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Sequence 3environment and where the transition from childhood to adulthood is not marked by a long period of preparation. Adolescent… |
Sequence 4During adolescence the young person separates from the older generation, re-evaluates his parental models and their values,… |
Sequence 5thinking enabling young people to go beyond the here and now. Because of formal operational thinking the adolescent is able:… |
Sequence 7Very often young people approach their academic work in a complex manner when, in reality, the tasks are relatively simple.… |
Sequence 9Activities may include, but are not limited to, lectures and discussions on psychological theory and application, debates, and… |
Sequence 14Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
Sequence 15Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 1TRANSITION: URBAN MONTESSORI SECONDARY TO ERDKINDER by David Kahn A survey of the current Montessori urban secondary… |
Sequence 4with a two-month old" and used video-tapes to demonstrate that once an infant has repeatedly experienced a cooing… |
Sequence 11seems to be a result of developmental influences alone or direct instruction. O'Hern's study in 1932 examined the… |
Sequence 17Boehnlein, Mary. (1984). A study of college/uruversity accredited Montessori teacher training programs. NAMTA Quarterly, 9, 49… |
Sequence 2As psychologists became involved in early childhood education in the 1960s, they developed early childhood curriculum models… |
Sequence 5research on teaching and childrearing has pointed to the superiority of an "authoritative" or "… |
Sequence 3work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and… |
Sequence 1A TIME TO READ By Peggy Kahn All children have to start at the beginning, exploring first what they can reach out and touch… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 5observe her subjects in a holistic manner; consequently, her research was naturalistic or ethnographic. From her first… |
Sequence 2the use of video-taped observations. She also depended on the random- ness of the assignment of the children to compensate for… |
Sequence 4CHAPTER6 RESEARCH OF COGNITIVE/ INTELLECTUAL DEVELOPMENT Introduction One of the earliest studies of intellectual… |
Sequence 1THE MAINSTREAMING OF MONTESSORI IN AMERICA by David Kahn, Editor On April 17, 1989 Newsweek published a cover story entitled… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 2from one learning stage to the next, the first must be completely mastered. But Bruner implies that the conceptualization… |
Sequence 4The sick body draws itself, the "body without organs" of the philoso- phers illustrates itself, evicted,… |
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 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 4builds from the concrete to the abstract. Suzuki method teachers paral- lel this approach in their ordering of the pieces… |
Sequence 8Attachment theory was itself born of three unlikely parents: ethol- ogy, developmental psychology, and psychoanalysis -… |
Sequence 2for uniting the family and the school with a passionate plea for respect- ing the culture of the home, especially the culture… |
Sequence 2for uniting the family and the school with a passionate plea for respect- ing the culture of the home, especially the culture… |
Sequence 1Programs as one of its board members. They have some of the most exciting professional development meetings of any… |
Sequence 2the common experience for fashioning questions in the right way to reveal what they know, rather than just revealing… |
Sequence 2two-year-old child is able co represent events symbolically; for example, with language. Uzgiris and Hunt conducted one of… |
Sequence 6coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 12coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 1EDITORIAL REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn To what degree is the fundamental test of… |
Sequence 27cultures throughout the world can yield a better understanding of orality and that an understanding of orality can help us… |
Sequence 36Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The… |
Sequence 3Montessori views personal autonomy as interconnected with social re- sponsibility and the evolution of human societies. The… |
Sequence 4theories of Erikson, Piaget, and other constructivists, the central theme of this new paradigm is the assumption that the… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 3I suggested that the beginning of this trail might be found in what Piaget calls the symbolic or semiotic function, which… |
Sequence 21Loeffler, Margaret H. (1980). An Investigation of the Relationship of Protowriting (Invented Spelling) and Cognitive… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 8sensitive period pertinent to each age group, activity, and spontaneous passing into abstraction were possible for the… |
Sequence 1REsHAPING EARLY CHIIDHOOD INrnRVENTION To BE A MoRE EFFECTIVE WEAPON AGAINST POVER1Y by Edward Zigler, PhD Drawing on his… |
Sequence 1F~I'-------------------- BREAKTHROUGH IN EvoLunoN: TowARD A PARTNERSIDP FUITJRE by Riane Eisler Jn The Chalice and… |
Sequence 11able to get good results from punishment" (Sears et al., 1957, pp. 485,486). The long-term results, however, were… |
Sequence 23thinking and choice making. School Psychology Review, 20, 382-88. Kutner, L 0990, November 29). As motivator, the carrot may… |
Sequence 6A great deal of learning is dependent upon early sensorimotor integration and perceptual maturation. Children learn first… |
Sequence 19NJCLD Cl 988). Position paper on definition of learning disabili- ties. Baltimore: The Orton Dyslexia Society. Orton, J.L. (… |
Sequence 4rights to animals, plants, and the land itself is rare, this paper will recognize three sources of concern: fears for self-… |
Sequence 5such as the tendency to think that everything is made for people, intentionality of nature, or animism. Alongside this… |
Sequence 7If children's experiences are solely with the world of people, it is unlikely that they will develop ecological… |
Sequence 10enough with people to correct misconceptions regarding their behavior or the impact of human actions on their lives. When… |
Sequence 1Navarra, J. G. (1955). The development of scientific concepts in a young child. New York: Columbia University Bureau of… |
Sequence 39Navarra, J. G. (1955). The development of scientific concepts in a young child. New York: Columbia University Bureau of… |
Sequence 41enough with people to correct misconceptions regarding their behavior or the impact of human actions on their lives. When… |
Sequence 44If children's experiences are solely with the world of people, it is unlikely that they will develop ecological… |
Sequence 46such as the tendency to think that everything is made for people, intentionality of nature, or animism. Alongside this… |
Sequence 47rights to animals, plants, and the land itself is rare, this paper will recognize three sources of concern: fears for self-… |
Sequence 3phasic plan converging on maturity: the maturity of children, the matu- rity of teachers and parents, the maturity of… |
Sequence 6(1908/1985), faced this issue and concluded that children should be given an already-finished, beautiful garden. This might… |
Sequence 8helping us to cut between the twin pitfalls of sentimentality and indifference in our relationship to children. Third, we can… |
Sequence 13Mary: I allow my little boy to dress in the kitchen. Usually he wants to stay near me at the start of the day. Sally: I… |
Sequence 2school. This is similar, in fact, to the task that was set for him by the Parisian government at the turn of the century. If,… |
Sequence 6you have nature. On the other hand, my view, my metaphysics, tells me that nurture changes nature. Before I go further, let… |
Sequence 7was a cognitive psychologist he was a biologist, so maybe there's something about watching growing things that makes you… |
Sequence 8infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 9In coming to this bigger model, this bigger metaphor, I'm trying to fish around for people who seem to have their hands… |
Sequence 10You want them to get busy with all the things I saw out here in the exhibits. You want them to see a banquet out there. You… |
Sequence 11another person until they got to be seven years old. That's called decentering. You start out egocentric so that you… |
Sequence 13Let's take a brief look at someone else. Marian Dobbert and Betty Cooke (1987) at the University of Minnesota have taken… |
Sequence 14story? The brain knows that the spiritual feelings that people have are important. You have to deal with that in some way. In… |
Sequence 1NAMTA's MONTESSORI ADOLESCENT PROJECT The spirit and energy currently surrounding work toward Montessori adolescent… |
Sequence 1This is the first year of NAMT A's Administrators' Group, an attempt to forge stronger relationships between… |
Sequence 27John Dewey's American pedagogy and William Heard Kilpatrick's realization of this (Project-Method, 1918); Carleton… |
Sequence 3Although there is no genealogical link to the Montessori world, several Montessori educators, including David Kahn, executive… |
Sequence 10more appropriate path. Both programs provide specific behavioral suggestions for leaders that may provide helpful scaffolding… |
Sequence 9personnel, we had seven storytellers. The list of storytellers during those two years was wide-ranging: • Rod Alexander,… |
Sequence 1~------------------ Mo NT ES SOR I: COLLABORATION AS A WAY OF LIFE by David Kahn Maria Montessori's visionary pedagogy… |
Sequence 8DOING TO WORKING WITH METHODS FOCUS GOAL MESSAGE CLIMATE VIEW OF CONFLICT INTELLEC- TUALIN- FLUENCES ACADEMIC… |
Sequence 21worker. I don't like the use of the word work, frankly, and I know that puts me at odds with several traditions,… |
Sequence 5Figure 1 suggests that the vision and understanding of Erdkinder must come through a variety of pathways, beginning with… |
Sequence 6Montessori tells us that the adolescent wants to experience roles in society outside of the family. In order to create… |
Sequence 11The process of normalization is similar to what Piaget calls self- initiated activity (cited in Ginsburg & Opper). It… |
Sequence 18The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 10and nature from anthropology to correct this and so the follow- ing comments must be read with that bias in mind. Paramount… |
Sequence 14enjoyment of natural environments close to home-wild commonlands, gardens, ponds, city farms, or schoolgrounds, ideally with… |
Sequence 25Orr, D. W. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: SUNY, 1992. Piaget,J. TheGtild… |
Sequence 2DISCOVERING THE REAL SPIRITUAL CHILD (PART 1) by Sofia Cavalletti Sofia Cavalletti cites Montessori's description of… |
Sequence 1t ~ ----------------------- FINDING THE ARTIST WITHIN: A CHALLENGE FOR MONTESSORIANS by David Kahn In March, 1998, NAMTA… |
Sequence 4Six-year-old girls dressed in white aprons and scarves are making no-bake cookies in the public kindergarten class of… |
Sequence 20Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 1THE CHILD AND THE NATURAL ENVIRONMENT by Molly O'Shaughnessy Molly O'Shaughnessy has written a definitive article… |
Sequence 4sort of artistic or aesthetic ability, a transcendent ea pa city in the gifted person. Let's reconsider that narrow… |
Sequence 4HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 5So Montessori was excluded, and eventually the progressive educa- tion movementcentered in Geneva became "the center… |
Sequence 11have defined and refined what were originally Montessori ideas through empirical research and clarified them through critical… |