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Sequence 13• Values and Attitudes Having worked with all of the above models that explore Place as Pedagogy, it is easy to applaud the… |
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 29ideas of Erdkinder out of this milieu is the thesis that the documenta- tion in this paper seeks to demonstrate. She as much… |
Sequence 3really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 10you had finished your work. And with most things, you didn't have to ask where they came from because you knew. You had… |
Sequence 17Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 6The fundamental disagreement between attachment parenting and Montessori philosophy lies in the definition and importance of… |
Sequence 7Montessori, Maria. The Discovery of the Child. 1948. Trans. M.J. Costelloe. Madras, India: Kalakshetra, 1967. Montessori,… |
Sequence 1THE DEVELOPMENT OF COORDINATED MOVEMENT by Silvana Quattrocchi Montanaro Dr. Montanaro discusses the stages of movement in… |
Sequence 4To sum things up in Dr. Montessori' swords, "A creature can be led astray by something that is in itself quite… |
Sequence 1THE ASSISTANT TO INFANCY: A SPECIAL EDUCATOR by Silvana Quattrocchi Montanaro Dr. Montanaro introduces the origins of the… |
Sequence 2child, the greater must be the preparation of the people who will take care of him or her. During the many years she spent in… |
Sequence 5been tried out in the home and in Infant Communities. 1 For instance, a low, large bed is a great help for the sensory and… |
Sequence 1Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
Sequence 2Goo's CosMic PLAN AND THE WORK OF THE CHILD by Carol Cannon Dittberner Integrating the broad vision of cosmic education… |
Sequence 3You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.… |
Sequence 14REFERENCES Berry, Wendell. Sex, Economy, Freedom and Community. New York: Pantheon Press, 1992. Berry, Wendell. Recollected… |
Sequence 9trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 18Annan, K. We the Peoples. New York: United Nations Publications, 2000. BBC. Soul. Three part video series. London: BBC-TV,… |
Sequence 27clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 8Houses. This is not a snobby attitude. If we take in too many children who cannot follow their healthy inner urges, then we… |
Sequence 7a skill, then she must consciously work to improve it. As guides of children under six, let us not be in a hurry to bring… |
Sequence 21children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 15LEARNING TO SEE AND NATURAL SYMPATHY Here again are the words of Rachel Carson, returning to the theme that, yes, facts are… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 1 by Silvana Quattrocchi Montanaro Dr. Montanaro speaks of how Montessori… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 2 by Muriel Dwyer Muriel Dwyer' s caution that the best-laid plans do not… |
Sequence 2individually, whether your entrance in to Montessori was intentional or accidental. Why did you come? Then I thought, and… |
Sequence 3As I have said, I had decided I did not want to study, but having come into teaching I have never stopped. In the course of… |
Sequence 6environment that has been prepared to encourage and allow explora- tion. Very seldom-occasionally, but very seldom-yet… |
Sequence 2the children and adolescents we serve on a daily basis. My belief is that they teach us, inform us, and pull us toward our own… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 18never called work anything that they themselves originated. That is the typical way in which kids learn about what's work… |
Sequence 10REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 39Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 11REFERENCES Montessori, M. From Childhood to Adolescence. 1948. Rev. ed. Trans. AM. Joosten. Oxford, England: Clio, 1996.… |
Sequence 9REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 9context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 12Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 16ees need to understand fully the principles of geology, biology, and history. They need a good general background so that by… |
Sequence 34matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 15other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 11This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 4The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 7differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 4An example that can help clarify this is one given by Maria Montessori herself when she writes: [In the first period, there]… |
Sequence 10Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 16Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 18environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 5shared direction and a common goal in our work. In stark contrast to this, there is cosmic education, which is for the second… |
Sequence 11Nature and, moreover, makes use of them, thus creating new possibilities. His technical skill has harnessed the forces of… |
Sequence 13context of a single force. With these kinds of discoveries, the children come to understand and appreciate the importance of… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 8From the restricted meaning of the physical surroundings we have come to the idea of the surrounding conditions, be these… |
Sequence 30(e) A "Montessori" syllabus (possibly unjfied/integrated) of the academic curricula adopted by the… |
Sequence 3the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 2MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 4with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 7Above and beyond Marconi and Marconi's amazing invention, Maria Montessori is moved by the grandeur of the human being… |
Sequence 10The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 11Also the London and North Western Railway's train is part of that marvelous "supranature" of which… |
Sequence 13Also the London and North Western Railway's train is part of that marvelous "supranature" of which… |
Sequence 14The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 17Above and beyond Marconi and Marconi's amazing invention, Maria Montessori is moved by the grandeur of the human being… |
Sequence 36with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 38MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 45the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 54(e) A "Montessori" syllabus (possibly unjfied/integrated) of the academic curricula adopted by the… |
Sequence 76From the restricted meaning of the physical surroundings we have come to the idea of the surrounding conditions, be these… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 89context of a single force. With these kinds of discoveries, the children come to understand and appreciate the importance of… |
Sequence 91Nature and, moreover, makes use of them, thus creating new possibilities. His technical skill has harnessed the forces of… |
Sequence 97shared direction and a common goal in our work. In stark contrast to this, there is cosmic education, which is for the second… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 122Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 128Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 139An example that can help clarify this is one given by Maria Montessori herself when she writes: [In the first period, there]… |
Sequence 143differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 146The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 151This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 163other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 196matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 232ees need to understand fully the principles of geology, biology, and history. They need a good general background so that by… |
Sequence 236Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 239context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 18child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 2DR. MARIA MONTESSORI AND THE CHILD by Mario M. Montessori Mario Montessori's view of the child as spiritual essence… |
Sequence 12Yet I come to London, and every blessed child speaks good English. Who taught them? Where were the professors, the books, the… |
Sequence 14are you going to prick my ears so that I can put my earrings like you have them?" And later on, "Mother,… |
Sequence 18The mother was shocked, she had never thought about that. We teach the children not to lie, but we lie, almost every day, one… |
Sequence 19distinction, they feel the need of learning. Then you can teach them the Commandments, religion, and things like that. And… |
Sequence 15But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 16Montessori, Maria. The Montessori Elementary Material. 1916. Trans. Florence Simmonds. Madras, India: Kalakshetra, 1965. Vol… |
Sequence 7and size? I'm sure, from what I know about stones, that they're not uniform in color, and what about the surfaces of… |