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Sequence 2principles of scientific pedagogy."' Surely our aims as Montessorians are not merely those of child minding… |
Sequence 3Implementation of a genuine "Children's House" or all-day Montessori primary program seems to pose… |
Sequence 3the widening gulf between affluent and improverished people, and the diversion of societal resources to military expenditures… |
Sequence 3years of age. The thousands of older children are bussed to schools many miles away. The need for local community-based… |
Sequence 4Montessori did, however, write extensively on the will and the development of will in young children. Later interpreters of… |
Sequence 9requires participation. And finally, but importantly, silence should only be initiated at normal times when the room and those… |
Sequence 8land, to support future races. "21 The emotional depiction of coral as part of a cosmic legacy of doing right by… |
Sequence 9stresses the same idea in her writing: "the child must learn by his own individual activity, being given a mental… |
Sequence 2The Essentialists' Viewpoint Essentialism is not a Montessori phenomenon; it is a nationwide trend. What is really… |
Sequence 1A COMPARISON OF LOWER AND UPPER ELEMENTARY MONTESSORI STUDENTS WITH A PUBLIC SCHOOL SAMPLE By Christopher M. Glenn, Ph. D.… |
Sequence 2The quiet in the class when the children were at work was complete and moving. No one had enforced it; and what is more, no… |
Sequence 9language approach in which all aspects of language study support the acquisition of meaning from print and from oral… |
Sequence 3ality, let us then also recognize that it was built on respect for the child in this capacity, on recognition of his place in… |
Sequence 12The Foundation Center has adopted or installed as part of its full-day program for children and families: 1. Adoption of… |
Sequence 5from tomes of scope and sequence which compel schools into a blind confor- mity. The reform of education in the Montessori… |
Sequence 12Bue I think there were other aspects that affected the good testers as well. They began co talk about tests, about "… |
Sequence 13Montessori years that come before-for what is laid out in the middle school years as we watch our children bec.ome adults is a… |
Sequence 12at five years of age has become an intelligent being, must have gone through a constructive evolution { TIii! Fonnation of Ma,… |
Sequence 11Obviously, many more activities or variations on activities can ease the transition into traditional education. However,… |
Sequence 1NEEDS OF THE ELEMENTARY-AGE CHILD MONTESSORI PRINCIPLES, STRATEGIES, AND THEIR PRACTICAL IMPLEMENTATIONS by Rajendra K.… |
Sequence 1THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum… |
Sequence 2Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 4the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 15Gloria Dei Virginia Varga Hershey Montessori School Michael Bagiackas Judson Montessori School Jim Judson Lake Country… |
Sequence 3Gloria Dei Virginia Varga Hershey Montessori School Michael Bagiackas Judson Montessori School Jim Judson Lake Country… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 6are lo be transformed; instead of frustrating the learner's eager desire for work, as they so often do today, they are to… |
Sequence 13I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 6We must avoid placing limits on what a child will want to learn and digest by utilizing formalized curriculum scope and… |
Sequence 4II little real knowledge of it. Instead, it is lo those three essays, and in particular Lo "The Erdkinder,"… |
Sequence 10ment, parents often feel differently about continuing if it is an option to go directly into high school after finishing… |
Sequence 12old were eliminated from the.sample. With this correction, the median size is 25 students (n=19). In other words, eliminating… |
Sequence 19schools. Maybe not in our schools, but perhaps in open schools, etc. They should also be academically competent in the… |
Sequence 1DARE TO Do ERDKINDER: REPORT FROM CHICAGO by John Long "What type of adult does civilization need?" This… |
Sequence 2third plane? Are we not immersed in some necessary creative tension as we strive to bind our present explorations with her… |
Sequence 121990, p. 37). The fact that the Montes- sori teachers interviewed seemed to spend more time than traditional teachers on… |
Sequence 1SLIDE SHOW TO INTRODUCE WHAT Is MONTESSORI PRESCHOOL? Maria Montessori was, in many ways, ahead of her time. Born in Italy… |
Sequence 9dren who learn better with hands and movement rather than visually or auditorially. Young children experience the world with… |
Sequence 1THE ELEMENTS OF SOCIAL LIFE AND THE MONTESSORI ADOLESCENT by Linda Davis Linda Davis traces the Montessori view of… |
Sequence 2gether. If they could function so beautifully in an environment de- signed for their psychological characteristics, could the… |
Sequence 13with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 4Chapter Two, "An Overview of the Primary Years," is an expert portrait of the prepared environment for the… |
Sequence 33In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant… |
Sequence 3their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 9The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human… |
Sequence 320 years, have lacked any governing standard, any consensus of design, and any documentation. To help build the needed… |
Sequence 2"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 8now to find out how to do it, from people who set up farms. You must take time now to look in books. You are the makers of… |
Sequence 23REFERENCES Alston, P., ed. The Best Interests of the Child: Reconciling Culture and Human Rights. Florence, Italy:… |
Sequence 24Hart, R., & L. Chawla. The Development of Children's Concern for the Environment. Zeitschrift fur Umelweltpolitik… |
Sequence 18two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have… |
Sequence 1POETRY AND THE EARLY ADOLESCENT by Mary Jo Moore The concept of teacher as coach is demonstrated by Ms. Moore'… |
Sequence 10Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 8participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 18They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 3In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 96In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 195They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 205participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 229Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 7of his or her own favored styles of communicating with others and of which styles of others' expressive communication… |
Sequence 9what they said; some were pessimistic. The adolescent needs some- thing more than logic to have an optimistic view of… |
Sequence 2emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 4appear more like a traditional junior high in miniature in some cases. But beneath this veneer of traditional time blocks and… |
Sequence 7Place-a place for adolescents to experience as a whole: a place that is an island of green for beholding, a place to work and… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 5Near the end of the war I leaned toward the Japanese side. And when the war ended I was sad. I was sad and relieved. I was… |
Sequence 9We need to provide an environ- ment where children can experi- ence community, affirmation, love, and support first and… |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 12... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who… |
Sequence 2ATTACHMENT PARENTING: A STYLE THAT w ORKS by William Sears It is important to fully explore the questions of attachment and… |
Sequence 1ALIGNING MONTESSORI SCHOOLS WITH TRUE MONTESSORI ESSENTIALS by David Kahn As 250 Montessori schools in North America… |
Sequence 4challenged by highly articulate and stimulating "contexts for learn- ing" implicit to the prepared… |
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 10great fanfare: muscle coordination, perception, language, order. Don't expect great developmental efforts, for instance,… |
Sequence 5to function in this way, it must be ordered and complete: The shelves must manifest the sequence so the children understand… |
Sequence 12Building Up of the Moral Conscience Of what use is intellectual knowledge if one is corrupt? So we prepare a social… |
Sequence 14as a model for the "Children's House" of San Lorenzo. Montessori gave the name "Erdkinder,… |
Sequence 2and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 5Unfortunately, adolescence is a period of life when society puts its young people in a hold· ing pattern. The frustration… |
Sequence 1MONTESSORI AND OPTIMAL EXPERIENCE RESEARCH: TOWARD BUILDING A COMPREHENSIVE EDUCATION REFORM by David Kahn ON NORMALIZATION… |
Sequence 3Consequently, it is easy to understand why, for many years, the students of Children's House courses prepared five (not… |
Sequence 5see or somewhat less easy to see. Either way, the material is a concrete aid to this child: to become aware and therefore to… |
Sequence 6than one of our four canonical sections or areas for the Children's House. Perhaps it is also worth pointing out that… |
Sequence 7During the 1930s, given all the work and materials developed for both the Children's House and the Elementary, Maria… |
Sequence 10language 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 1OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 8OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
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 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 159Consequently, it is easy to understand why, for many years, the students of Children's House courses prepared five (not… |
Sequence 2EXTENSIO ANIMAE AD MAGNA by Elizabeth Wymer and Keith Boehme Elizabeth Wymer and Keith Boehme explain the philosophy of two… |
Sequence 2Montessori speaks about to occur, we must take the next step. We must "give" this environment over to the… |
Sequence 11computer I cell phone ban. She and her father jokingly referred to the period of withdrawal that she experienced from her… |
Sequence 10* * * In the Erdkinder Appendices of From Childhood to Adolescence, Montessori presents the next logical step for history as… |