| Montessori: Revelations of
mtelllgence
1be Tlleory of Multlple ,.,,,...._..:
Ill Support of Mataod
byDavidKahlt
If Binet… |
| which, Dr. Zener maintains, is what every Montessori presentation is
all about, the Montessori materials. Dr. Zener integrates… |
| Gardner and Montessori both look well beyond the notion of fixed
IQ and predestined aptitudes. Rather, their joint perception… |
| Praxis refers to the different uses of words. Praxis involves aware-
ness of different parts of speech, for example,open the… |
| of the individual, but something which depends on another .
. . . We must always give encouragement because it is a direct… |
| and where does it take place?; memory of sensory impressions-how
did the things look and what did they feel, sound, taste, or… |
| Next time you think your classroom is too noisy, go around and
listen to the conversations. With some input from you, those… |
| At birth-before words, language, abstract reasoning, cognitive
patterning, and conceptual thinking-were
images. The brain… |
| called by Gardner's name, but you will recognize it when Montessori
speaks of the relationship of intelligence and… |
| The various sorting exercises of nuts, buttons, corks, colored
beads, etc. that we prepare for transition activities when… |
| designed to help children with this important control of mind over the
body. The hand is the instrument of the visual/spatial… |
| CONCLUSION
Thus far we have looked at two intelligences and their relation-
ship to the Montessori materials. We have looked… |
| THE PERSONAL INTELLIGENCES: LINKING
GARDNER TO MONTESSORI
by Silvia C. Dubovoy
In discussing the personal intelligences, Dr… |
| manifestations of intelligence than a fragmented intelligence. I still
believe in a cosmic intelligence, of which we are all… |
| nature. This method is based on the observation of universal charac-
teristics and needs as manifested by the child. It is the… |
| Montessori insists on constructing an environment for the child in
which the child can be active, a prepared environment with… |
| personality. It supports all the traits needed for the child's adaptation
to a society that is in continuous change, so… |
| Through movement and song, the human discovers continuity
and coherence and works out an interior order which requires a… |
| part of nature's provisions. But to be always thinking of the
mind, on one hand, and the body, on the other, is to break… |
| repetitive constancy to achieve the next level of functioning. The baby
develops bodily structures by attempting to function… |
| Gordon, E. E. (1990). A music learning theory for newborn and
young children. Chicago: GIA.
Madaule, P. (1994). When… |
| gence. The abstraction of the essence of objects and ideas and the
subsequent formation of an image allied to the essence set… |
| How many times must repetition occur? This is another important
point. Only the individual can decide when the activity is… |
| The following are two examples from this point of view of what
the child experiences that develops the individual intelligence… |
| MAINTAINING THE
MONTESSORI METAPHOR:
WHAT EVERY CHILD WANTS AND NEEDS
by Asa G. Hilliard
In straightfonvard terms, Dr.… |
| Remember the kids who have perfect pitch at seven? What hap-
pens to it at fourteen? Not nurtured. They say most kids get… |
| WHAT IT MEANS TO FOLLOW THE CHILD
by Martha McDermott
Martha McDermott makes an evocative plea for accepting children where… |
| We might now continue our conversation with Montessori:
"Now that you have returned to your studies, what are you… |
| children are not yet fully formed. We can make a contribution to that
creative formation.
Freeman Dyson wrote, "… |
| WHY NoT CONSIDER ERDKINDER?
by Peter Gebhardt-Seele
Answering possible objections and citing his own personal experiences,… |
| The word is obviously German. Literally it would translate into
English as "earth children." It is a plural… |
| Greek, ·French, Latin, science, history. High school ends with the
toughest exam in one's life. Without passing it, one… |
| visitors. One engaged us in Latin readings, another showed me how
to play the guitar.
When the refugees came from eastern… |
| That doesn't mean that the individual develops as an island with no
social interaction. Social development begins at… |
| Montessori says that this harmonizing of activities will happen
quite naturally in prepared environments, and the result will… |
| to the patience of the people we encountered. In fact, the students
expressed some sadness when we returned to the city and to… |
| One other factor to mention briefly is the quality of parent-
adolescent interaction that I saw and heard about after two… |
| bility. What is it? We do not know, but we must hasten to find
out. It must be the child who reveals to us what happens during… |
| This is the first year of NAMT A's Administrators' Group, an
attempt to forge stronger relationships between… |
| THE NORMALIZED SCHOOL:
MONTESSORI AS A WAY OF LIFE
by Mary Zeman
Mary Zeman offers a definition of the "nonnalized… |
| We can readily sympathize with any reader who finds the
record of these events hard to believe. It was exactly the same
with… |
| occasionally, after warming up with a few easy questions-why is the
program five days a week, what do you do about discipline… |
| Montessori's characteristics for normalization include (and you know
them) love of work, order in movement, and… |
| healthy, so must our own lunches be. If we promise to children that
they may take their time, so must we honor ourselves with… |
| There are many things I love about this experience and about this
story. One is that this is a community where we feel safe to… |
| with what had become a luscious, teeming mountain of fertilizer and
abundance. He looked up from a vast shovel-full, and,… |
| When something is amiss in our classroom, in our school, among the
parents, or within ourselves, why not take Montessori'… |
| EVOLVING THROUGH TRANSITIONS:
MITIGATING ANXIETIES
by Sharon L. Dubble
Sharon Dubble evolves a new vision of the school… |
| through adolescence), Montessori schools are seeking to understand
how best to proceed. Where can schools look for guidance?… |
| A second principle is that full development occurs through an
interactive process which engages the individual with the… |
| individual, giving attention to segments rather than the whole. We
begin to speak of the intellect as separate from the body,… |
| level, renovating or changing space, creating an administrative struc-
ture, experiencing staff changes.
Montessori always… |
| By reframing Montessori's principles of human development in light
of the whole school's development, we can move… |
| nursing the older child can be a
means to comfort him or her easily,
these emotional needs may be filled
in other ways.… |
| an alternative. A doth baby sling is wonderful for limited use, but
marsupial mothering for long periods during the day is… |
| independence in the child's life. Dr. Sears states, "Independence is
not, in itself, one of our most important… |
| functioning adult member of society. Common sense suggests that
attachment parenting has a role to play beyond the first two… |
| will demand to be given some food. This is true independence-when
the child chooses to begin the weaning process-and quite… |
| MONTESSORI TODAY: A COMPREHENSIVE
APPROACH TO EDUCATION FROM BIRTH TO
ADULTHOOD, BY p AULA POLK LILLARD
by David Kahn… |
| Chapter Two, "An Overview of the Primary Years," is an expert
portrait of the prepared environment for the… |
| birth 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… |
| Chart 1
THE 4 PLANES OF DEVELOPMENT
THE <CONSTRUCTIVE RHYTHM OF LIFE>
I CAUSALITY
!MARIA MONTES§9BI
PERUGIA-… |
| Coming out from the zero, there is an oblique line which is the line
of progression; it represents the progression of… |
| Nonetheless, the four triangles, and therefore the four planes, are
distinguished two by two through the use of color. The… |
| "potentialities which determine his development"; "there exists within
this inert being a global… |
| The Conscious Worker
The nature of the work of development changes during the second
sub-plane of infancy, during the years… |
| And these separate energies, finding nothing to satisfy them,
give rise to innumerable combinations of wrong and deviated… |
| what this child can explore, if the op-
portunities are there and the condi-
tions are favorable. The child's powers… |
| The "Blue Plane" of Maturity
The plane of maturity, 18 to 24, corresponds more or less to
university life,… |
| century, no scientist or philosopher any longer believed in the idea of
linear development during the prenatal period, in the… |
| Chart 2
I THE 4 PLANES OF DEVELOPMENT!
I THE <BULB> I
,~~;;;,a
~
~
~&El
□oc::9
the product of… |
| red for infancy, green with red along the center for adolescence. It is
interesting also to note that, while infancy remains… |
| gradually into thenext(and this is
what happens in life). Therefore,
in the second drawing, we do not
see the sharp points,… |