… |
Sequence 5outer layer of cells that are now specialized for implanting in the wall of Jessica's uterus (see Figure 1). The… |
Sequence 6give rise to most of the internal organs: the gut, lungs, liver, and various glands. Ectoderm will become the outer skin,… |
Sequence 7Cross Scct<on 16dsys 18dsys Neural eroo...-c: 2&days Figure 2. Formation and closure of the neural tube.… |
Sequence 8"Our baby will be born in May," Jessica figures. "What a beautiful month!" And they begin… |
Sequence 925 d.lys 35 d.ays 40 d.ays 50 days 100 d;iys ~~~~~ ~ ~ 5months ... ~ ~ ~ 6months 8months Figure 3. Prenatal… |
Sequence 10Seven weeks after fertilization, Jessica and Dave go in for her first obstetrician's appointment and learn that she is… |
Sequence 11Brain development, especially of the cerebral cortex, is by no means complete after nine months in the womb. A great deal… |
Sequence 12cies, who already know what they feel like). Jessica recognizes them now, and it will not be long before she starts thinking… |
Sequence 13I Newborn I I Adult I cone Dendrites with spines PresY,nartic termina Figure 4. Structure of cerebral neurons in a… |
Sequence 14an extensive system of roots, called the dendrites, that receive input from other neurons, and a trunk, or axon, that can be… |
Sequence 15gestation. Since the vast majority of neurons are produced by the midpoint of gestation, the actual rate is over half a… |
Sequence 16modate this massive synapse formation, neurons must vastly expand their dendritic surfaces. As much as eighty-three percent… |
Sequence 17USE IT OR LOSE IT: THE NATURAL SELECTION OF BRAIN WIRING With billions of neurons and a quadrillion or so synapses to produce… |
Sequence 18a lot of overlap that makes information transfer both impre- cise and inefficient. It's as if all those bil- lions of… |
Sequence 19"Exuberant" period (1~8 years) Pruning of electrically- inactive synapses (17egins at 1-2 years) Adult… |
Sequence 20Less active synapses, by contrast, do not evoke enough electrical activity to stabilize themselves and so eventually regress (… |
Sequence 21It is no great stretch to see the implication of these experiments for human development: A young child's environment… |
Sequence 22An even more important function of myelination is to speed the transmission of electrical signals. Neurons transmit electrical… |
Sequence 23Once a given brain region has passed the refinement stage, its critical period has ended, and the opportunity to rewire it is… |
Sequence 24relatively quickly, followed by motor areas, but large areas of the parietal, temporal, and frontal lobes, which are known as… |
Sequence 25of cortical synapses during development. Developing brains thus appear to use the most energy during the pruning period, when… |
Sequence 26once those excess synapses are gone, the critical period is over and it must make do with its existing circuitry; there's… |
Sequence 1OPTIMAL DEVELOPMENTAL OUTCOMES FOR THE CHILD AGED Six TO TWELVE: SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Kay… |
Sequence 2behavior must be described before optimal development can be de- scribed, much less realized. Yet a description of the ideal… |
Sequence 3means of survival and then to perfect these means. Thus the nature of the uncontaminated environment was revealed: an… |
Sequence 4the acquisition of those aspects that allow the individual to enter into society and take on a career, mission, or life's… |
Sequence 5and will, which shapes its own existence face to face with its environ- ment" (Montessori, The Secret of Childhood… |
Sequence 6outside its cultural environment. The child has no choice but to live in a social context with others in the world. If the… |
Sequence 7What does a Montessori environment prepared for the child of the second plane contribute to the child's social… |
Sequence 8d ures such as di vision, m ul tip lica tion, square root, and cube root. The child learns to use sensorial objects either… |
Sequence 9people in time and space. To Montessori, social harmony is built on a love of humanity, itself built on what others have done… |
Sequence 10world. The child must explore the social conditions of man and the different aspects of society and also of nature. (… |
Sequence 11• The child becomes a moral person and "does not wish to have any trace of disorder on his person, nor does he wish… |
Sequence 12From a purely intellectual standpoint, a problem of good and evil is an interesting question. Second- plane children have… |
Sequence 13outside the limited environment into which the child was born. What better to study than the universe in which human beings… |
Sequence 14a parallelogram and vice versa is permanently present in the imagina- tion and provides the means for the child to recall and… |
Sequence 15transmit their thoughts over a great distance and to fix their remembrance. After many tries, the alphabet gradu- ally… |
Sequence 16ment. Knowledge is what the human mind strives to acquire and what gives the child a rewarding life. MORAL DEVELOPMENT IN THE… |
Sequence 17There is no doubt that the first plane and the second plane are connected in the moral realm. "The period from 3 to 6… |
Sequence 18of the child's questions can be answered in the classroom. There comes a time, however, when the classroom does not hold… |
Sequence 19child from six to twelve, who questions everything at this time, re- sponds by asking "what if" questions.… |
Sequence 20connection of knowledge to justice is an outcome of the second plane. It is only when one understands the connections be-… |
Sequence 21purposeful work well achieved is an uplifting experience and a source of happiness" (What 61). She does not directly… |
Sequence 22SUMMARY OF THE EMOTIONAL DIMENSION The emotional dimension of the child is important to the process of adaptation. The adult… |
Sequence 23REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 1THE MONTESSORI FARM SCHOOL: ERDKINDER BEGINNINGS 2000 by David Kahn David Kahn's report of the first stages of The… |
Sequence 2The psychological and pedagogical outcomes at this first stage can be summarized as follows: • Having read Maria Montessori… |
Sequence 3PROTOTYPE YEAR J (HUMANJTIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) SClENCE/ MATH HUMANITIES FARM COMMUNITY Montessori… |
Sequence 4\Q -.J PROTOTYPE YEAR I (UUMANITfES lN DIRECT CONTACT WITH FARM OCCUPATIONS) Soil Study: pH, type, farm soil, Cation… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 6in our 1998 report on the project to the AMI Peda- gogical Committee, "The goal for us this year is to… |
Sequence 7The high motivation of linking studies to occupations was built on certain principles. As stated in our 1999 report to AMI, an… |
Sequence 8occupation group of four or five students. Motivation to do the workdidnotconnectdirectly to the community asa whole. But it… |
Sequence 90 N PROTOTYPE YEAR 2 - HUMANITrES (APART FROM LAND BASED OCCUPATION) SCIENCE PHILOSOPH LITERATUR HISTORY CULTURAL… |
Sequence 100 w PROTOTYPE YEAR 2- HUMANITIES (APART FROM LAND BASED OCCUPATION) SCIENCE PHILOSOPH LITERATUR HISTORY CULTURAL… |
Sequence 110 .j>. PROTOTYPE YEAR 2- LAND BASED OCCUPATIONS (PRACTICAL CONSIDERATIONS) ;l ~ BOTANY ~ ~ ~ ZOOLI>CY… |
Sequence 120 VI PROTOTYPE YEAR 2- LAND BASED OCCUPATIONS (PRACTICAL CONSIDERATIONS) BOTANY ZOOLOGY CHEMISTRY EARTH SCIENCE PHYSICS… |
Sequence 130 0, PROTOTYPE YEAR 2 (OPPORTUNITIES FOR SELF EXPRESSION) - DRAMA CRAFTS POETRY WORKSHOPS WRITING NARRATIVE FICTION… |
Sequence 140 --.J PROTOTYPE YEAR 2 (OPPORTU 'ITLES FOR SELF-EXPRESSION) ORAMA CREATIVE ORAMA Pt.AV: .. You Can•c Take it for… |
Sequence 15YEAR THREE (2000-2001), THE MONTESSORI FARM SCHOOL OPENS: SCHOOL ON THE LANO We opened in August of 2000, and at the… |
Sequence 16Erdkinder Plan of Work and Studies Preparation for Practical Opportunities for Foundations for Adult life Considerations… |
Sequence 17First Column: Preparation for Adult Life (Humanities) Montessori's three thematic approaches to history are The Study of… |
Sequence 18the Scientific Revolution, and England and America during the Indus- trial Revolution. For each academic year, we will select… |
Sequence 19layers with the powers of observation and the proximity of the farm, it was our hope that these areas would seek their own… |
Sequence 20on and found their children strikingly independent, good natured, and well adjusted. Two regional papers, including the… |
Sequence 21community, but they do not always act justly, nor is civility always apparent. • Adolescents within a community need to work… |
Sequence 22of what one has accomplished and what one needs to accom- plish, character is built and satisfaction on an individual basis… |
Sequence 23direct relation to responsibilities. This could be done in gradu- ated steps, where challenges, skills, and responsibilities… |
Sequence 24munity life of the farm. History is then understood as a way of evaluating present and future. • Life does not operate in… |
Sequence 25incidents. They need to be part of the daily life enacted by those living with the adolescents. • Academic and occupational… |
Sequence 26Individual Liberty and True Self-Discipline The organization must be determined because it is neces- sary to develop the… |
Sequence 27"Natural organization" means that the time constraints are taken over by the necessities that are implicit… |
Sequence 28the years-but there is a certain urgency in getting it underway as an enterprise unto itself. Once the boarders arrive, the… |
Sequence 29purpose. That means precisely that history and its purpose cannot make sense to a community without a purpose. If there is no… |
Sequence 1PREPARING FOR THE WORLD OF WORK by Mihaly Csikszentmihalyi, Barbara Schneider, David Shernoff, and Lisa Hoogstra "… |
Sequence 2Students need to be cognitively engaged in learning the fundamental principles upon which a scientifically based society… |
Sequence 3possible for us to concentrate, to become so involved that the problems of daily life are no longer on our minds. They give us… |
Sequence 4LEARNING TO Do We have suggested that young people today are not fully able to develop a firm occupational identity because… |
Sequence 5first practiced in the context of spontaneous play. A family where future job skills can be learned and practiced provides… |
Sequence 6Experiences that are fully engaging involve not only a combination of high challenge and high skill, but also opportunities… |
Sequence 7historian and her mother had been a writer and photojournalist, which undoubtedly influenced Elizabeth's interest in… |
Sequence 8ENGAGING IN SCHOOL Students' attitudes toward their future educational opportunities are affected by many aspects of… |
Sequence 9apply for financial aid to go tocollege. 11 Her parents are separated 11 for convenience"; her father, a… |
Sequence 10Despite the hardships, Elena's engagement and self-direction were also evident five years later, although life events had… |
Sequence 11parents want him to become a dentist, a profession he is considering pursuing. Lin says that his parents want him to have a… |