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Sequence 74Children do not listen in the so-called "grown-up manner," sitting quietly. They like to move with music.… |
Sequence 82SINGING by Jean K. Miller Dr. Miller's article combines curriculum breadth and philosophical context with a series of… |
Sequence 149sion plan, professional development fees, tuition discounts & more.Nelda Nutter (805-683-9383, 805-683-9384 fax,… |
Sequence 11from reading aloud around the fireplace in the evening for entertain- ment to multimedia entertainment centers in the family… |
Sequence 12This early discovery has continued to be a hallmark of the Montessori approach to child development. Dr. Montessori was… |
Sequence 14In The Secret of Cl1ildhood, Dr. Montessori writes about her discov- ery that children could choose their own occupations:… |
Sequence 16In 1915, Dr. Montessori traveled to California to attend the Panama Pacific International Exposition in San Francisco. She… |
Sequence 17One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 18Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 19She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for… |
Sequence 20Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 22FOREWORD TO THE SECRET OF CHILDHOOD by Margaret E. Stephenson Margaret Stephenson's classic introduction to the root… |
Sequence 23The newspapers criticized; Dr. Maria Montessori was asked what she meant by her speech, and she writes that she scarcely knew… |
Sequence 24with interest and with skepticism, in many areas of American life. But along with genuine interest and combined with real… |
Sequence 35"Give the world to the small child.' Maria Montessori 30 The NAMTA Journal • Vol. 25, No. I • Winter 2000 |
Sequence 39It was Maria Montessori' s insight that the child had within an "inner teacher" that dictated a &… |
Sequence 64something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 68"Our aim," said Maria Montessori, "is to study the child from the point of view of his potential… |
Sequence 84THE MONTESSORI PRESCHOOL: PREPARATION FOR WRITING AND READING by Sylvia 0. Richardson Dr. Richardson brings together her… |
Sequence 121preparing the person for the meditative side of life. Isn't this what contributes to a better society? Isn't this… |
Sequence 171with the students excerpts of Maria Montessori' s To Educate the Human Potential.) This is not to make the Erdkinder… |
Sequence 173MONTESSORI for the NEW MILLENNIUM Practical Guidance on the Teachi11g and Education of Cltil.dren of All Ages, Based 011… |
Sequence 174CREATIVITY AND STRUCTURE by Roland A. Lubienski Wentworth Dr. Wentworth's lifetime, 1900-1997, overlaps the life and… |
Sequence 186and movement, Martha Kent wrote that "Montessori has no precise method of spelling beyond the dictation of phonetic… |
Sequence 203I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 206Critical Thinking as a Form of Creative Expression Oftentimes in school children are asked to memorize and repeat. What is… |
Sequence 219Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 224HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 230flexible curriculum; accommodating a broad range of individual dif- ferences; supporting individual, cultural, and linguistic… |
Sequence 233when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 248The study will be done in cooperation with the University of Chicago's Department of Psychology and the Peter Drucker… |
Sequence 276renovatedAMischoolwith400stu- dents ranging in age from 18 months to 14 years. Send resume or queries to: Pat McLaughlin,… |
Sequence 277THE NORTH AMERICAN MONTESSORJ TEACHERS' ASSOCIATION SPRING CONFERENCES, 2000 ••••••••••••••••••••••••••• The Process of… |
Sequence 5MONTESSORI' S POSITIVE PSYCHOLOGY: A LASTING IMPRINT by David Kahn Often it is difficult to create a cohesive… |
Sequence 12We have to change the knowledge base; we have to look at things differently so we understand them differently. And the second… |
Sequence 31MONTESSORI IN EARLY CHILDHOOD: POSITIVE OUTCOMES ALONG SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Annette M.… |
Sequence 33itself according to the shape of that world. The logical process of structuring the personality must orient that personality… |
Sequence 41an "animating human spirit" driven to take human form "in or- der to act, to express itself in… |
Sequence 48• internalization of ethical behavior patterns, empathic attitudes, religious and positive cultural values, etc. In the next… |
Sequence 51But at two and a half or three, the little child's mind is in a state of "heavy chaos" (Montessori,… |
Sequence 54surable experience, neither frustrating nor burdening" (Mario M. Montessori, "Psychological Background&… |
Sequence 56opment. As she remarked, in the embryos of mammals, "the first organ to appear is the heart" (Secret 14) and… |
Sequence 57Mario M. Montessori, "Psychological Background" 17). They "become like the things they love&… |
Sequence 58At this later stage, children continue to be led towards maturity by the unconscious intelligence of the sensitive periods,… |
Sequence 59detaches himself from the world in order to attain the power to unite himself with it." (Montessori, Absorbent Mind… |
Sequence 62Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 79THE GENIUS OF MONTESSORI HISTORY by Larry Schaefer This keynote will focus on two things: Maria Montessori and her pedagogy… |
Sequence 80her powerful imagination, and her quick intuitive insights (that make up her unique feminine mind); but also ethnic "… |
Sequence 81- Maria Montessori's science background was deep and multidi- mensional. In 1907, she was thirty-seven years old, highly… |
Sequence 85In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |
Sequence 90are in fact metal-poor and certainly devoid of life. Only spiral galaxies like the Milky Way and its neighbor in Andromeda are… |
Sequence 93a dramatic and attention-grabbing sequence of headings and subhead- ings: Paleozoic Era, Mesozoic Era, ... Cambrian Period,… |
Sequence 95moment in time for all time. It is time that has significance for all times and all people. It is a moment in time to be… |
Sequence 96[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 103adolescent so easily observable. For we are a small Montessori school of three hundred children, some thirty of w horn are… |
Sequence 104numinous dynamics of our solar system" (31 ). The word numinous is the key here,for it means filled with a sense of… |
Sequence 130tale," a vast geographical panorama, and shows how the different cultures and civilizations have variously expressed… |
Sequence 137become insensitive toward the natural world and do not realize just what we are doing. Yet if we observe our children closely… |
Sequence 213INNOVATION wrmm LIMITS: How Is IT PossIBLE? A SUMMARY OF THE PROCEEDINGS by David Kahn On Februan; 14, 2000, NAMT A… |
Sequence 214Presenters at the Innovation within Limits Seminar E. Thomas Casey, registered architect, came to the Taliesin Fellowship in… |
Sequence 221Renilde Montessori then presented her vision of origins and innovation. Inspired by the Taliesin community, she began with a… |
Sequence 222The first meeting of the Educateurs sans Frontieres, in the summer of 1999, looked at Montessori principles and practices that… |
Sequence 227this person we may want to call a genius. It is this feedback circle that produces the ideas or works that the genius comes… |
Sequence 228that's the way to apply the ideas. But one should also continue that process of discovery that Montessori was involved… |
Sequence 229to what was essential to doctrine, what should be consid- ered dogma, what should be considered optional, what was binding.… |
Sequence 230This is where, perhaps, the kind of work we do with engagement or flow comes in. One of the central things we find about… |
Sequence 232If you can translate these challenges into concrete things that people can attack and work on, and you give people the… |
Sequence 233The question is to find the challenges that are most motivat- ing to people entering now, and one has to realize that times… |
Sequence 235INNOVATION WITHIN LIMITS: How Is IT PossIBLE? A PARTICIPANT'S PERSPECTIVE by Mary B. Verschuur Mary Verschuur, a… |
Sequence 237limits established by the originator? In these circumstances is it possible for the integrity of the idea to survive in the… |
Sequence 239There are many issues to be examined and kept to the fore as we innovate within limits. There are questions, for example,… |
Sequence 14A man whose mind is stored with the knowledge of the great and fundamental truths of nature and of the laws of her operations… |
Sequence 42Montessori will never grow and develop as fully as it could until teachers are convinced that, because Montessori is to do… |
Sequence 81adolescence and comes to adulthood. As we look around, the social situation at the present moment often seems to be destroying… |
Sequence 93which they can write, without tying the study to a syllabus or curricu- lum. I also wonder if the place of the sixth Great… |
Sequence 96THE ADOLESCENT AND THE FUTURE by Margaret E. Stephenson I have read just recently in a London newspaper the obituary of… |
Sequence 124REFERENCES Gross, Michael. Montessori' s Concept of Personality. Diss. U of Nebraska, 1976. Livingstone, Richard.… |
Sequence 129connection between head and hand is key to Montessori philosophy, yet parents and the educational establishment clamor for an… |
Sequence 149mary and/or elementary teacher and a qualified administrator/ teacher to take over our 12-14 pro- gram. Immediate VISA… |
Sequence 8For optimal development, each successive stage would find its match in an educational environment that meets the needs of the… |
Sequence 10nature of the human being comes to the forefront. The con- cept of justice is born and thus the intimate connection of… |
Sequence 12this celebration in Cleveland recognizing the thirtieth anniversary of the founding of NAMT A, I would ask that we again… |
Sequence 41individuals who have overcome adversity and contributed something remarkable to culture. If phase 1 of development involves… |
Sequence 48Standing, E.M. Maria Montessori: Her Life and Work. 1957. Rev. ed. New York: New American Library, 1984. Sternberg, R. &… |
Sequence 78means of survival and then to perfect these means. Thus the nature of the uncontaminated environment was revealed: an… |
Sequence 144IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 146others. Parenthood is a touchy subject. People still consider that they have the right to produce a child whenever they choose… |
Sequence 147Implicit in love of the environment are the awe and wonder of discovering the world. Another element inherent in love of the… |
Sequence 149Education as an aid to life requires the adults' willingness to revisit their own sense of awe and wonder. private, or… |
Sequence 150is under construction. Everything that has been absorbed uncon- sciously during the first three years we revisit repeatedly… |
Sequence 151anything; they give them the opportunity to consciously explore that which they have absorbed in the first two and a half… |
Sequence 153But when because of favorable circumstances work flows naturally from an inner impulse, it assumes an entirely different… |
Sequence 156shown that this is the most certain datum that we have in the field of psychology and education" (Secret 185-186).… |
Sequence 158shellfish and one-celled creatures, whose remains then cover the ocean floor and later are transformed into marble, limestone… |
Sequence 159So here is the call to the educator: Prepare human beings to deal with themselves so that they may be more successful in their… |
Sequence 163Just as the child needs the older person, the older person needs the child. We have at least as much need for children, in… |
Sequence 172Another way of thinking about this relationship is to consider the individual self as the small self, related to the Earth or… |
Sequence 189The Montessori classroom functions on the general principle that each child has an innate passion to learn, is indeed driven… |
Sequence 190scheduling practice, and assessing levels of achievement, as a teacher usually does, the guide, based on his or her knowledge… |
Sequence 198interest in and aptitude for ethical development. Maria Montessori wrote extensively about this aspect of the child's… |