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Sequence 2FROM CARE OF OTHERS AND THE ENVIRONMENT TO COMMUNITY SERVICE AND SOCIAL RESPONSIBILITY: THE EMERGENCE OF THE SOCIAL AND… |
Sequence 3success to their Montessori experience. Isn't that success enough? Who has the time and energy to take on more than that… |
Sequence 7Independence and socialization. Remember the chapter on social development from The Ab- sorbent Mind? Dr. Montessori… |
Sequence 16the power of self-direction increasing by degrees in the sum these of successively repeated acts, are the stout little… |
Sequence 3Jn the movie The l11credibles, the sister of Dash, a third-grader, says to him in response to his ambitions, "… |
Sequence 4Special ea n refer to the con- dition of being outstanding in a certain capacity. The term is valid in thatthechil- dren we… |
Sequence 5This is why an integration of the special needs child in a class of normal children is possible. Montessori tells us that It… |
Sequence 6opening up toward interests that give life to their intelligence, to witness the happiness that comes to them through every… |
Sequence 7l was possessed by this inspiration, and I believed that at the start the teaching material had to be associated with the… |
Sequence 8THE ATTITUDE OF THE ADULT Today, there is much talk about finding oneself, about getting an identity. In his book on Mother… |
Sequence 9adult, out of a misguided sense of love, the OMBIUS, says, "It is hard for you; let me do it for you." In… |
Sequence 11deficient children we have to find the exact thing which will correspond to the needs of the child. ("The Education… |
Sequence 12Montessori has many observations on this fact. Our prepared environments encourage young children's movement to use their… |
Sequence 13Johnson and Myklebust tell us that children with a disturbed spatial perception find it difficult to learn from everyday… |
Sequence 14writing. However, Montessori, from her ob- servations of children, gives us an opposing viewpoint, which most people are… |
Sequence 16PSYCHOLOGICAL SUPPORT THROUGH INCLUSION We have also to be aware that emotional problems can delay or damage the learning… |
Sequence 17a Ii ty, which Montessori terms psychic devinl ions. In The Secret 0JCl1i/d- !,ood, Montessori tells us that deviations… |
Sequence 18practice. It is this practice period that is very important in the years three to six. Presentation, repetition, practice.… |
Sequence 19EMOTIONAL INTELLIGENCE The new brain research talks about EQ as opposed to IQ. EQ does not show up on an IQ test. EQ is a… |
Sequence 20throughout the day. A long uninterrupted work period re- spects the needs of all children. ·Children should begin the school… |
Sequence 7MARIA MONTESSORI: SPECIAL EDUCATOR; THE PREPARED ENVIRONMENT: A DIAGNOSTIC LEARNING LABORATORY What does Montessori offer… |
Sequence 8ARE WE A "SCHOOL" OR A "SCIENTIFIC LEARNING LABORATORY"? Dowe view orrefer to ourselves… |
Sequence 9The tasks of the child between three and six can be summarized as follows: functional adaptation (activities found in the… |
Sequence 12cate weakness, but is a sign of dedication to meeting the needs of the individual child. If you have concerns about an… |
Sequence 3psychiatry, and anthropology. The Montessori understanding of the child offers a broad vision of education as an aid to life… |
Sequence 4Montessori principles and practices, which are true and appli- cable for all humans in their development. Dr. Montessori'… |
Sequence 7Dr. Montessori understood the importance of training of the senses. The Montessori signature sensorial materials are soundly… |
Sequence 8difficulty in fine motor skills that can be seen in tying, pouring, handling utensils, cutting, coloring, and later in writing… |
Sequence 11A child learns through her five senses of sight, hearing, feel, smell, and taste. The eyes, ears, skin, nose, and tongue bring… |
Sequence 23• a concentration on the specific labels for people, objects, and ideas and their attributes and functions, which foster oral… |
Sequence 611ity, ns well as help Stacy bring her belrnvior more closely in Ji11e wit!, the wsto111s of our time and pince ns related to… |
Sequence 7com111unity. Sooner or later their children would enter competitive prep schools and universities. How would their children… |
Sequence 9To the extent that Montessori's work is known outside the Montessori world, it is seen as a pioneering effort toward a… |
Sequence 11practice tl1e skills site was /eami11g, and to 111ake a real co11trib11tio11 to her co11111111nity me111bers. Iliad allowed… |
Sequence 12unintended ecological consequences of modern agricultural tech- niques: "We have never known what we were doing,… |
Sequence 14This is to say that children are always learning and always creating the pre-conditions for their next learning. Learning is… |
Sequence 17So, over time, Bernie sited ti,e anxious n11d constricti11g structures lte' d squeezed l1i111self into d11ri11g his one… |
Sequence 18cookie cutter floor plan, factory outlet furnishings, and no view. Such a dwelling is no place to house an Einstein, a da… |
Sequence 33Seth's Story Seti, was a young adolescent in our middle sc!,ool. He had a quick temper, which he struggled to master. He… |
Sequence 39it ever larger; that they can accomplish big things through cooperation that they could not do alone; that they can find… |
Sequence 2WHOLE-SCHOOL APPROACHES TO MONTESSORI SPECIAL EDUCATION by Paula Leigh-Doyle, Jacquie Maughan, and Maura Joyce… |
Sequence 7Administrators must foster a nonjudgmental environment, a community of humility, openness, receptivity to new information,… |
Sequence 12That taught me quite a bit. The first thing! learned was that we were starting to support students in parallel lives. We have… |
Sequence 17students who can't hear and process and write at the same time need to develop a system where somebody else can take… |
Sequence 19FUNDING SPECIAL NEEDS PROGRAMS MAURA JOYCE Paula, Jacquie, and l all work at schools that we would call large in the… |
Sequence 21Then we started the writing process. We needed to tell them in a language that they could understand, and I say this with all… |
Sequence 22to 5 years old. First Contact screens children in our Toddler (ages 18 months to 2½ years) and Primary (ages 2½ to 5 years)… |
Sequence 26This approach has also presented some challenges. One is that when we screen children across the board, we've had to be… |
Sequence 27children. If you look at how much a child with a lot of services costs you a year, it's astronomical. So we're… |
Sequence 31hundred years without special education staffs. So even though the sophistication of information-specialized information-is… |
Sequence 2MONTESSORI AND EMBODIED EDUCATION by Kevin Rathunde Veteran NAMTA researcher Kevin Ratllllnde sees 111i11d-body integration… |
Sequence 3because it facilitates student experiences of deep engagement and interest that have been referred to as flow (… |
Sequence 7The point of these introductory observations on disembodied education is not, of course, to dis pa rage the use of language or… |
Sequence 8feeUngs of interest and wonder because such states animate intelli- gence and allow the mind to accomplish intellectual work… |
Sequence 9children's spontaneous and deep concentration was the natural state of childhood and the essence of being human. E.M.… |
Sequence 10Montessori referred to children who possessed habits of deep concentration (i.e., those who had repeated flow experiences) as… |
Sequence 12person's attention, concentration, and overall experience (see Rathunde & Csikszentmihalyi, "The… |
Sequence 13Balancing Skills and Cltallenges The first important aspect of a prepared school environment is finding the appropriate… |
Sequence 14was doing, could be enough to disturb concentration. She added, "If a child begins to work with the motive of… |
Sequence 15materials that a child can actively explore, and often introduces them with a demonstration rather than a lecture. The teacher… |
Sequence 16dimensions was associated with full attention and flow experience; whereas families that were supportive but not challenging,… |
Sequence 17proaches. A third aspect of the prepared school environment-the importance of connecting body and mind-better fits this… |
Sequence 18Montessori was an early practitioner of embodied educa- tion. She thought that the most important path to a child's… |
Sequence 19in early childhood. Montessori comments, "By multiplying sense experiences and developing the ability to evaluate the… |
Sequence 20soul of a child to stimulate imagination and interest: "What he learns must be interesting, must be fascinating. We… |
Sequence 21example, the Montessori schools focused on deep concentration and were imbued with a philosophy of intrinsic motivation,… |
Sequence 22It was hypothesized, consistent with the argument in this chapter, that students in Montessori middle schools would report… |
Sequence 231n ~ a r a n t 29 21 13 ■ .\lonte~~on Traditional I ltAh ,\lorn·a11on High .\l011,,tmn I ltp,h Imrort~n« Lo&… |
Sequence 24tial focus of Montessori education pays off in terms of student expe- rience. The school practices were apparently in line… |
Sequence 27ties, a combination that allows cognition (e.g., cri tica I thinking) to be informed and inspired by felt emotion. He further… |
Sequence 30Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 1THE FOURTH MONTESSORI ADOLESCENT COLLOQUIUM: CONSOLIDATING THE WHOLE THIRD PLANE by David Kahn The goal of our inspired… |
Sequence 3the Montessori principles originating on the farm, the full spectrum of modified prepared environments cannot be seen for… |
Sequence 4the fact that full human consciousness does not present itself until mid-adolescence. As the adolescent becomes fully… |
Sequence 7----------------------------------- -- A NEW "HORME" Hor111e is the Greek goddess personifying energetic… |
Sequence 8in early adolescence. Walking through autumn leaves, smelling them burning, a certain kind of corduroy, certain colors of… |
Sequence 9DEVIATIONS SEEN AS NORMAL; A SECOND POSSIBILITY FOR NORMALIZATJO The teen years are dreaded by many parents, teachers,… |
Sequence 10Montessori talked of the young child as being a "spiritual em- bryo." In a sense, the adolescent is… |
Sequence 2EARLY CHILDHOOD PRINCIPLES: AN Aro To ADOLESCENT PRACTICE by Linda Davis W/ien Lindn Davis noticed striki11g parallels… |
Sequence 4Of course, ultimately, we all have the words of Maria Montessori to turn to in our quest for understanding. To start, I… |
Sequence 6to eat and drink to stay alive. Working up the triangle that Maslow created, thenextmost fundamental need is physical safety,… |
Sequence 8And, following from that, with language comes the ability to develop and express complex thought. How does this relate to… |
Sequence 12hear a baby's cries in the next room and ignore it, saying, "Oh, babies cry. They'll outgrow it."… |
Sequence 2Ps1co-AruTMtr1cA AND Ps1co-GEOMETRiA by Benedetto Scoppola Tlie introduction of the psycho-disciplines tlirougli Professor… |
Sequence 3to the Montessori-Pierson Estates, that gave me the possibility to do this very interesting (at least for me!) work. Let me… |
Sequence 10• Figure 7 Figure 8 corresponding rhomboids, and doing the same with the red one, it is clear that the sguare built on the… |
Sequence 13I made some experiments, in cooperation with Annamaria Capitani, and I checked that this is true. If you make two identical… |
Sequence 2THE UNITY OF COSMIC EDUCATION: INTEGRATING THE SUBJECT AREAS THROUGH A SYNTHETIC VIEW OF THE NATURAL WORLD by Greg… |
Sequence 8How does all of this relate to the idea that "our usual compartmen- talization of knowledge into those branches of… |
Sequence 9The Story of God W/10 Hns No Hn11ds is the first of what Montessori elementary teachers know as the Crea t Stories-A series… |
Sequence 10• One category of living creatures that the universe contains is the human being. • Human beings have brought language and… |
Sequence 4awareness is the perception that we are a part of something. Montessori was awed by the child's innate connection to the… |
Sequence 7immediate. Blake gave the imagination the name "translucence." It is the ability to see and to see beyond,… |
Sequence 8And those who have been rushed forward into experience of social struggle, into war, in to hatred, into pol itica I… |
Sequence 9The fundamental freedom-the freedom of the individual- is necessary for the evolution of a species for two reasons: (1) it… |
Sequence 10Yet Montessori also believed this to be a perilous time. She writes, "It is just because this is the time when the… |
Sequence 12tion; see the gifts, the accomplishments, the possibilities that emerge from social collaboration; and experience what social… |
Sequence 13to show them the "human capacity to solve problems and ... [the capacity] of the spiritual source of life to overcome… |
Sequence 15REFERENCES Blake, William." Auguries of Innocence." 1803. Blake, William. So11gs of /1111oce11ce n11d of… |
Sequence 1EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER by Gerard Leonard and Kathleen Allen Gerard… |