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Sequence 4Children are observed spontaneously praying to the Good Shepherd. A child suffering from leukemia told me, "He helps… |
Sequence 5Ii is difficult to leach children about God by only using words. God is abslracL, but Christ is concrete. And what is around… |
Sequence 6questions and the answel's in the scl'iµtul'e. We can re:;pond that "One time Jesus said 'I am… |
Sequence 8"Found Sheep," which is not scolded by the Good Shepherd but car- ried happily on his shoulders. With great… |
Sequence 2Dr. Montessori lectured from 9 A.M. until 12 noon and 3 P.M. to 6 P.M. every day. Saturdays_ were ow· practical days, our… |
Sequence 5from tomes of scope and sequence which compel schools into a blind confor- mity. The reform of education in the Montessori… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 3work of the conscious absorbent mind but it needs an environment for its action. The sensorial material of the Montessori… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 3educationalese all have a purpose. But in my estimation they represent exercises in minutiae-the kind of minutiae that… |
Sequence 28children's transition from orality to literacy as unqualified progress, we were to view it as a trade-off made for… |
Sequence 38ground. New York: Oxford University Press. Opie, I., & Opie, P. (1985). The singing game. New York: Oxford University… |
Sequence 2CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 3Needs of Adolescents Physical Needs Montessori/Stephenson Emotional -A need to strengthen self-confidence. Needs -A time… |
Sequence 1A six-year-old's drawing of the Good Shepherd and sheep (lstituto Assunzione, Rome). 60 The NAMTA Journal • Vol. /9, No… |
Sequence 6highlighting the contrast between the solemn, aloof teacher who sits as one enthroned on high before an audience that hears… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 62Kahn, David U980, Winter). Extending the elementary: McNamara- Kahn imerview. The /\~\ffA Quarter(v. ~2), 13-20. The… |
Sequence 3Stephenson, Elementary Director of Training emerita of the Montes- sori Institute of Milwaukee. Not only does Lillard present… |
Sequence 3their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 7most of their waking day, provide further incentive for Montessori to integrate pedagogy and life, time and space into an… |
Sequence 17REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 1PHILOSOPHY STATEMENT FOR THE NORTH AVONDALE MONTESSORI SCHOOL by the Cincinnati Public Schools Montessori Assessment… |
Sequence 2Psychologists note the importance of developing responsibility in children at the elementary age. (Lickona, 1991). It is felt… |
Sequence 3realization that it is important to provide a specially prepared environment to support a child's growth. Dr. Montessori… |
Sequence 4we introduce the children to the idea of respect of all of us for one another. (Stephenson, 1993, p. 26) A rich body of… |
Sequence 5In a Montessori class, there is a continual unfolding of how the world was prepared for humanity and the development of… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 14describes the unconscious process for the adolescent as being rooted in life experience. The adolescent must solve social… |
Sequence 15REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.… |
Sequence 2It is no doubt that Maria Montessori saw a divine presence in young children which made them" all-powerful,"… |
Sequence 4center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 3in an experience of religious education known as the Catechesis of the Good Shepherd. The Catechesis of the Good Shepherd… |
Sequence 7At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 8But the point which always strikes the child-no matter what the child's environment or culture-is that the Good… |
Sequence 1Two TRIBUTES To SoFIA CAVALLETTI The following tributes were presented to Sofia c.avalletti at the NAMT A conference entitled… |
Sequence 2ogy and Semitic culture and history. Over the years, I slowly became aware that, in addition to Italian and Hebrew, Sofia… |
Sequence 3II Sofia dear: Thank you. Why? It is difficult to be essential when you would like to thank a wonderful friend for so many… |
Sequence 3ing for a relationship with the Creator and the creation, and we will not be satisfied unless this fundamental discovery can… |
Sequence 4order to make it possible for me to do my journey with the support of an unconditional love." Montessori wrote,… |
Sequence 2THE HISTORY OF THE CATECHESIS OF THE GOOD SHEPHERD by Tina Lillig Ms. Lillig gives a concise histonJ of the Catechesis of… |
Sequence 3If we delay catechesis until the customary age of six, the child has moved into a new ethical stage in life when God is more… |
Sequence 4child. One is her demonstration, through numerous examples, of the catechetical potential of children as young as three.… |
Sequence 6joy of the children at their" awkward efforts" was the impetus for the pair to do something more organized… |
Sequence 7-------------------------------- -- Many catechists have observed that the atrium becomes even more important to older… |
Sequence 8atrium, children sometimes make a first discovery that they have an inner life. THE Gooo SHEPHERD The Catechesis of the Good… |
Sequence 9calling them out, the shepherd going ahead of them, the sheep follow- ing. This opens the way for them to work with the… |
Sequence 10AN INTERNATIONAL MOVEMENT Evidence of the suitability of the Catechesis of the Good Shepherd for children of diverse cultures… |
Sequence 2THE TOTONACA PEOPLE AND THE CATECHESIS OF THE GooD SHEPHERD by Maria Christlieb Robles Illustrating the spread of the… |
Sequence 3religious sense. They are a way to worship and to express adoration, love, and a total gift of themselves, in a cosmic… |
Sequence 4an oral language and therefore oral tradition is very important. Their principal arts and crafts are embroidery and working… |
Sequence 5In March of that same year, they came back and we looked at history as a history of the gifts from God. I presented the… |
Sequence 9will help us to go deeper into this aspect of our work and to remain faithful to it." A big hope is ahead of us:… |
Sequence 1THE RELATION BETWEEN THE CHILD'S WORK AND COSMIC WORK by Gianna Gobbi Gianna Gobbi' s essay speaks to the &… |
Sequence 2ARE WE SUCCEEDING IN NURTURING THE SPIRIT? by Aline D. Wolf Aline Wolfs challenge to Montessorians to look seriously at our… |
Sequence 5read from the Epistle of the Mass of the day, the Feast of the Epiphany-" Arise, shine; for thy light is come and the… |
Sequence 12Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 2FOREWORD TO THE SECRET OF CHILDHOOD by Margaret E. Stephenson Margaret Stephenson's classic introduction to the root… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 1OBITUARY MARIA CHRISTLIEB ROBLES Both the Montessori community and the Catechesis of the Good Shepherd lost a friend,… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 225FOREWORD TO THE SECRET OF CHILDHOOD by Margaret E. Stephenson Margaret Stephenson's classic introduction to the root… |
Sequence 227Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 234read from the Epistle of the Mass of the day, the Feast of the Epiphany-" Arise, shine; for thy light is come and the… |
Sequence 2MONTESSORI IN EARLY CHILDHOOD: POSITIVE OUTCOMES ALONG SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Annette M.… |
Sequence 6Moreover, some unexpected tastes emerge from the social life of a Montessori classroom. The children come to prefer one… |
Sequence 20to think lies at the heart of our very humanity (Stephenson, "First Plane" 21). The creation of intelligence… |
Sequence 21speech reflects the characteristic intonation, pronunciation, or dialect of a region. The infant memory, Montessori said, is… |
Sequence 31thing, saying: I did it all alone, you did not think I could have done that; I did it better today than yesterday" (… |
Sequence 34Montessori, Mario M.,Jr. Education for Human Development. NY: Schocken, 1976. Montessori, Renilde. "Human Education… |
Sequence 2THE HUMAN TENDENCIES by Margaret E. Stephenson At Dr. Montessori's last public lecture she disclaimed the atten- tion… |
Sequence 2THE FIRST PLANE OF DEVELOPMENT by Margaret E. Stephenson One of the more significant principles of Dr. Montessori was her… |
Sequence 1Margaret E. Stephenson, circa 1970 40 The NAMTA Journal • Vol. 25, No. 3 • Summer 2000 |
Sequence 2PLAN WHICH WILL BEST PRODUCE THE RESULTS MONTESSORI CAN GIVE by Margaret E. Stephenson The Montessori class should begin… |
Sequence 1Richard and Karin Salzmann, founders of Washington Montessori Institute, circa 1970 • ., •• ·.'.ac~:,,. ~c.;;;;;,;. :4… |
Sequence 2REMINISCENCES AND THOUGHTS ABOUT MONTESSORI DAY CARE by Margaret E. Stephenson I'd like to start off by saying that I… |
Sequence 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 1NAMTA President Charlotte Kovach-Shea recognizes Margaret E. Stephenson for her Montessori contribution, 1980s 78 The NAMTA… |
Sequence 2INDEPENDENCE by Margaret E. Stephenson I would like to begin by linking independence to this one definition of man: one… |
Sequence 2NOTES ON THE MONTESSORI ADOLESCENT by Margaret E. Stephenson I think we have encountered some gems already, which will help… |
Sequence 2THE ADOLESCENT AND THE FUTURE by Margaret E. Stephenson I have read just recently in a London newspaper the obituary of… |
Sequence 12herself how a moment's insight is captured in the seventeen syllables of haiku, translated from the Japanese. As with… |
Sequence 1HOMO LOQUENS: LANGUAGE IN THE CONTEXT OF COSMIC EDUCATION by Margaret E. Stephenson Placing language in the context of human… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 21ronment! It was grand! I remember that he came to graduation, and once again he wept. Let us proceed to study the work and… |
Sequence 10CHARACTERISTICS AND NEEDS OF ADOLESCENTS: A COMPARATIVE STUDY compiled by John Long Almost every Montessori secondary… |
Sequence 11Characteristics of Adolescents Physical Characteristics Montessori/Stephenson Emotional • Doubts, hesitations, violent… |
Sequence 13Physical Needs Emotional Needs Social Needs Cogitive Needs Needs of Adolescents Montessori/Stephenson • A need to… |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 17The parents have to accept that you cannot give guarantees for one year. We can guaran- tee that we will get the child to a… |
Sequence 18Joosten: It is a kind of in-service training for a regular institution, so not like we have the pre-primary and primary people… |
Sequence 20tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 21school-for those eleven years, the children went to the public exami- nation, and they didn't mind at all. And so then,… |
Sequence 22Joosten: The only thing is that you should assume obligations to the families and the children over periods of time, so that… |
Sequence 23Joosten: The individuals who would work in and for this experi- ment would work like concentric circles. At the center there… |
Sequence 24Joosten: 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 1they will be accepted. I think it is not-I am not good at defining personal qualities. Joosten: Let me try. They should be… |
Sequence 3your child first goes on an independent shopping expedition and you shadow him. The present queen of Holland, when she was a… |
Sequence 4that it is not the full answer for setting it up, but the land is one of the things. If you get money, you will definitely… |
Sequence 5Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep… |