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Sequence 1Editorial Report: Cosmic Education by Mario Montessori, Jr. Mario Montessori's book Education for Human Development dem… |
Sequence 5instinctual behavior of the salmon. Being human beings, however, they have built up their behavior patterns through education… |
Sequence 6Inner order is necessary to be able to see meaning in one's existence, to find one's identity, to achieve… |
Sequence 7them with consciousness. During this process they inadvertently fertilize the flowers they visit by carrying pollen from one… |
Sequence 1The Montessori Intellectual Approach to Nature Study by David Kahn The Children's House intimacy with nature experience… |
Sequence 4Following the impressionist study of the earth's formation the children embark on a more technical level examining the… |
Sequence 7resolution to avoid classification terms with children, our Audabon spe- cialist always seemed to fall back on his own… |
Sequence 1The Child in the World of Nature by Lena Wikramaratne Miss Lena Wikramaratne observed Dr. Montessori's first exploratory… |
Sequence 2Then in schools we bring in artificial sets of natural life for the study of biology, and "streamlined"… |
Sequence 3was impressed by the sensitivity with which the boy was attuned to the "sun emerging from the clouds" the… |
Sequence 4of motor-visual coordination became more and more apparent in the kindergarten classes. With this there came to be noticed a… |
Sequence 5pressions of the wonder and beauty of the world is however restricted to a "vacuum." Then in elementary… |
Sequence 6older ones with their spontaneous and enthusiastic delight in seeking to learn. This spontaneity carried over to the spirit… |
Sequence 1Interview: Mae Gadpaille: Montessori Daycare in the Roxbury Ghetto Mae Gadpaille has worked in the heart of Roxbury,… |
Sequence 7Gadpaille: Have a public meeting in a hall, a church, a school or a large home. Explain Montessori and see how many people… |
Sequence 8Kahn: They must really love you. Gadpaille: Some of them do and some of them don't. But before it's over they do… |
Sequence 10we teach the children that they shouldn't do it which is the Ten Command- ments." That stabilizes those children… |
Sequence 1School Management: The Outdoor Environment, Are You Prepared? by Bob Pellaton Mr. Pellaton applies principles of design to… |
Sequence 3Internal space, a child's sense of his body in space, is a key to motor co- ordination. 3 But a child also constructs an… |
Sequence 5So if you, too, dare to dream that the prepared environment doesn't stop at the classroom door don't bother waiting… |
Sequence 7and purchasing a balanced selection of fiction and non-fiction, picture, poetry and references, gradually a school can build… |
Sequence 2and purchasing a balanced selection of fiction and non-fiction, picture, poetry and references, gradually a school can build… |
Sequence 5wage of a skilled craftsman. Their value, in Europe, was high until late in the Middle Ages when a European Cardinal received… |
Sequence 1Fantasy and Imagination by Karin Salzman In an effort to clarify the fairy tale debate, Ms. Salzman pursues the distinction… |
Sequence 2can be worked all the riches of perception and imagination, is funda- mentally a matter of order." 5 Like Montessori… |
Sequence 4Fantasy is always associated with emotional development. All inter- action wi_th the environment is charged with feeling, and… |
Sequence 5Montessori said, "An instinct of man is discovery .... We must see the child like this. We must see that he can… |
Sequence 1Feature: On Readiness for School by Erna Furman The Cleveland Center for Research in Child Development offers courses and… |
Sequence 1Curriculum Review: Nienhuis Montessori U.S.A. Under the direction and management of Monte Kenison, Nienhuis Mon- tessori U.S… |
Sequence 2The USA office/warehouse was set up in the summer of 1975 with the first orders being shipped in August of that year. After… |
Sequence 2. II I I I I I are allowed to fully experience their emerging independence and responsibilities, enabling them to… |
Sequence 8Classroom on the Fann Study need not be restricted by the curricula of existing secondary schools and still less need we make… |
Sequence 10critical as the imtial period, beginning with birth. Dr. Montessori expected revelations from the adolescent perhaps even… |
Sequence 1"/ think first of all observation is very important. We have to study the children to see what they do and how they… |
Sequence 2Erdkinder: The Experiment for the Experiment The following is transcribed by Ann Freeman from tape recordings of a conversa-… |
Sequence 3Joosten: It is a kind of in-service training for a regular institution, so not like we have the pre-primary and primary people… |
Sequence 4her what the group would be discussing here.) said that she would be interested in making arrangements for the Mercy Center to… |
Sequence 5together to make sure that maybe he doesn't have to leave at nine and then go into the third grade, fourth grade and not… |
Sequence 7Joosten: The seventh leg is someone who really wants to do it. But it's not enough to want to. That is where we have to… |
Sequence 9Joosten: No, do something. Whatever the difficulties are, even if it can't be Erdkinder, still do something. Erdkinder… |
Sequence 11Erdkinder Atlanta: It may be the expansion of the peer group. Joosten: If it is that, then it is already not your experiment.… |
Sequence 13a clarity of vision. But anyone's vision can fail. How can we build in experimental controls so that we can have the same… |
Sequence 14some of what is done does not come from Montessori, they know after thirteen years what works practically. Erdkinder Atlanta… |
Sequence 15Stephenson: Yes, the study of volume is one place where there is more. But we do not have advanced work in every subject.… |
Sequence 3Childhood (6-I 2) is the next plane sometimes celebrated by the losing of teeth, recognized by the church and state as the age… |
Sequence 4Social life for the adolescent is projected as total life. It is tied LO social function, career, competence, and independence… |
Sequence 6l u I I antique machine inspires an increasing respect for progress and history at the same time. The farm provides a… |
Sequence 7lf]lr ' I biology and geology. We could examine the literature of the early Russians who were so preoccupied with the… |
Sequence 9j5Tovide a synthesis clarifying values and bringing the adolescent to a higher level of self awareness. The Erdkinder would… |
Sequence 2School Design: The Children's House by Lili E. Peller Emma Plank's edited papers of Lili E. Peller (Roubiczek)… |
Sequence 1Curriculum Review: The Montessori Approach to Music by Elise Braun Barnett Ms. Barnett gives a short encapsulation of her… |
Sequence 2that it was not just the rhythm which appealed to the children. They suddenly began to sing, filled with joy. They were able… |
Sequence 2Lanuage of the Congress Official languages will be English and Dutch. Depending on the number of participants from other… |
Sequence 1Feature: The Cooperative Arts Trilogy by Herbert Ratner Herbert Ratner, M.D .. Editor of the Child and Family Magazine,… |
Sequence 2that emerge from the matter with which they work. These arts dealing with the inani- mate are called the operative arts. It… |
Sequence 3compels me to be a midwife but does not allow me to bring forth. And therefore I am not myself at aU wise, nor have I anything… |
Sequence 4laborators in the building process, they become much better able to carry out their real duties. The Absorbent Mind, l 949… |
Sequence 5Like Socrates, Montessori saw the work of the educator - whose name she changed, for special reasons, from teacher to… |
Sequence 6suffering from cold by warming him, so also does the doctor. Hence, an is said to imitate nature. A similar thing takes place… |
Sequence 1Editorial Report: The Case for Montessori Creativity by David Kahn The following article is a reprint of the keynote lecture… |
Sequence 2Her own personality seemed to embody a certain self actualizing force to such intensi- ty that certain critics dismissed the… |
Sequence 3She elevated her illumination to the light of Scripture but like a good scientist she needed (in what Wallas calls the post… |
Sequence 4link up revolutionizes each field of study. Montessori was able to find what T.S. Eliot called the objective correlative to… |
Sequence 5model for point, line, surface and solid, respectively. The study of lines leads to the study of angles, the study of angles… |
Sequence 6dom to move each piece where one wishes, but on the rules which prescribe ela- borately that each kind of piece can be moved… |
Sequence 7cannot sleep, it is on such an occasion that my ideas flow best and most abun- dantly. Whence and how they come I know not,… |
Sequence 8their emphasis on conscious memory. Montessori describes the learning brea.kthrough exactly as Mozart and Poincare aUude to… |
Sequence 1Music Education From Birth To Twelve by Martha and Sanford Jones Well received nationally, Sanford and Martha Jones present a… |
Sequence 1"Aren't You Glad You Don't Believe In Group Art?" By Nel Weniger Just before Christmas as my… |
Sequence 3nature and whole being what is necessary for life.''1 The Montessori Environment is designed and maintained on this… |
Sequence 2The factory operation gives many impressions - order, precision, solidity, and once again good humor. The employees are both… |
Sequence 5artisans working production here. We can't get this kind of highly professional- ized tabor anywhere else. Although the… |
Sequence 6neatly planted shrubs, vines and flowers with hand laid brick paths. Bert has built a farmpen near the house; the goats… |
Sequence 7terrelated, to see what Montessori has given and what still has to be developed." John (his Americanized first name)… |
Sequence 2In Psicoaritmetica, Maria Montessori speaks of how, before, the quantities were 'really' given by objects, objects… |
Sequence 3bases other than ten. The Montessori attitude to New Math differs sharply from the conventional one with respect to age and… |
Sequence 4In the Service of Man Now let us consider the Montessori attitude to New Math from the point of view of aims. We have to… |
Sequence 1Classroom Management: The Practical Life Exercises by Margot R. Waltuch Margor R. Walruch embodies rhe pioneer spirir of the… |
Sequence 4The analysis of movement is bound up with economy of movement; i.e., to perform only movement necessary for the purpose. This… |
Sequence 2and behaved as if he were a four year old child. He showed no interest in any food except bread and water and was described as… |
Sequence 10the immediate disappearance for the mother of the fantasy support that is so necessary to her. It is the child's task to… |
Sequence 11all want the best for our children; we want them to grow and develop into independ- ent, competent and mature adults. However… |
Sequence 15Farb, P. Word Play, Knopf, New York, 1974. Gibson, E. J. Principles of Perceptual Learninl{ and Development, Appleton, Century… |
Sequence 2The Period of Acceptance Interview The practitioner's common sense in Nancy Jordon, speaks with the integrity of… |
Sequence 924 go. if they know. especially if I send a note. But if they can·t I always waited and I saw them later. It means you·re on… |
Sequence 1A Montessori Plea for the Special Child by Therese Hahn Therese Hahn's own childrearing experience motivates her intense… |
Sequence 5Cindy, a 2.5 years Down's child. She was the youngest of four. After much deter- mination and will, she eventually tested… |
Sequence 3therapists come into the environment, but because of their knowledge of Montessori pedagogical principles, "blend… |
Sequence 4that the basic objectives and the learning sequences remain intact and are unaltered. A suggested ratio for a class of 20… |
Sequence 2social integration of the handicapped and multiply handicapped child. They have systematically applied Montessori therapy to… |
Sequence 1Curriculum Development: Departmentalized Team Teaching: Negative Compromise by David Kahn ", .. It is not enough… |
Sequence 2based on his strengths and his successes with which we have had an intimate' experience. The same law of total… |
Sequence 3seeds of interest. The economy and extent of the program are realistic. We give the child a basic orientation through which he… |
Sequence 1School Management: Financial Development: Bookkeeping (Part I) by John McNamara John McNamara brings his adminis1ra1ive and… |
Sequence 1Classroom Management: The Prepared Environment Re-examined by Gerald E. Dzura Too often the space arrangement of 1he… |
Sequence 3Clearly, there are three reasons to reject this position. First, an environment is prepared before the children arrive.… |
Sequence 4A great deal of information can surface in the very first time-sampling attempt. An area of the environment may remain unused… |
Sequence 1The Prepared Environment by Jean K. Miller Ms. Miller provides us with a broad base definition of prepared environment moving… |
Sequence 4good within each child can grow and develop. Montessori said: never speak ill of a child in his presence or in his absence,… |
Sequence 6take an item or idea and work it over and over until the item will exactly fit its purpose. This repetition is for the sake of… |