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Sequence 26exposed to verbal language for the first time-she'd never been ex- posed to sign language, of course, because nobody knew… |
Sequence 28seem to shut down at puberty, which is quite useful, since most of our professional development happens we! l after puberty.… |
Sequence 33have seen it in my own children. My third child is actually probably the slowest with language of any of them, but he's… |
Sequence 34assuming they're in a normal language environment. It really does show how good their little brains are at learning the… |
Sequence 36Figure 5 shows the general sequence of myelination of different parts of the brain. The survival reflexes are primarily… |
Sequence 37they cannot hear whispers; they cannot hear quiet sounds. That doesn't mean you need to shout at your baby, but it does… |
Sequence 41Contrary to what Piaget thought, imitation, we now know, begins at birth. Some studies show that even newborn babies can… |
Sequence 43and understand that they have minds and have needs and wishes to communicate. They're just sort of blind to other people… |
Sequence 44hears and the language he or she is able to produce is a product of genes. These studies absolutely need to be repeated with… |
Sequence 47ment can do. I really think we need much more support for early education. There are some great parents out there who can… |
Sequence 9something that's a sign that's inevitably linked to a particular occa- sion, like traffic lights at intersections,… |
Sequence 18and language. So you might think there's got to be a connection between the two. But what precisely is the connection?… |
Sequence 19all the time, and ourselves a lot of the time, are preoccupied with incoming messages. We have to make sense of our… |
Sequence 7where they force them to study several hours each day under various professors who are not interested in young people but only… |
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 8awoke he found himself in the house of a farmer. The house was cool, for the mud reflected the sun. Then the hunter came out… |
Sequence 13all of you as teachers should remember one thing: Your allegiance is not to make people feel good but it is to the truth.… |
Sequence 20balance is the profile of the agrarian: The agrarian alone understands that proper balance. We go back to the image of… |
Sequence 25He said, "Oh, no." I said, "That's just a law. It's a canon. You can't escape it. It… |
Sequence 17But cynicism will not save humanity. The adolescent-who rep- resents the future "man in society"-must have… |
Sequence 6find another way of nurturing. Nursing is not the only way to nurture a child. So, we do this gradual process. When we… |
Sequence 9refuel. "I just come back and check to see if it's OK if I run away from you. Is it OK if I leave you?"… |
Sequence 11a time of maturation before they can support the psychological body. This happens between walking and saying I. This is the… |
Sequence 4perspective, every day is a good day. We're the ones that say, "Oh, are you having a bad day today?"… |
Sequence 15the apron, puts on the baker's hat, gets everything out, and mixes it all up. However it is, it gets mixed. Then they… |
Sequence 3place within two or three days before or twenty-four hours after ovulation, there will not be successful fertilization. The… |
Sequence 5If the neural pore on the anterior or head end fails to close proper I y, we have a defect known as anencephaly. Literally the… |
Sequence 7estimated to raise the average woman's consumption of folic acid by about one hundred micrograms per day. So it helps,… |
Sequence 17about three drinks per day throughout pregnancy, there is an effect on cognition and behavior that is not morphological-you… |
Sequence 29it to the fetus, it's another ten percent chance that the fetus will be permanently harmed as a result. So it's not… |
Sequence 1LIFETIME DEVELOPMENT AS SEEN THROUGH THE FIRST THREE YEARS OF LIFE by Judi Orion Early development shapes one's… |
Sequence 2Obviously, we first had to get the parents on board because I was going to be dealing with the physical anatomy of the human… |
Sequence 11That's the program that we did in a capsule. So what I'm interested in doing now is some dialogue about how that… |
Sequence 19with adolescents who didn't go through this program who were doing internships. I tried to give them some idea of where… |
Sequence 23A: How interesting. Q: I have to agree with the scientific approach because not all families have that love. It would be… |
Sequence 7Goliath. We might recognize God's intention to do away with this monster, but in our world model there is no option for… |
Sequence 9in nature itself. Maybe our everyday experience of nature has led us to conceive of a model which is just a window. Partially… |
Sequence 13All kids should have an understanding of this. In fact, it should be the basis of all education. The first thing a child… |
Sequence 7mony and peace were very much on her mind. She did a lotoflectures on the subject. After all, she had lived through the entire… |
Sequence 15they know all the people don't care anyway, so they can do what they want or maybe give token attention to that little… |
Sequence 13education and for children too. That's what I mean when I say, "Heed the social context." I think we… |
Sequence 18it's a move from biological to cultural fulfillment, it's also a move from a certain degree of introversion in the… |
Sequence 20don't even see themselves at all; they are the world, essentially. And so the world exists as an extension of themselves-… |
Sequence 10thousand years ago is almost incomprehensible. I mean think about ten thousand years into the future-it's not even… |
Sequence 17So I tried to write a book that covered all of this stuff in a way that was warm, non-technical, and filled with narrative and… |
Sequence 23do you contemplate four billion years or ten thousand years if not through story, if not through music, if not through art?… |
Sequence 27ment so people can confront that. Even if you believe in God, you still have to confront the coldness and the darkness along… |
Sequence 6ENCHANTMENT WITH THE WORLD Let's begin with enchantment with the world. I want to emphasize this because I think that,… |
Sequence 9We also know children have a special attraction to the natural world because when you involve them in design projects they… |
Sequence 33A. We have a different situation here because we started like this, with this problem, but then we became a foundation. We met… |
Sequence 37copy it, but to hold it up as a mirror of a different approach with similar goals and opportunities. I think it would be very… |
Sequence 8geographer, historian, artist, etc. Each discipline represents a particu- lar way of looking at the world. Significantly,… |
Sequence 4hunters in the Kalahari could be said to be "working" about three hours a day. That's about how much… |
Sequence 8she meets on the way, about the rocks, about the animals she sees, the birds. She lives in a universe that is familiar and… |
Sequence 9Now we are probably entering a kind of fourth period, which is defined as the pe- riod of the knowledge worker, where we can… |
Sequence 13Now we are probably entering a kind of fourth period, which is defined as the period of the knowledge worker, where we can… |
Sequence 15feel-you know, how happy they are, how cheerful, how concentrated. In this particular study, the one with teenagers, we asked… |
Sequence 18never called work anything that they themselves originated. That is the typical way in which kids learn about what's work… |
Sequence 21Q. In Montessori we talk about the uninterrupted work time and we recognize that the adolescent needs time for self-reflection… |
Sequence 12learn and do a lot, but of course most farm kids don't expect to be farmers. They want to go so mew here else, so even… |
Sequence 12the child's natural sensitivity has not been interfered with, Montessori says, he absorbs written language "in… |
Sequence 14So it's still not grammar, at least not the way it is thought of traditionally in schools. We are interesting the child… |
Sequence 14Now, you know that we usually have two object boxes: One is totally phonetic, like dog or hat, and one contains sounds that… |
Sequence 17it does depend on you. If you try to make it something formal, I do not think it will happen. You just have to either have the… |
Sequence 19a correction as much as a discussion with the child about the different words. You can say, "You know, when you are… |
Sequence 12We have a lot of fun with our outside stakeholders, too-our customers. They have a lot of fun. All of our ads are uniquely… |
Sequence 13using business to inspire and implement solutions to environmental crises. It doesn't mean that you try, in Michael… |
Sequence 15us, it was a good decision, too. Now we're differentiated, and our customers are even more loyal to us. When you talk… |
Sequence 8pressed. If, in terms of abilities within the class, a child has come to understand that some people have more ability in math… |
Sequence 3The infant needs an environment that offers physical protection. Not restriction, but protection. The adolescent also… |
Sequence 3unica," readers should refer to Camillo Grazzini's article "Cosmic Education at the Elementary Level… |
Sequence 5Do you know where this river that flows in secret can be found? Can you guess where you can find this strange nation? Would… |
Sequence 4want to restrain them. The school should become the place where the child can live in freedom. To concretize this, I will say… |
Sequence 8the things that children need to learn from early on. They need to work and play with other children, to be socialized, and to… |
Sequence 11child, it could be that a friend is acting strangely or it could be that your parents are giving you a hard time, or as a… |
Sequence 14become worse at, there are other things that you may become better at. So what you want to do is capitalize on the things you… |
Sequence 15taught by Spanish speakers and given to Spanish speakers in a Spanish-speaking country, so I decided I needed to learn Spanish… |
Sequence 18designing, inventing things, imagining what could be, supposing things. Three of these things are selective encoding,… |
Sequence 19practical. It's important to teach children to be good thinkers, not just in a classroom, but also in their everyday… |
Sequence 26and that is about the obstacles you face if you're going to be creative. It's not an easy path, but it's a… |
Sequence 28learning. Assessment also should involve analytical, creative, and practical, as well as memory components. You make the… |
Sequence 32world stuff like fish racks, which they use in their lives, they learned better (Sternberg, Lipka, et al.). So we've done… |
Sequence 4When the question becomes "How are you smart?," a lot more gets changed than just the word order. "… |
Sequence 17university or to pass the examinations required to obtain diplomas" (124). It is here that the Colloquium turns to a… |
Sequence 18Krumins Grazzini continues to describe the revolutionary nature of integration of the disciplines, which begins in the… |
Sequence 20elementary children, it seems to me quite natural that specialists then become the residents for the adolescents .... What… |
Sequence 7discoveries as regards work, because what creates tiredness is work- ing without interest or indeed not working. As a matter… |
Sequence 9and biking and hiking and all of those possible ways of being active in the world with your body and exploring a healthy… |
Sequence 5between manual work and what they called academic work. They said, "We like to have a lesson first thing in the… |
Sequence 9------------------------------- ----- ment is connected with all parts of learning. A student wrote to me when she was in… |
Sequence 4than the family" (69), provides opportunities for a young person to take initiative, assume responsibility, and even… |
Sequence 6I THE A PLANES OF DEVELOPMENT! I THE <BULB> I ~~ ,flNALlTYI 1ai l~~~ mi ~ ~ MAE!] coc:9 ,.MQ,t;Hf~SORI)… |
Sequence 4all the other things that I mentioned. We have to know what's valid for all the planes as well as what changes from one… |
Sequence 7is organized, and really, if you think about it, that has to be so. Firstly, ·because they' re looking for mental… |
Sequence 11greatest whole and we pass from one whole to another; in other words, we find wholes within wholes. This sequencing must not… |
Sequence 16convinced when they saw some sugar transform itself into a fuming mass of the blackest coal under their eyes, after sulfuric… |
Sequence 2question they are asking is 'Who am I? Where do I fit in ?111 The "Who am I?" question needs to be… |
Sequence 3difficult to be conscious. Literally, from zero to three, it's not possible, at first. I'm not sure it's always… |
Sequence 8adolescents are being prepared for entry into society, it's not enough to have teachers-do you know what I mean? They… |
Sequence 9be in residence, and the specialists must always be the ones that come in from outside. I understand that there's a… |