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Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 104plishments. Appreciation he must have; his uncertainty demands constant re-assurance. He should be given every opportunity of… |
Sequence 105principle requires a commitment from the individual: the commitment of the individual to the group. (From Child- J,ood) 4.… |
Sequence 106children quite naturally play social games with each other and that all the participants willingly abide by the rules. And in… |
Sequence 107exist possibilities superior to those we used to know in the child," "these possibilities are subordinate… |
Sequence 108An example of this was given by a teacher who had a child who was always coming to her, telling her the naughty things that… |
Sequence 109ing nature, and Man. It also means to understand the "cosmic task" of each element and of each force in the… |
Sequence 110And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
Sequence 111does not become great until man, given the courage and strength, uses it to create. If this does not occur, the imagination… |
Sequence 112tacked what she saw as general abuses of this human faculty: sixty years ago (in The Advanced Montessori Method) she denounced… |
Sequence 113In The Absorbent Mind, Maria Montessori writes: The picturing, or conjuring up, of things not physically present depends on a… |
Sequence 114treats the insect as though it were a machine rather than a living being, and children of this age are well known for their… |
Sequence 115A. The World of the Abstract: The Age of Why In From Childhood to Adolescence, Dr. Montessori writes that this child has… |
Sequence 116Thus the developmental life of Man is a sequence of births, of the emergence and disappearance of potentialities, of the birth… |
Sequence 117"These periods correspond to special sensibilities to be found in creatures in process of development; they are… |
Sequence 118relation to that of zero to six and that of twelve to eighteen. This relationship to the preceding period and to that… |
Sequence 119circle" (Montessori, From Childhood) of the family-a fact which ex- plains the physical ubiquity of this child. Wtto… |
Sequence 120CHARACTERISTICS OF THE CHILD IN THE ELEMENTARY SCHOOL by Carnillo Grazzini WHERE Is THIS CHILD? A child of elementary… |
Sequence 121Bergamo Montessori School, 1971 134 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 122Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 123would have to use a scale); New Guinea's square would have a side of900 km; and Great Britain's only 500 km (aJI to… |
Sequence 124A lake, on the other hand, belongs to the hydrosphere and specifi- cally to kinds of "pooled" or "… |
Sequence 125• Peninsula: This comes directly from the Latin word with the same meaning, paeninsula. However, what is interesting about… |
Sequence 126Figure 7. World Map Showing the Main Peninsulas of the World. Etymologies The teacher or children can research the stories or… |
Sequence 1277. Collecting Postcards Together with the children we can start collecting pictographic material relating to the six land and… |
Sequence 128Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 1295. Applying the Concept Using the sandpaper globe or the blue and white globe, the children can find examples of each of the… |
Sequence 130three parts: The middle section is for representing the isthmus,Swhile the two lateral parts delimit the strait (see Figure4… |
Sequence 131from the water, as we have seen. But now that we have our contrasting elements of land and water, we have to see their… |
Sequence 132Through the work of his hands, those "hands of divine light," to use Maria Montessori's expression,… |
Sequence 133coloring 4 and stir these into a jug of water. Again, the child has seen the vast expanse of water that covers our Earth with… |
Sequence 134only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 135Comparing what has been said with existing practice, we find glaring inconsistencies that need to be examined. The first… |
Sequence 136CONTRASTING LAND AND WATER FORMS: THE METHOD IN PRACTICE by Camillo Grazzini INTRODUCTION In the Children's House and… |
Sequence 137Bergamo Montessori School, 1971 118 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 138The NAMTA Journal 117 __ _________ -- -- -- -- |
Sequence 139An example that can help clarify this is one given by Maria Montessori herself when she writes: [In the first period, there]… |
Sequence 140of different environments: the mother's body, the family and the infant community, the limited environment of the… |
Sequence 141Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 142INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 143differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 144also" the mother with six children of different ages is far better off than the mother with one."… |
Sequence 145mistress, she is able, without danger of exhausting her strength, to remain all day with children who belong to such diverse… |
Sequence 146The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 147summed up in the request "help me to think by myself." This new- found need for mental (and moral)… |
Sequence 148QUESTION AND ANSWER: THE ENVIRONMENT FOR THE Six- TO TWELVE-YEAR-OLD CHILD by Camillo Grazzini and Baiba Krumins Camillo… |
Sequence 149Baiba Krumins and Camillo Grazzini, 2002, Paris, France l06 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 150The NAMTA Journal 105 |
Sequence 151This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 152language in all its various aspects or all of the math, and how the fifth album with its old identity tag was simply a working… |
Sequence 153own sake, but the aim is for the children to use these sensitivities in order to acquire a basis of culture in relation to… |
Sequence 154These further developments were subsumed under sensorial, lan- guage, and arithmetic/math (the existing areas) wherever… |
Sequence 155During the 1930s, given all the work and materials developed for both the Children's House and the Elementary, Maria… |
Sequence 156than one of our four canonical sections or areas for the Children's House. Perhaps it is also worth pointing out that… |
Sequence 157see or somewhat less easy to see. Either way, the material is a concrete aid to this child: to become aware and therefore to… |
Sequence 158to this further exploration are not set by the number of different fields of learning or knowledge, but by the psychology of… |
Sequence 159Consequently, it is easy to understand why, for many years, the students of Children's House courses prepared five (not… |
Sequence 160ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 161Camillo Grazzini and Hildegard Solzbacher, mid 1980s 94 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 162Montessori, Maria. "Psycho Geometry and Psycho Arith- metic." Introduction, notes, and drawings by C.… |
Sequence 163other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 164materials, and the latter is essential if we are to devise appropriate presentations for children in the future. • To pass… |
Sequence 165In an address given by Dr. Montessori in 1935("The Psychology of Mathematics), she affirmed the following: ... these… |
Sequence 166"THE MATERIALIZATION OF ABSTRACTIONS" In Psicoaritmetica, in the chapter titled" Algebra: Beyond… |
Sequence 167aheightof5cm(=2+3). Of the thirty-two pieces that make up the geometric represen- tation of the 5th power, only 3/8 of… |
Sequence 168pieces suitably colored and organized in a linear formation or "bar."The whole thing is a square prism with… |
Sequence 169Job ... 6t 41b IOI 10, 5ob Figure 4. Binomial formula: from the 1" power to the 5th power. In understanding… |
Sequence 170- '-,- 1 1 1<1• 1 2 1 ,,,. 2•1• 1 3 3 1 I ,.,. ,.,. ,.,. l I ' • 6 • ' 1 I J… |
Sequence 171seriations, for instance in regard to the stature of children of the same race, sex and age but of opposite social conditions… |
Sequence 172M l'"€:O,u.:001c.u. .u.iTtt.ROt'Ot.OGY ' " - -... - ' .. "' &… |
Sequence 173methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
Sequence 174Discovery of the Child)2, and the 4th and 5th powers of a binomial. She then looks at linear equations with one unknown,… |
Sequence 175In July, 1890, she obtained her diploma and enrolled in the Faculty of Engineering at the Regia Universita degli Studi di Roma… |
Sequence 176MARIA MONTESSORI AND ALGEBRA: THE BINOMIAL THEOREM by Camillo Grazzini translated from Italian by Irene Fafalios A boy of… |
Sequence 177Camillo Grazzini, Italy, 1982 Mario Montessori 78 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 178things was able to arouse in the man who lived five thousand years ago (and who had no experience of mon- etary depredation)… |
Sequence 179And now let me tell you about some of these hieroglyphs. The symbol for "one" is a finger, a part of the… |
Sequence 180this point of view will any one of these systems (no matter how complicated) be seen as an area that is not without link to… |
Sequence 181more workers capable of opera ting electronic machinery. This amounts to saying that the school must be in the service of… |
Sequence 182In this connection I remember the case of a mother who wanted to please her two small children ( three and four years old} by… |
Sequence 183a language, a set of beliefs, a set of customs .... In other words, the child incarnates all the components of what Montessori… |
Sequence 184Thus itis easy to see that the development in mathematics is not linear; it follows the different psychologies of the growing… |
Sequence 185The development in mathematics is not linear; it follows the different psycholo• gies of the growing individual and the… |
Sequence 186THE MONTESSORI APPROACH TO MATHEMATICS by Carnillo Grazzini Camillo Grazzini, prominent Montessori curriculum developer and… |
Sequence 187Camillo Grazzini, Germany, 1979 68 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 188f,g. ,8 regular pentagon Figures 18-19. Finding area of regular and irregular pentagon. f,g. 19 irregular pentagon The… |
Sequence 189f,9. 16 common quadrilateral Figures 16-17. Finding area of common quadrilateral and kite. b. All Polygons with More Than… |
Sequence 190f,g. 9 scalcnr trapezoid fi9. 12 Oght~a"9l~d t1apaoid fig. ,o isosulc:1 uopaoid Figures 9-13. Trapezoids and… |
Sequence 191ill fi9. • equilottrol 1rian9I< fig. 2 acutt•a09ltJ iSO<tel,s 1rion9le \ \ \ \ \ \ f,9.3 OCUl<… |
Sequence 192ON GEOMETRY CLASSIFIED NOMENCLATURE by Camillo Grazzini The Geometry Classified Nomenclature is a material we provide for… |
Sequence 19327th Advanced Montessori Training Course, Bergamo, Italy, 1987 62 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 194Montessori, Maria. Spontaneous Activity in Education. 1916. Trans. Florence Simmonds. New York: Schocken, 1965. Vol. 1 of The… |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 196matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 197The X, in other words, represents "Man the Unknown." 12 The child, and therefore the adult that the child… |
Sequence 198Moreover, "the human per- sonality is essentially one dur- ing the successive stages of development," and… |
Sequence 199"The world of official education too put our work aside" (The Formation of Man). NATURE AND SUPRANATURE… |
Sequence 200of the method and excluding others meant distorting the very nature of the method. 10 The final result was that, as Montessori… |
Sequence 201The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 2021929); Edouard Claparede (with "individualized" education, 1921); Roger Cousin et (with the teamwork method… |