| AMI Journal 2017 - 2018
page 69
breathing.7 The newborn has also inherited a number of
basic reflex action patterns, some of… |
| The Development of Movement
and Its Educational Counterpart in the Montessori Primary Class
Movement is that which… |
| AMI Journal 2017 - 2018
page 67
In an attempt to see science, geography, history, music,
and art into one whole picture of… |
| Prepared Paths to Culture: Beginning Passages of Ascent
page 66
My vision of the future is no longer people taking exams and… |
| AMI Journal 2017 - 2018
page 65
Social
Development
Geography
Geometry
Algebra
Arithmetic
Scripture
Literature
History… |
| Part Two
Prepared Paths to Culture: Beginning Passages of Ascent
Introduction by David Kahn
1 The Development of Movement… |
| AMI Journal 2017 - 2018
page 63
references
Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom
Behavior: Its… |
| Universal Interest Levels in Early Childhood
page 62
development of the brain. The cerebellum begins to develop
at great… |
| AMI Journal 2017 - 2018
page 61
Montessori offers a model of developmental planes
creating evolving cognitive structures… |
| Universal Interest Levels in Early Childhood
page 60
the education par excellence.” (1892/1985, p. 95.) Montessori,
who… |
| AMI Journal 2017 - 2018
page 59
Thus the primary quality of early development
which sets it apart from later learning is “… |
| Universal Interest Levels in Early Childhood:
Montessori’s Theory of Sensitive Periods
Even though this dissertation was… |
| AMI Journal 2017 - 2018
page 57
references
Archibald, D. A., & Porter, A. C. (1990). Mandated Testing and
Topdown… |
| Montessori and Assessment
page 56
at all for the tests and of the half that did, no more than
several periods a year were… |
| AMI Journal 2017 - 2018
page 55
question #10: the montessori progr amme is
new in the public schools. can you think of
new… |
| Montessori and Assessment
page 54
question #5: what are the positive effects of
the test?
One principal suggested that the… |
| AMI Journal 2017 - 2018
page 53
the survey
Below is a summary of responses to the eleven survey
questions.
question #1: in… |
| Montessori and Assessment:
Some Issues of Assessment and Curriculum Reform
introduction
This study investigates the impact… |
| AMI Journal 2017 - 2018
page 51
references
Bowles, S. & Gintis, H. Schooling in Capitalist America. New York:
Basic… |
| Equal Opportunity and the Montessori Magnet School
page 50
with their minds are mutilated men and those who work only
with… |
| AMI Journal 2017 - 2018
page 49
Children have the right, just as adults have the right,
to be treated as ends rather than… |
| Equal Opportunity and the Montessori Magnet School
page 48
our impotence....We have no conscience in the humanistic
sense,… |
| AMI Journal 2017 - 2018
page 47
1. Confusion. Disconnecting and unrelating everything results
in an incoherent understanding… |
| Equal Opportunity and the Montessori Magnet School
page 46
Mechanisms must be provided to assure the allocation
and… |
| AMI Journal 2017 - 2018
page 45
Equal Opportunity and the Montessori Magnet School
No man is free
who is not master of… |
| Optimal Developmental Outcomes
page 44
references
The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
| AMI Journal 2017 - 2018
page 43
continually opening new careers, and at the same time closing
or revolutionizing the… |
| Optimal Developmental Outcomes
page 42
The web of life (interdependencies) provides a cognitive
framework. When occupations… |
| AMI Journal 2017 - 2018
page 41
configured in human, geological, and cosmic terms.
Human consciousness strives to understand… |
| Optimal Developmental Outcomes
page 40
recognition of the individual’s contribution usually
follows. The adolescent’s… |
| AMI Journal 2017 - 2018
page 39
The Third Plane of Development (12 - 18)
David Kahn
introduction
Since Maria Montessori’s… |
| Optimal Developmental Outcomes
page 38
Another support to the emotional dimension of
development is the patience of the… |
| AMI Journal 2017 - 2018
page 37
It is worth emphasizing the interplay of the cognitive
and moral realms. Montessori states… |
| Optimal Developmental Outcomes
page 36
mor al development in the second plane
The moral dimension concerns relating to,… |
| AMI Journal 2017 - 2018
page 35
knowledge is placed within the context of all that it is
possible to know: “Knowledge,… |
| Optimal Developmental Outcomes
page 34
summary of the social dimension
Social development is closely intertwined with the… |
| AMI Journal 2017 - 2018
page 33
the schools with sensorial objects, which constitute motives
for activity, thus leading to… |
| Optimal Developmental Outcomes
page 32
confines of the home and a limited area outside the home,
the adaptation of the… |
| AMI Journal 2017 - 2018
page 31
The Second Plane of Development (6-12 years)
Kay Baker
Thinking about human development… |
| Optimal Developmental Outcomes
page 30
references
Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
| AMI Journal 2017 - 2018
page 29
The activities young children are most enthusiastic about
are those that are necessary for… |
| Optimal Developmental Outcomes
page 28
“Any normal six-year-old is intelligent and can use his
intelligence. When he was… |
| AMI Journal 2017 - 2018
page 27
thought, internal equilibrium, and sustained interest.”
The practical activities focus… |
| Optimal Developmental Outcomes
page 26
The acquisition of spoken language is perhaps the most
remarkable creative act of… |
| AMI Journal 2017 - 2018
page 25
routine of life itself, by the little decisions of daily living
begun in early childhood. “… |
| Optimal Developmental Outcomes
page 24
Misflavour is “pathological” and comes from misfortune,
trauma, or mishap. The… |
| AMI Journal 2017 - 2018
page 23
• patience and the ability to share
• respect for others
• a willingness to abide by rules… |
| Optimal Developmental Outcomes
page 22
to respect the work of others. They can now wait patiently
for an object whereas… |
| AMI Journal 2017 - 2018
page 21
Thus, the apparent passivity of the infant belies the
profound work in which the infant is… |
| Optimal Developmental Outcomes
page 20
The First Plane of Development (0-6 years)
by Annette M. Haines
introduction
If… |
| AMI Journal 2017 - 2018
page 19
in regard to the adolescent) were clearly hypothetical.
Regardless, she believed these ideas… |
| Optimal Developmental Outcomes
page 18
Optimal Developmental Outcomes:
The Social, Moral, Cognitive, and Emotional… |
| AMI Journal 2017 - 2018
page 17
references
Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown,
1982.
Grazzini… |
| page 16
Embodying the Montessori Challenge as a Totality
brains undergo profound changes that are not only a
necessary part… |
| AMI Journal 2017 - 2018
page 15
second plane
Researchers from UCLA, the National Institute of Mental
Health, and McGill… |
| Embodying the Montessori Challenge as a Totality
page 14
that drives the selective retention of functional nerve
connections… |
| AMI Journal 2017 - 2018
page 13
Embodying the Montessori Challenge as a Totality:
Understanding Refinement Across the Planes… |
| Glossary of Montessori Terms
page 12
references
Groos, K., (1901), The Play of Man, New York: Appleton
Haines, A., (1993… |
| AMI Journal 2017 - 2018
page 11
be effective, it must be done slowly and exactly, step by step,
and with a minimum of words… |
| Glossary of Montessori Terms
page 10
isolation of a difficulty
Before giving a presentation, the Montessori teacher… |
| AMI Journal 2017 - 2018
page 9
cycle of activity
Little children, when engaged in an activity which interests
them, will… |
| Glossary of Montessori Terms
Any science has it own vocabulary and terminology and
the Montessori method is no exception.… |
| AMI Journal 2017 - 2018
page 7
Unfortunately, traditional schooling often works to create
inequalities. Deeply ingrained… |
| Part One
Foundations for Montessori Reform
Introduction by David Kahn
1. Glossary of Montessori Terms, 2001
2. Embodying… |
| Foreword
This journal is a testimony to Annette Haines. Annette,
who died in July 2017, was a leader in the Montessori… |
| AMI Journal 2017 - 2018
page 4 |
| AMI Journal 2017 - 2018
page 3
Guest Editor: David Kahn
Editorial Board
Kay Baker PhD, AMI director of training at the… |
| Part Three: The Positive Psychology of the Adolescent Becoming Adult
Introduction by David Kahn
The Power of Montessori’s… |
| AMI Journal 2017 - 2018
page 1
Table of Contents
a nnet te ha ines: spok esperson for montessor i va lues, schola rship, a… |
| published by Assaciation Montessori Intermationale.
in close collaboration with NAMTA
ANNETTE HAINES:
SPOKESPERSON FOR… |