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Sequence 2Childhood constructs with what it finds. If the material is poor, the construc- tion is also poo1: As far as civilization is… |
Sequence 3ideal aim of education is to have two minds share one thought. Central to Montessori's idea is that the child is the… |
Sequence 1WHOLE BOOKS AND BEGINNING READING by Mary Maher Boehnlein Dr. Boehnlein discusses the use of good literature in developing… |
Sequence 2would not help the child discover the essential understanding of the rela- tionship of language and print, of meaning and… |
Sequence 4process, rather than a grunt and groan process, the task becomes doubly hard. The first reading book we give children should… |
Sequence 1THE EVOLUTION OF A CHILD-CENTERED CURRICULUM by Leelavati M'Rao In the history of education, educationists had in their… |
Sequence 17forming of the given material. For example, the first gift is a box containing six woollen balls of different colors. The… |
Sequence 4The sick body draws itself, the "body without organs" of the philoso- phers illustrates itself, evicted,… |
Sequence 1TO BE OR NOTTO BE MONTESSORI by David Kahn Profound differences in thmry are never gratuitnus or invented. They grow out of… |
Sequence 2The whole issue of assimilation is a very critical one, it seems to me. As Kramer says, to call it Montessori is important -… |
Sequence 3education, in 1990 Montessori is being systematically introduced into the public sector. Here the crisis regarding the… |
Sequence 4that comes from small-scale private schools that have made Montessori both successful with children and in demand by the… |
Sequence 5and thereby engage the whole teacher with a guide to what to expect and principles of how to proceed. Montessori pedagogy must… |
Sequence 1NORMALIZATION by Chulanganee Fernando Ms. Fernando J>resents an in-depth mew of the genesis of the i,dea of… |
Sequence 2newspapers, and magazines. People began to speak of the "Discovery of the Child," and the discovery of the… |
Sequence 4forms of life we should ask, "Fbr what purpose?" Only human beings can be conscious of their purpose. To the… |
Sequence 5Dr. Montessori was convinced that there was one human nature, but that it manifested itself at a superior level or lower level… |
Sequence 6Do not focus on specific, individual deviations. Do not label the child. Do not overemphasize. Deviations are like a sickness… |
Sequence 8So the character traits that we call virtues spring up spontaneously. We cannot teach this kind of morality to children of… |
Sequence 1MOVEMENT by Constance Corbett Constance Corbett presents a comprehensive view of movement, it,s relatwnship to inwllectual… |
Sequence 3takes place without any voluntary effort on the part of the child. It is a time when children project themselves, by activity… |
Sequence 4sensorially, they are simultaneously absorbing the world into them- selves. Children build their conception of self and… |
Sequence 5intellect. Junes believed that all consciousness is motor. Whatever holds the attention determines action. Interest in an… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 2cerebellum is so small as to be completely covered by the rest of the brain and is virtually unnoticeable. At six months, the… |
Sequence 37 years especially) love to sit on the ground or floor placing the weight upon the whole length of their legs or upon the… |
Sequence 4therapists is one of approach. Physical therapists generally deal with undeveloped or damaged muscular systems. Their approach… |
Sequence 5reveals an emphasis on the development of equilibrium or the kinesthe- tic sense. In the exercise of washing a table, for… |
Sequence 6control of movement." In these exercises, the child first focuses on the mechanics of walking - with natural steps,… |
Sequence 8already present in them so that the ext.ension and abduction of the lifted leg were to be observed with displacement of the… |
Sequence 2The constructions of the subconscious mind throw a great deal oflight upon the functions of the conscious mind at a later… |
Sequence 1OBSTACLE HUNTING: A "PRACTICAL" FOR TEACHERS by Nikki Hughes Ms. Hughes gives a li,ghthearted examinat:ion… |
Sequence 4sitting in a chair that allows your feet to rest comfortably on the floor. Then try it sitting on a chair that is too high… |
Sequence 1MONTESSORI AND SUZUKI by Linda K. Thompson "'1ierever there is Mon-tessori, there are usually Suzuki Institutes… |
Sequence 3study the work of Itard and Seguin. After her return, she began working with these children developing materials and making… |
Sequence 4builds from the concrete to the abstract. Suzuki method teachers paral- lel this approach in their ordering of the pieces… |
Sequence 5process is internalized. There are no limits on how far a child may advance in an area. The third similarity is that both… |
Sequence 2"soup" to a "salad bowl" concept in which each ingredient maintains its separate flavor,… |
Sequence 9as the central value of American culture): "Does succeeding aca- demically mean sacrificing my child's own… |
Sequence 12developmental bilingualism, community outreach, and neighborhood redevelopment. In Mexico, Montessori environments have been… |
Sequence 1MONTESSORI EDUCATION FOR ALL by Alcillia Clifford and Carol Takacs R.edefining minority eduooi,ionfrom the st,a,rt, Ms.… |
Sequence 2This article is an overview of what we like to call a demonstration project that has been in operation since 1979. The schools… |
Sequence 45. &8'pect for the child and tke aault and for the Casa (Children's House) is an im-portant part of life.… |
Sequence 5We are now in the third year of our follow-up study and two new campuses have been added to the program resulting in an… |
Sequence 6Staff Development Montessorians should provide assistance to schools and districts in the effort to improve staff development… |
Sequence 1THE MONTESSORI PUBLIC SCHOOL CONSORTIUM AND THE FUTURE OF MONTESSORI RESEARCH by Mary Maher Boehnlein, Ph.D. As a result of… |
Sequence 3David Kahn, Executive Directm; NAMTA , wlw has su:pported CYUr work UJ disseminate research information UJ Montessori.ans and… |
Sequence 5able to articulate the ·outcomes of a well implemented quality Mon- tessori program in terms of social and cognitive… |
Sequence 6addition, this funding will allow us to establish data collection pro- cedures that can assist in the ongoing collection and… |
Sequence 1THE ASSISTANT TO INFANCY: A SPECIAL EDUCATOR by Dr. Silvana Quattrocchi Montanaro Dr. Mont.am.aro introduces the arigins of… |
Sequence 2"Man himself must become the center of education and we must never forget that man does not develop only at… |
Sequence 3great dissatisfaction when she learned that I was a medical doctor and at that time a pediatrician. It was evident that she… |
Sequence 4Assistants to Infancy can provide parents, who are the "natural special educators," with information about… |
Sequence 5Jan.23, 1883 1909 1935 1946 1947 1957 1961 HISTORY OF ASSISTANTS TO INFANCY Adele Costa Gnocchi was born in Montefalco… |
Sequence 1THE CHILD FROM BIRTH TO THREE by Dr. Maria Montessori I have spoken to you about the great problem of the psychology of the… |
Sequence 7Physical hygiene is not in itself sufficient. Often, on the contrary, it has been physical hygiene which indirectly has done… |
Sequence 2The need to place all the golden rules of child care at the service of the child and not to force him into those of authority… |
Sequence 6measures, prolonged inactivity after the third month - without even mentioning the errors committed during birth, which have… |
Sequence 1ASSISTANTS TO INFANCY TRAINING By Judi Orion This section provides informatwn about the Assistants w Infancy Training, it-S… |
Sequence 2At the birth to three level the Montessori movement has years of experience to draw from though not experience in our own… |
Sequence 3(developmentally speaking), who want more information about child development in order to offer more effective parenting… |
Sequence 5ASSISTANTS TO INFANCY COURSE CONTENT By Judi Orion MONTESSORI PEDAGOGY These lectures cover child psychology and child… |
Sequence 4Families will be invited to use park space adjoining the infant/ toddler cent.er in which a solar biodome will facilitate year… |
Sequence 44. The 1,anguage arts curriculum includes oral language development, written expression, reading, the study of grammar,… |
Sequence 11Research and Documentation The program's ongoing products will include: 1) Montessori Curricu- lum in an… |
Sequence 2for uniting the family and the school with a passionate plea for respect- ing the culture of the home, especially the culture… |
Sequence 1ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 2for uniting the family and the school with a passionate plea for respect- ing the culture of the home, especially the culture… |
Sequence 2Her opportunity failed to mat.erialize in this form. Instead, at the end of 1906, she was approached by the director of a… |
Sequence 3several governments and a candidate for the Nobel Prize for Peace. Thanks to her untiring apostolate the world has begun to… |
Sequence 4world," "the new world for a new man," based not on ideas or ideals, but on facts and realities to… |
Sequence 5director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 6were conducted with sufficient fidelity to the method, and the name was sometimes used as if it were an advertisement. The… |
Sequence 7the theory of the Montessori method, and practical instruction in the technique of the method. The classes last for six months… |
Sequence 8direction have already been taken, but very much more remains to be done. This requires that a large number of people come… |
Sequence 2phenomenon of excessive obedience and its harmful consequences. This is not difficult to understand, because to recognize it… |
Sequence 3The very idea that Dr. Montessori based her method of education on an a priori idea that freedom should be its basic feature… |
Sequence 4free." People were disappointed because they felt Dr. Montessori was hiding the truth from them. For how can freedom… |
Sequence 1MAHATMA GANDHI AND MARIA MONTESSORI (1969) by A.M. Joosten Mr. Joosten offers an interesting comparison of two important 2oth… |
Sequence 2imposed on Dr. Montessori who was considered an enemy alien. Being under restrictions himself, he could do nothing to have… |
Sequence 3In fighting for the causes to which they dedicated their lives, both recognized nonviolence as a positive all-embracing… |
Sequence 1THE HAND IN EDUCATION a971) by A. M. Joosten One aspect of Montessori educatwn that sets it apart from some other… |
Sequence 3Its function and the objects it needs change, however, with the characteristics of the successive phases in the development of… |
Sequence 7needs of human development. The hand serves the child during his whole long struggle for ever widening conquests of ever… |
Sequence 7A completely different exercise which is done outside the real time of observation consists of the interpretation of… |
Sequence 107) discipline (orderly and disorderly conduct, obedience, quiet); 8) gen- eral remarks; 9) d,ai,e. These reports are signed by… |
Sequence 1KEEPING IN TOUCH WITH MONTESSORI ROOTS An Interview with Mildred Gunawardena In an interview with Damd Kahn, Mildred Guna:… |
Sequence 2Dr. Montessori lectured from 9 A.M. until 12 noon and 3 P.M. to 6 P.M. every day. Saturdays_ were ow· practical days, our… |
Sequence 3Kahn: So you prepared your albums during that second period. Gunawardena: No, we did that with Dr. Montessori. I had to make… |
Sequence 4where he sees only the sky. This is the difference between Montessori and normal education. I don't think Montessori will… |
Sequence 5Kahn: When you took the course in England, with Mario Montessori, how did cosmic education become evident to you? Gunawardena… |
Sequence 6are able to visualize any given lrnowledge. By 18 you have envisioned the whole universe. Then at 18 you decide what your… |
Sequence 7with Montessori. As you made what Montessori calls the levels of ascent as you go and work through the years, what discovery… |
Sequence 8observations. There was a book that was prepared for her coming. At first I didn't know what she had written. At a… |
Sequence 9cannot produce children because first you have to reach maturity. If you attempt to do something that a mature person does,… |
Sequence 8private Montessori schools, there begins to be a growing distance based on cultural and political differences. The distance… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 153 Ana Maria Villegas and Paula Biwer, 1990. "Parent Involvement in a Montessori Program: The Denver Public School… |
Sequence 1THE MONTFS.SORI CoNfRIBUTION TO EDUCATIONAL REFORM APROWGUE by David Kahn Washington, D.C., March 1, 1991. Operation Desert… |