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Sequence 4cooking. This environment, though very poor, has created a new way of life for these children, whose families, for at least… |
Sequence 5A woman happy with her pregnancy, feeling support from her partner, more likely will take care of her physical health than a… |
Sequence 6become malnourished and dehydrated due to the inefficiency of the placenta. There is a basic environmental pattern… |
Sequence 7these places remain consistent and unchanging. The baby is using these established, consistent places as points of reference… |
Sequence 8point of basic trust, is ready to turn away from the mother-world and turn towards the larger world. The father's role… |
Sequence 9We become aware of the ending of the symbiotic period by the baby's actions. Prior to this point, when nursing, the baby… |
Sequence 10the newness, by all the stimuli that overwhelm our lives today. When a baby is overstimulated there is generally one of two… |
Sequence 11ties. Surely the establishment of a new family is more important-or at least as important-as organizing paper supplies, fall… |
Sequence 12As a child is taken around and later walks around the school environment, this environment becomes a "known"… |
Sequence 13No parent is going to feel comfortable dropping their child off the first day if they do not feel trusting of the adults in… |
Sequence 14little ability to "put themselves on hold" until a space in the primary is available. We can prolong their… |
Sequence 15The primary teacher needs to observe the child in the infant community to see them in their most normalized state. Most often… |
Sequence 16Perhaps the child feels abandoned in the primary because the adults there do not try to make a connection nor arrange for an… |
Sequence 17Another personal story: My granddaughter was only seventeen months old when her brother was born. Prior to the birth she was… |
Sequence 18to is multi-cultured with children from a diversity of backgrounds and having diverse physical and intellectual abilities.… |
Sequence 19REFERENCE Montessori, Maria. Manuale di Pedagogia Scientifica [Manual of Scientific Pedagogy]. Napoli, 1935. Unpublished… |
Sequence 1MONTESSORI UNDER THREE: THE FOUNDATIONS OF HUMAN PERSONALITY by Judi Orion Looking at the roots of human personality, Ms.… |
Sequence 2If we know that the foundation of personality is created by age three, what can we do- as parents and as adults working with… |
Sequence 3It follows that the newborn child has to do a piece of formative work which corresponds in the psychological sphere to the… |
Sequence 44. Adaptability to change: how long it takes a child to adapt to a change-think of children with transition challenges 5.… |
Sequence 5viduality, their own unique set of characteristics, and to allow the child to be who he or she truly is. The imminent child… |
Sequence 6more readily accept the differences expressed in others. The differ- ences I am speaking of are those basic temperamental… |
Sequence 7The attachment, which is created through early feeding (either breast or bottle), forms a pattern of relationship that becomes… |
Sequence 8refuse the food the mother is putting into the mouth. Eating becomes a constant battle. Or a child who is less persistent will… |
Sequence 9and two years and is tradition- ally referred to as the "opposi- tion crisis." The beginning of this… |
Sequence 10If the adult does not see the value in limits and is not comfortable with setting limits, then power struggles often will… |
Sequence 11can't have what they want at the moment. Gradually, as impulse control is gained, we see a reduction in temper tantrums… |
Sequence 12We can have standards of behavior and expectations about work, but the manner in which we convey those expectations or those… |
Sequence 13ATTITUDES OF ADULTS Another factor strongly affecting this emerging personality is something very basic, something we refer… |
Sequence 14------------------------------------- of overprotection that originates in the genuine fears of the adult, projected onto the… |
Sequence 15Brazelton is a pediatrician, Dr. Greenspan an infant/ child psychia- trist. Those six irreducible needs are as follows: 1.… |
Sequence 16REFERENCES Brazelton, T. Berry, & Stanley I. Greenspan. The Irreducible Needs of Children: What Every Child Must Have… |
Sequence 1John McNamara and Family-1980 42 The NAMTA Journal • Vol. 30, No. J • Winter 2005 |
Sequence 2SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 3of the reception the next day with these seven children, observing the ones with spouses with their children as well as my… |
Sequence 4time for independent investigation. The ability to make my own decisions and manage my time gave me the feeling of freedom,… |
Sequence 5strength and character to live up to these beliefs throughout their lives. We want our children to do the right things for the… |
Sequence 6From an intimate and perceptive knowledge of parental a tti tu des and values, children will form their own attitudes and… |
Sequence 7but to love what is right and to have the integrity to act in a right way. Cosmic education allows students not only to see… |
Sequence 8Parents' greatest gift to their children is this gift of love. True love requires a great expenditure of time and… |
Sequence 9children because every moment is special, important, quality time. Young children live in the moment; they are interested in… |
Sequence 10oping into an adult human being. Parents also have to avoid putting obstacles in the way of their children and avoid being an… |
Sequence 11is reminding us that we have to focus on what needs to be done, on what we can do, or want to do, and not be overly… |
Sequence 12A few moments later, the young camel asks, "Mom, why have I got these long eyelashes?" The Mother replies… |
Sequence 13Parents, with our help, need to develop a philosophy of parenting, based on Montessori principles, that applies throughout… |
Sequence 14for the church offered its young members clear param- eters from which to choose their idols-idols that rose over and above… |
Sequence 15Morality is not just taking a stand on an issue. We can have all the right ideas and still be a scoundrel in our personal life… |
Sequence 16I would like to conclude with my daughter's speech to the 1998 Ruffing graduating class because it conveys very well, I… |
Sequence 17treat your souls. So I will leave you with this: Be strong and moral young men and women, and as you face the world before… |
Sequence 1Annette M. Haines 60 The NAMTA Journal • Vol. 30, No. I • Winter 2005 |
Sequence 2CREATING THE ALL-DAY MONTESSORI PLACE: A CONSTRUCT by Annette M. Haines Annette Haines' well researched "… |
Sequence 3HISTORY The idea of a long Montessori day harks back to the first Children's House and even before-when Maria… |
Sequence 4THE ENVIRONMENT What kind of environment must we prepare for children who will be spending most of their waking hours there?… |
Sequence 5The dining room at Countryside Montessori School, Chicago, Illinois. could not gin up any real interest while a very large… |
Sequence 6In Montessori's original Children's House, there were no toys for pretend play. Instead of dressing and undressing… |
Sequence 7swimming pool for use in the summer. Computer Associates, at its World Headquarters on Long Island, New York, has gone so far… |
Sequence 8out and hang it on the line. Of course it freezes, but that's the way it's always been done in Minnesota. We can… |
Sequence 9have to keep in mind the pictures of children long ago, walking on a line in the grass and creating variations with the dimen… |
Sequence 10so that the children ... can continue classroom work after the teacher is gone." At Countryside, says Annette Kulle… |
Sequence 11Long ago, and in an all-day setting, Montessori felt that parents should be able to "Go at any hour of the day to… |
Sequence 12THE CHILD According to Carol Alver, there are some observable behaviors by the children who stay in the school programs all… |
Sequence 13we had an after-school program, and on bad weather days we went to the gym and the kids ran around like gerbils on a wheel,… |
Sequence 143. with large amounts of open, uninterrupted time for free choice. So even in the face of changing times we must hold to… |
Sequence 15well together. Teachers and staff must refrain from being judgmental of parents who work long hours. The assistants must… |
Sequence 1Michele Aspinall and Student 76 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 2THE ALL-DAY, ALL-YEAR MONTESSORI COMMUNITY: A PLACE FOR LIVING AT SCHOOL by Michele Aspinall From a purely practitioner… |
Sequence 3Looking back, it is so clear why the Care Club children weren't in- terested in attaching to anything: They were… |
Sequence 4• Lunch Bunch allowed 12:00 noon drop-in, which included lunch for children too young to stay for extended day; • finally,… |
Sequence 5Having been pulled out of bed early in order to get to school in time to have breakfast, the days started badly for many of… |
Sequence 6ment, and voila-the children would be just as mindful as they were in the classrooms. Well, I was wrong. Despite my efforts,… |
Sequence 7So I continued on, doing my best to offer the children an enriching day care environment. In the meantime, I also decided to… |
Sequence 8• The class size would be thirty to thirty-five children. • A YM would need more space than a traditional class. · The room… |
Sequence 9presented the parents with the plan. There were questions: When will the children have time to play if they are in a… |
Sequence 10Some were eager and some were confused about the change. A few were concerned about losing Care Club. They would ask, &… |
Sequence 11Club adults were feeling burned out, how were the children feeling? Care Club had been in session from 7:00 a.m. to 6:00 p.m… |
Sequence 12release some of this negative energy. This allowed the children who were interested in the material to receive lessons and to… |
Sequence 13though they themselves were perfectly capable of wetting the sponges or putting the art paper out. So we consciously built… |
Sequence 14mission. And I don't think that we all have to be "power shoppers" or have an endless budget to create… |
Sequence 15lives also needed to be considered. Now that we were down to just three adults in A YM, it would provide the children with… |
Sequence 16Preparation, eating, and cleanup takes us an hour and a half. After we are finished, we retreat to our backyard. We do have a… |
Sequence 17There are a few activities that have been a wonderful addition to the all-day program that I would like to touch on today. The… |
Sequence 18in the classroom are also present in the gym-repetition, choice, individual lessons, protection of the work cycle, and, best… |
Sequence 19contact. While he continued singing, Cole began to slowly tie Austin's shoes. When Cole was finished, he went on his way… |
Sequence 20After six years I can honestly say I still love it! I wouldn't want to teach any other class. The children often refer to… |
Sequence 1lta Williams 96 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 2MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 3Moral formation is not kick-started by the adult. Neither is it merely the responsibility of spiritual repairers. The growth… |
Sequence 4Another of the miracles of Montessori is the fact that, on whatever plane you're talking about, moral formation is not… |
Sequence 5about, carrying out the tasks that are present within the environment, that those hours are crucial for the way that the child… |
Sequence 6where the fact of hav- ing the skill of greeting somebody would throw him into greeting this person. But it is merely… |
Sequence 7language? The point is that those kinds of curriculum demands can give a new dimension to choosing. The child can face up to… |
Sequence 8pressed. If, in terms of abilities within the class, a child has come to understand that some people have more ability in math… |
Sequence 9esteem emerge within the child. We know that the child's referring to herself and taking action is going to depend very… |
Sequence 1106 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 2THE ELEMENTARY CHILD' s PLACE IN THE NATURAL WORLD by Phoebe Allen Phoebe Allen's article speaks for the early… |
Sequence 3education" that leaves children with a sense of hopelessness and distances them from the natural world. The… |
Sequence 4keep alive his inborn sense of wonder," a child, in Rachel Carson's words, "needs the companionship of… |
Sequence 5Human Potential 8). She clearly encourages us to offer the child oppor- tunities to get in touch with the natural world: It… |
Sequence 6NATURE-BASED SCHOOLYARDS A potential bridge between the indoor environment and "the wild" lies right… |
Sequence 7into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |