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Sequence 23do you contemplate four billion years or ten thousand years if not through story, if not through music, if not through art?… |
Sequence 24There are different ways of observing the biosphere. There are knowledge systems of the biosphere that need to be part of… |
Sequence 25olds who know the geological timescale, they'll know local natural history, and they'll know the bio-geochemical… |
Sequence 26concepts they can easily overwhelm the child. So the challenge then is how to have a child feel nurtured by four billion years… |
Sequence 27ment so people can confront that. Even if you believe in God, you still have to confront the coldness and the darkness along… |
Sequence 28where they nre at this place and their place in it has been a focus in my classroom that just kind of naturally evolved. And… |
Sequence 29interrelated, too. It's like set theory. You create these ideal types because it gives you a sense of order. Theorists do… |
Sequence 30say, "Well, if this happens these will be the consequences. If we driII in the Arctic Wildlife Refuge this is what… |
Sequence 31the human all the way through to this marvelous opportunity that is all about place. And it's all about enabling a sense… |
Sequence 1ALIGNING MONTESSORI SCHOOLS WITH TRUE MONTESSORI ESSENTIALS by David Kahn As 250 Montessori schools in North America… |
Sequence 2history, in the earth's logic, in nature's bounty, in the wonders of the human-built world. We are keepers of human… |
Sequence 3First, therefore, we need to look at the connective organs of Montessori pedagogy, as do Peter Gebhardt-Seele and Rita… |
Sequence 4challenged by highly articulate and stimulating "contexts for learn- ing" implicit to the prepared… |
Sequence 5or "land lab," it is a community effort and will be used by the entire community. The enrichment of the… |
Sequence 1o a 12 11 24 ~I 3 9 15 21 6 The NAMTA Journal • Vol. 28, No. 1 • Winter 2003 |
Sequence 2ALIGNING CLASSROOM PRACTICE WITH TRUE MONTESSORI ESSENTIALS by Peter Gebhardt-Seele Peter Gebhardt-Seele presents his… |
Sequence 3• the lost balance in the conditions of life due to human interfer- ence, due to what she called Sopra Natura; • the… |
Sequence 4workings, the essentials, of children building their minds. Only when we deeply understand that process do we have a chance to… |
Sequence 5• an environment prepared to serve the child's work, with freedom to allow the urges of the horme, with objects("… |
Sequence 6• freedom to choose work-to follow the urge of spontaneous activities, • freedom to choose a work partner, and - freedom to… |
Sequence 7The totality of the cosmos may not be compartmentalized into subjects. Subjects are helpful for the teacher to keep order… |
Sequence 8Houses. This is not a snobby attitude. If we take in too many children who cannot follow their healthy inner urges, then we… |
Sequence 9• coordination of senses and movement-so we give them the exercises of practical life, the silence game, walking on the line… |
Sequence 10great fanfare: muscle coordination, perception, language, order. Don't expect great developmental efforts, for instance,… |
Sequence 112. cosmos as the universe in harmony and order, to be studied for its beauty and intellectual challenge; 3. the Cosmic Task… |
Sequence 12the inner relationships of numbers and shapes. Drawing a square root is exciting. If the teacher hasn't realized that so… |
Sequence 13We also use the reasoning mind to discuss not only the workings of the universe but also moral issues and social issues. This… |
Sequence 14The results can be observed in many good Montessori schools up and down the country-not in all of them, since the name… |
Sequence 1Rita Schaefer Zener 20 The NAMTA Journal • Vol. 28, No.1 • Winter 2003 |
Sequence 2How SENSITIVELY TIMED ARE SENSITIVE PERIODS? by Rita Schaefer Zener Rita Schaefer Zener's theory base for sensitive… |
Sequence 3As a young teacher I did not. I will tell you the story of how I learned to notice and plan for the sensitive periods. The… |
Sequence 4WHAT DR. MONTESSORI TELLS Us ABOUT SENSITIVE PERIODS Sensitive periods are the powerful capacities to develop certain charac… |
Sequence 5the languages that are around her, moves and functions indepen- dently, has ordered her mind in accordance with her culture,… |
Sequence 6(c) The last reason a sensitive period ends is a happy reason. The sensitivity ends because the specific characteristic is… |
Sequence 7a skill, then she must consciously work to improve it. As guides of children under six, let us not be in a hurry to bring… |
Sequence 8The young child's sensitive period for refining the senses created a mind with clear classifications of her impressions… |
Sequence 9WHAT KIND OF HELP MUST ADULTS GIVE? Observe and Keep an Open Mind Adults must observe and keep an open mind to see what… |
Sequence 10ity. It fades at around four and a half years. When successful, the child is a keen observer of the world with a strong base… |
Sequence 11Good manners and grace and courtesy require language, a sense of order, and movement. We can say that the child's… |
Sequence 12(cited in Nash 52). Dr. Montessori stood for both working together long before the present interest (see The Absorbent Mind 95… |
Sequence 13The manifestation of a sensitive period in an activity is both preceded by and succeeded by no observable activity. Beforehand… |
Sequence 14She came twice a year to the school and would be in our rooms over a period of several days. The same thing happened each time… |
Sequence 15is there! It is a joyous way to learn and a delight to be the educator who is participating. We, the adults, are an important… |
Sequence 16Infants and Toddlers All of the sensitive periods are operative during these years. Some of them will be within the critical… |
Sequence 17when he wants to wash a table because it is dirty or arrange flowers or polish an object to make the room look nice, he will… |
Sequence 18tures, reading both prose and poetry, singing, and the question game. Enrichment of vocabulary-learning all the names of all… |
Sequence 19tions. Study of geography, biology, and art will influence what a child sees on a simple walk. The child should be taught to… |
Sequence 20tive periods is the same. First of all, the child is attracted to a piece of work. Then his interest wanes. We notice through… |
Sequence 21children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 1Annette M. Haines 42 The NAMTA Journal • Vol. 28, No.l • Winter 2003 |
Sequence 2READING, WRITING, AND MATHEMATICS: EXPLORED AND DISCOVERED RATHER THAN TAUGHT by Annette M. Haines Annette Haines… |
Sequence 3cusp, children who were tougher, noisier, and more rational, dangling between the two planes of development-I looked at them… |
Sequence 4This role reversal results from Montessori's perception of the needs of the child. The first aim of education, according… |
Sequence 5to function in this way, it must be ordered and complete: The shelves must manifest the sequence so the children understand… |
Sequence 6WHAT Is CULTURE? Because, what is culture? It is the conglomerate of spiritual and mental values that constitute civilization… |
Sequence 7governing omnicontinuing life aboard space-ship earth- can bring about reorientation from the self-extinction bound human… |
Sequence 8quires exactness, work that requires concentration, work of the hand. It is through the work of the hand that the child… |
Sequence 9The young child is first aided in his language development with oral vocabulary enrichment. Like early humans, he learns… |
Sequence 10kind of opportunity during her formative years (three to six), her subconscious mind may not be accepting of mathematics at a… |
Sequence 11NORMALIZATION Psychic deviations are not chemical imbalances or mental aberra- tions. Children are normalized only through… |
Sequence 12· have an attractive cursive hand; know how to decorate written work and how to illustrate it simply • know the addition,… |
Sequence 13operations and have begun rudimentary memorization. Everyone might not understand adverbs and prepositions, transitive and… |
Sequence 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 1Kay Baker 56 The NAMTA Journal • Vol. 28, No. 1 • Winter 2003 |
Sequence 2THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 3Mine is not a bias of blind adherence, however, but a bias of finding her words about child development borne out over and… |
Sequence 4· Four planes of development and characteristics of each plane • Work of the adult • Work of the child · Freedom What are… |
Sequence 5phases: a) from zero to six years, adaptation to the society of the family and close friends; and b) from six to twelve years… |
Sequence 6To answer our practical questions, this principle of self-construc- tion defines the nature of work and the enhanced… |
Sequence 7The first and third planes, ages zero to six and twelve to eighteen, are periods of creation of characteristics that were not… |
Sequence 8child of the second plane must have the opportunity to work as a contributing member of a group, to explore the already… |
Sequence 9development. To the young child we give guides to the world and the possibility to explore it through his own free activity;… |
Sequence 10A WHOLE MONTESSORI EXPERIENCE In summary, "the whole Montessori experience" refers to the development of… |
Sequence 11I will consider each of the three points that must guide those who seek to assist the child's self-construction in the… |
Sequence 12Building Up of the Moral Conscience Of what use is intellectual knowledge if one is corrupt? So we prepare a social… |
Sequence 13So we can conclude that Montessori is cognizant of this continuity and supports the overlap of the environments for the first… |
Sequence 14as a model for the "Children's House" of San Lorenzo. Montessori gave the name "Erdkinder,… |
Sequence 15place in this house where I keep my belongings and I have a particular teacher or series of teachers who help me along the… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 172 The NAMTA Journal • Vol. 28, No. 1 • Winter 2003 |
Sequence 2THE Six-To-TWELVE WORKING MooEL by Suzanne A. Damadio Suzanne Damadio gives a practical profile of a working model of a six-… |
Sequence 3I was eager to make all the materials from my six-to-twelve training and try out all of those wonderful presentations with the… |
Sequence 4In my past experience, I had worked at relatively large Montessori schools where this was not the case. Because of the size, a… |
Sequence 5our hours were changed. This time we had a dismissal time of 3:00 p.m. to ensure that our dismissal did not interfere with the… |
Sequence 6standards. We discuss each standard in relation to how it helps support the development of the child. I pull information from… |
Sequence 7social development. But then I began to look more closely at this practice and the overall impact the transfer students and… |
Sequence 8When I was considering splitting the class into two classes, I also ran into the issue of what materials would need to be… |
Sequence 9to address the group of us, who were anxiously waiting for some sort of dramatic revelation, with more questions:"… |
Sequence 10connected in concept. In geometry, by the end of the third year, I make sure that I have completed the basic work with… |
Sequence 11The fundamentals of freedom and responsibility are paramount in the healthy functioning of such a class. The two must be kept… |
Sequence 1ELEMENTARY PHYSICAL EDUCATION by Greg MacDonald Looking at the Montessori perspective including the psychological charac-… |
Sequence 2I believe that we should tighten our focus a little. When we use the motto "preparation for life," we should… |
Sequence 3If we are to prepare children for a long and healthy life, then provision for physical activity, and introduction of a wide… |
Sequence 4Those same activities invite creative thinking and social aware- ness. Consider also the fact that most physical education… |
Sequence 5dren in the first plane engage in what to an adult may be inexplicable behavior (repetition is a classic example here) for… |
Sequence 6involved "made substantial health gains in comparison to the control group ... [as well as] significant gains in the… |
Sequence 7Another reason to stay in close communication with the school's administration is that the school's insurance… |
Sequence 84. Use safety equipment as the activity warrants and as various associations recommend (e.g., protective gear for field hockey… |
Sequence 9(although this may well be- come a thirty-minute period as fitness levels rise). The time scheduled for the fitness… |
Sequence 10the children's spontaneous activity works with softball just as well as it does with fractions! KEY LESSONS Key Lessons… |