Digital Object NAMTA Journal 42/2 06 Creative Engagement: Handwork as Follow-Up Work "To a great extent, we all must "do" in order to learn." Ellen Lebitz begins with this overarching truth as a lead-in to a close look at handwork in the elementary environment. She explains the benefits of handwork for the second-plane child, including it…
Digital Object NAMTA Journal 42/2 05 Identifying True Normality in the Elementary Child Kay Baker offers a look at the needs and manifestations (observed characteristics) of the developing human being, specifically of the second-plane child. She outlines key ideas in thinking about these needs and manifestations and discerns the pedagogy…
Digital Object NAMTA Journal 42/2 04 Theory into Practice: Advancing Normalization for the Child under Three Alyssa Conklin-Moore discusses normalization in the child under three from several perspectives. She takes an extensive look at the child, including orienting parents to the Montessori environment, the child's entrance into the environment, addressing the…
Digital Object NAMTA Journal 42/2 03 Strategies to Support Concentration Annette Haines provides a comprehensive overview of concentration across the planes. She first lays the foundation for thinking about student engagement: It must be understood that concentration is found through the interest of the child, which is guided by…
Digital Object NAMTA Journal 42/2 02 A Workmanship of Risk: The Crafting of Thought in an Age of Speed and Distraction "How much can one fathom in a heartbeat or know deeply at a glance? In a culture smitten with technology, what does good thinking look like?" This question sets the stage as Maggie Jackson explores society's relationship with devices and society's use of…
Digital Object NAMTA Journal 42/2 01 The Myth of the "Perfect" Child Drawing on both extensive professional and deeply personal experience, Sarah Werner Andrews' vision of working with children carries profound respect and love throughout her guiding insight. She shares an understanding of those children who are the most…
Digital Object NAMTA Journal 41/3 24 Observation and Development: From Dr. Montessori's 1946 London Training Course This article exhorts the observer to take notice of the unconscious and conscious levels of the young child's absorbent mind (infant stare). Montessori notes the social awareness of young children and suggests that their amazing awareness of people, not…
Digital Object NAMTA Journal 41/3 23 Lecture 11: Some More Suggestions and Remarks This lecture discusses how the careful preparation of the observer, control of conditions, and precise use of materials will allow the child to "be free to manifest the phenomena which we wish to observe." This lecture was delivered at the International…
Digital Object NAMTA Journal 41/3 22 Lecture 3: Some Suggestions and Remarks upon Observing Children These next two lectures succinctly discuss the necessary preparation and methods for observation. Using the naturalist Fabre as an example of scientific training of the faculties for sharp observation, Montessori compares the observer to a researcher and…
Digital Object NAMTA Journal 41/3 21 Lecture 4: April 11, 1927 Using examples from the animal world, Montessori speaks of the natural laws of life and the phases of childhood that are different than that of the adult. The child develops independently of the adult. Montessori says, "The child is the period when man is…
