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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 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 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 3Baylol", Byrd: I don't remembel' which book l found fil'st, but since then, it's become an… |
Sequence 1MURIEL DWYER: ON THE WAY TO THE AIRPORT by David Kahn Although Ms. Dwyer has written a short pamphlet entitled Key to… |
Sequence 5observe her subjects in a holistic manner; consequently, her research was naturalistic or ethnographic. From her first… |
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 5ful reproduction; ironically, to the degree that those immigrant families who were working in the sweat shops were having more… |
Sequence 6perfectly normal thing to do. Ms. A: Yes, I think that's what I mean. Mr. B: Well, aren't some strange behaviors… |
Sequence 11Mr. B: But conscience urges us to do right, not just to keep from doing wrong. Mr. C: Well, maybe we really don't need… |
Sequence 6to the discovery of the value of motifs and symbols in intensifying the meaning of that remarkable story. The story fits… |
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 7satisfying relationships and of passing on that ability to their children. But in unstable homes, where parents, often single… |
Sequence 8Attachment theory was itself born of three unlikely parents: ethol- ogy, developmental psychology, and psychoanalysis -… |
Sequence 3These families all have something in common - they are outside of the mainstream of their communities and have little, if any… |
Sequence 1about change effectively. In making the change process explicit, I want to make it clear chat I'm not talking about… |
Sequence 2systems. And of course, another irony is that those who preach change always preach how someone else should go about change,… |
Sequence 7teachers in a position to say how they are going co go about pursuing this goal, this change that they want to do. Will we use… |
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 9S. I Hiyakawa, who was my president out at San Francisco State, is a wonderful person. When Dr. Hiyakawa was running for… |
Sequence 12The Struggle to Restructure This, chen, brings me to my ninth point. It seems to me chat at the fundamental levd, school… |
Sequence 2GL. How best do you see us helping children, especially the adolescents who are moving towards taking their place in the… |
Sequence 6which is trying to become a self-sustaining community in relationship with the plants, the animals, the landscape, the humans… |
Sequence 7difficulties. Now there is a tendency to do away with tensions by eliminating difference rather than harmonizing difference… |
Sequence 2two-year-old child is able co represent events symbolically; for example, with language. Uzgiris and Hunt conducted one 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 6it. Here are the symbols for the ~ansitive and the intransitive, the infinitive, and the verb to be for auxiliary use. Of… |
Sequence 9at you!te show- • fs you're showing the child with this work is not only the ability to parse-to recognize the parts… |
Sequence 17The other type is contagious magic, which says that things once in contact are always in contact. Now, that is at the root of… |
Sequence 11peer modeling and peer support to the new people. Another way to elicit parental cooperation is to get a first child started… |
Sequence 6rule must be introduced at a time when it is essential; it must be explained, it must be enforced consistently, and it will… |
Sequence 12The children spent most of !heir time in teacher-directed large- group activities, and ... most of their language behavior was… |
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 18If Luria was correct about inner speech being the mechanism that "feeds" the development of the frontal… |
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 136If Luria was correct about inner speech being the mechanism that "feeds" the development of the frontal… |
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 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 4that distinguishes bluntly between dumb and smart. It's who we are. It's a quarter inch below the surface all the… |
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 17and needs, then you have to create the environment. Even if it's not necessary to get a job at IBM, that's okay; if… |
Sequence 9with her husband. She was also a vet. The students who worked with her went early in the morning to help her with the hard,… |
Sequence 27John Dewey's American pedagogy and William Heard Kilpatrick's realization of this (Project-Method, 1918); Carleton… |
Sequence 2The characteristics we came up with were described from a student's point of view. For example, the first one is: A… |
Sequence 10Here is how another skater describes the utter absorption when one feels that a performance is going well: It was just one of… |
Sequence 12Rock climbers are particularly eloquent on this score: "It's a pleasant feeling of total involvement. You become… |
Sequence 4Wall, and he finally got to what now is Beijing and took over. When the pager went off, the teacher wrote down that this was… |
Sequence 7But before we do that, let me talk a little bit about what these activities are like. After I did these original interviews,… |
Sequence 12little defensive self, but you are part of something bigger, larger. If you sing in a choir or play with a group, a symphony… |
Sequence 17with friends, social situations, or reading for pleasure. Worry and anxiety happen a lot in school; they happen a lot on the… |
Sequence 31A: That's really difficult because you find, for instance, there have been very good studies that show that if you get a… |
Sequence 32A: It's true that it's very difficult to be in flow all the time. Nobody that I know can be in flow all the time.… |
Sequence 4Many people can be in extremely stimulating situations-in a ski re- sort, with an tndoor swimming pool, and cilll kinds of… |
Sequence 9And I said, "Well, don't worry. Just go out and stop people in the street and within half an hour you will find… |
Sequence 14forms of life, makes us able to do a lot of different things. It makes us able, for instance, to think of ourselves as a… |
Sequence 20every day and some once a week; some say, "I had one experience like that 20 years ago and that's it."… |
Sequence 22clergymen from England who started visiting the Alps and wrote up how beautiful and majestic these things were, and they… |