Search Inside Documents
Displaying results 1101 - 1200 of 13048
Sequence 4Chapter Two, "An Overview of the Primary Years," is an expert portrait of the prepared environment for the… |
Sequence 2birth to 3 years of age, the child from 3 to 6 years, the child from 6 to 12, concerns a much more detailed look at individual… |
Sequence 4Chart 1 THE 4 PLANES OF DEVELOPMENT THE <CONSTRUCTIVE RHYTHM OF LIFE> I CAUSALITY !MARIA MONTES§9BI PERUGIA-… |
Sequence 5Coming out from the zero, there is an oblique line which is the line of progression; it represents the progression of… |
Sequence 6Nonetheless, the four triangles, and therefore the four planes, are distinguished two by two through the use of color. The… |
Sequence 7"potentialities which determine his development"; "there exists within this inert being a global… |
Sequence 8The Conscious Worker The nature of the work of development changes during the second sub-plane of infancy, during the years… |
Sequence 9And these separate energies, finding nothing to satisfy them, give rise to innumerable combinations of wrong and deviated… |
Sequence 10what this child can explore, if the op- portunities are there and the condi- tions are favorable. The child's powers… |
Sequence 12The "Blue Plane" of Maturity The plane of maturity, 18 to 24, corresponds more or less to university life,… |
Sequence 15century, no scientist or philosopher any longer believed in the idea of linear development during the prenatal period, in the… |
Sequence 16Chart 2 I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ,~~;;;,a ~ ~ ~&El □oc::9 the product of… |
Sequence 17red for infancy, green with red along the center for adolescence. It is interesting also to note that, while infancy remains… |
Sequence 18gradually into thenext(and this is what happens in life). Therefore, in the second drawing, we do not see the sharp points,… |
Sequence 19incorporate are not mutually exclusive but mutually enriching. Conse- quently, our understanding of the four planes of… |
Sequence 20a mind so different to ours that Montessori calls it the absorbent mind. Thus, in The Formation of Man, Montessori writes: It… |
Sequence 21full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 22ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 23tary school, secondary school, university. Thus, in her 1951 lecture, Montessori says, "The school, as we see it in… |
Sequence 24other grades. No secondary school teacher is concerned about the methods employed in preschool, let alone about those… |
Sequence 25were to eliminate not only the term 'method' but also its common conception, things would become much clearer. We… |
Sequence 26MARIA MONTESSORI ANO PROGRESSIVE EDUCATION During the two decades between the first publication of The Montessori Method 18 (… |
Sequence 28The Italian government did not join the IBE and thereby indirectly favored the dominating influence of the Geneva group of… |
Sequence 29willing to compromise. 23 As far as she was concerned, selecting some aspects of the method and excluding others meant… |
Sequence 30nature of the method. 24 The final result was that, as Montessori herself writes: "The world of official education… |
Sequence 31Nature for human development; the emphasis is found at the begin- ning of development, that is to say at birth and the first… |
Sequence 32Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&… |
Sequence 33In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant… |
Sequence 1ALL-DAY MONTESSORI: NOTES ON THE HISTORY OF THE EXPERIMENT by David Kahn The catch phrase "all-day Montessori&… |
Sequence 2natural birthright which is a lovingly prepared environment in a secluded private home with the tender care of two loving… |
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 4gently received in "a kind of 'getting-them-up."' Emphasis was on "a human beginning to… |
Sequence 6What is the contemporary context for Montessori all-day care? Certainly there is a new level of societal demand for higher and… |
Sequence 7most of their waking day, provide further incentive for Montessori to integrate pedagogy and life, time and space into an… |
Sequence 1THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her… |
Sequence 11SENSORIAL COMBINATIONS: CREATIVITY AND INDIVIDUALITY Left free to follow natural impulses in an environment rich in colors,… |
Sequence 1ALL-DAY MONTESSORI: MAKING IT WORK by Mary B. Verschuur Man; Verschuur' s seasoned view of the Montessori all-day… |
Sequence 2a way any Montessorian would be pleased to observe and commend. This happened because the Montessori directress was there to… |
Sequence 6as learning how to count or to read. Knowing how to handle down time, or transition time, is a skill which must be acquired by… |
Sequence 11matters like eating and resting during the course of the day must be addressed. Should lunch be prepared by the children on… |
Sequence 12importance of modelling appropriate behavior not merely for the children but for their parents as well! REFERENCES Corbett,… |
Sequence 1NORTHWOODS MONTESSORI FULL-DAY PROGRAM by Laura Morris Laura Morris honestly describes the trial-and-error approach of the… |
Sequence 2Our long-range planning committee developed a task force to study full-day programs. The task force was comprised of all the… |
Sequence 3externally imposed transitions; their sense of order and their need for belonging were not fully realized. Dr. Montessori… |
Sequence 1OUTDOOR SETTINGS FOR PLAYING AND LEARNING: DESIGNING SCHOOL GROUNDS TO MEET THE NEEDS OF THE WHOLE CHILD AND WHOLE… |
Sequence 1REFLECTIONS FROM THE FARM by Patricia Ludick As a precursor to Erdkinder, 13-and 14-year-olds at Ruffing Montessori School… |
Sequence 3As I attempt to share highlights of the students' observations with you, I am reminded of a chapter from Montessori'… |
Sequence 17The days are flying by. In two days I'll be home away from this place I can freely calJ home. Away from my house, my… |
Sequence 1SOCRATIC PRACTICE: INTELLECTUAL ENGAGEMENT AS THE GOAL OF CLASSROOM CONVERSATION by Mike Strong Going beyond Paideia and… |
Sequence 3Although there is no genealogical link to the Montessori world, several Montessori educators, including David Kahn, executive… |
Sequence 8attention most naturally? How can I capitalize on the natural interests of the student to draw her or him ever more deeply… |
Sequence 10more appropriate path. Both programs provide specific behavioral suggestions for leaders that may provide helpful scaffolding… |
Sequence 1EDITORIAL: p ATHWAYS TO MATURITY by David Kahn As the new year is underway and we approach the twenty-first century with… |
Sequence 2In order to support an Erdkinder, however, the intellectual foundations must be fully established at the elementary level.… |
Sequence 3America were developed to imitate the solidity of traditional schools. Although they included multi-age groups, prepared… |
Sequence 4unified vision will need to be explicitly defined, after Erdkinder is explored and after schools determine how they can expand… |
Sequence 2something or get some assistance in a store, I am reminded of this. It seems that adults think that if teenagers are in a… |
Sequence 2When Maria Montessori set up her first class environment in San Lorenzo in 1907, there were many educational scholars who… |
Sequence 4Development" 1 and more detail in From Childhood to Adolescence (French first edition 1948). What were the… |
Sequence 6We may summarize this list by speaking of the harmonizing of the child's personality. Any With the Erdkinder model we… |
Sequence 1UNIFYING THE URBAN CONTRIBUTION: MOVING TOWARD ERDKINDER by David Kahn This article suggests that the Erdkinder is a… |
Sequence 2appendices of the book From Childhood to Adolescence: Appendix A, "Erdkinder," and Appendix B, "… |
Sequence 3human intellect" (p. 92)-that is to say, the Great Lessons. The experience of social life in the second plane, then,… |
Sequence 4human functioning. The goal is adaptation-preparing the adoles- cent not for a particular task or post, but to be able to… |
Sequence 6school operation as a whole, maintained by a young family. Thus the Erdkinder is teeming with so many opportunities for work… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 3COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 7is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 8For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 15"IN Mv SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth… |
Sequence 16the Italian fascist experience was well and truly finished, and fascism had been definitively defeated five years earlier. In… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 18Each individual, each one of us, has a body made up of billions of cells (50 thousand billion, to be ex- act) and, from the… |
Sequence 20beings, the exploration of this aspect of human society, we usually identify as economic geography in our courses. Montessori… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 23profound existence of these bonds of interdependence and social solidarity between the peoples of the whole world."… |
Sequence 1EVOLUTION AND FLOW by Mihaly Csikszentmihalyi Dr. Csikszentmihalyi presents his theory of "flow" in the… |
Sequence 1EVOLUTION AS PHILOSOPHY AND ACTION by Judith Cunningham-Scott Judith Cunningham-Scott's survey of the spiritual and… |
Sequence 3functioning earth (Gaia) are the geosphere, hydrosphere, atmo- sphere, biosphere, and noosphere (mindsphere) ( cited in Berry… |
Sequence 5Thomas Berry hopes that the next geological era of evolution following the Cenozoic will be the Ecozoic Era (eco-, "… |
Sequence 6outer world we have altered our inner world. A barren Earth will be mirrored in the depths of the human soul (1992, p. 249).… |
Sequence 1GROWING SCHOOLS FOR HUMAN GROWTH by Sharon Dubble Sharon Dubble' s philosophy of developing schools incorporates a… |
Sequence 2Yet here we are, coming together to talk about schools-how to build whole schools. And we are drawn to learn together as a… |
Sequence 4was a secure knowledge of the needs of the children, and that became my basis for decisions. In the face of a total lack of… |
Sequence 5Montessori pedagogy may not also be essential to the unique entity which is a Montessori school. I had an opportunity to… |
Sequence 6I must repeat that it is not that l first proposed these principles and then shaped my educational method around them. To the… |
Sequence 7Human development is not merely continuous, progressing in a steady and incremental manner. Rather, it is discontinuous-charac… |
Sequence 11all seen the negative results in school communities where teachers operate separate classrooms like small fiefdoms. And so,… |
Sequence 12evolve agreements and shared consensus about program, curricu- lum, methods, and-yes-policies and procedures, which make… |
Sequence 13So it is, I believe, with schools. There are some common stages and transitions in the general pattern of growth and… |
Sequence 1PHILOSOPHY STATEMENT FOR THE NORTH AVONDALE MONTESSORI SCHOOL by the Cincinnati Public Schools Montessori Assessment… |
Sequence 3realization that it is important to provide a specially prepared environment to support a child's growth. Dr. Montessori… |
Sequence 9The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human… |
Sequence 1PUBLIC MONTESSORI AND STATE-MANDATED ASSESSMENT by Keith Boehme and Elizabeth Wymer Keith Boehme and Elizabeth Wymer make… |
Sequence 2knowledge developed about how children learn. Paula Polk Lillard notes the importance of observation: The prepared adult acts… |
Sequence 3In March, 1996, our school ad- ministered the Ohio Proficiency Test in grades 4 and 6. The staff wanted to determine the… |
Sequence 4learning approaches. This strong concern of the teachers points to the test's lack of balance in supporting a wide… |
Sequence 1THE LEARNING ORGANIZATION: A MODEL FOR EDUCATIONAL CHANGE by Rexford Brown Dr. Brown first highlights the ways in which a… |
Sequence 2spirit of collaboration with other Montessorians to seek solutions, in the interest of gathering and disseminating information… |
Sequence 24investment in the school culture. It is the relationship with the guide, however, that ultimately determines whether the… |