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VOL.15, N0.2
SPAING1990
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1,. teachers' ..ii
WHAT IS NAMTA?
The North American Montessori
Teachers' Association provides a medium
of… |
| THE MONTESSORI CIDLDREN'S HOUSE:
CLASSICAL CONCEPTS AND NEW DIRECTIONS
To Be Or Not To Be Montessori
by David Kahn… |
| photo by Paul Biwer
"The challenge for Montessori.ans is a double task - t,o
build M onwssori from within and t,o… |
| TO BE OR NOTTO BE MONTESSORI
by David Kahn
Profound differences in thmry are never gratuitnus or invented.
They grow out of… |
| The whole issue of assimilation is a very critical one, it seems to me. As Kramer
says, to call it Montessori is important -… |
| education, in 1990 Montessori is being systematically introduced into the
public sector. Here the crisis regarding the… |
| that comes from small-scale private schools that have made Montessori
both successful with children and in demand by the… |
| and thereby engage the whole teacher with a guide to what to expect
and principles of how to proceed. Montessori pedagogy must… |
| educational community in its search for real solutions to serious and
sometimes incapacitating societal problems.
When… |
| NORMALIZATION
by Chulanganee Fernando
Ms. Fernando J>resents an in-depth mew of the genesis of the i,dea of… |
| newspapers, and magazines. People began to speak of the "Discovery of
the Child," and the discovery of the… |
| be represent.ed by a rigid line, but by a broad band allowing fluctuations
through time and space. It is not a razor's… |
| forms of life we should ask, "Fbr what purpose?" Only human beings can
be conscious of their purpose. To the… |
| Dr. Montessori was convinced that there was one human nature, but
that it manifested itself at a superior level or lower level… |
| Do not focus on specific, individual deviations. Do not label the child.
Do not overemphasize. Deviations are like a sickness… |
| Education is the help we must give to life so that it may develop in the
greatness of its powers. Our plan is to help life to… |
| So the character traits that we call virtues spring up spontaneously. We cannot
teach this kind of morality to children of… |
| MOVEMENT
by Constance Corbett
Constance Corbett presents a comprehensive view of movement, it,s
relatwnship to inwllectual… |
| photo by P.aul Biwer
16 |
| takes place without any voluntary effort on the part of the child. It is a
time when children project themselves, by activity… |
| sensorially, they are simultaneously absorbing the world into them-
selves. Children build their conception of self and… |
| intellect. Junes believed that all consciousness is motor. Whatever holds
the attention determines action. Interest in an… |
| comparison, and choice, and since their interest is held by the movement
provided by the apparatus, they are motivated to act… |
| Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer-
sity of Chicago Press.
Hunt,… |
| THE ROLE OF THE
PRACTICAL LIFE EXERCISES IN THE
DEVELOPMENT OF EQIDLIBRIUM
by M. Shannon Branner
Ms. Branner's… |
| cerebellum is so small as to be completely covered by the rest of the
brain and is virtually unnoticeable. At six months, the… |
| 7 years especially) love to sit on the ground or floor placing the weight
upon the whole length of their legs or upon the… |
| therapists is one of approach. Physical therapists generally deal with
undeveloped or damaged muscular systems. Their approach… |
| reveals an emphasis on the development of equilibrium or the kinesthe-
tic sense. In the exercise of washing a table, for… |
| control of movement." In these exercises, the child first focuses on the
mechanics of walking - with natural steps,… |
| APPENDIX I
DR. STEPHAN WEISZ' EXPERIMENTATION
WITH NORMALLY DEVEWPED CHILDREN
... I should like to summarize briefly… |
| already present in them so that the ext.ension and abduction of the lifted
leg were to be observed with displacement of the… |
| photo by Paul Biwer
"The subconscious mind of the chud is sometliing very deep
- as deep as tlie ocean. Within those… |
| INCARNATION
byPearlVcmderwall
Pearl llinderwalls colorful, anecdot,a,l style brings t.o life the com:pre-
hensive nature of… |
| The constructions of the subconscious mind throw a great deal oflight
upon the functions of the conscious mind at a later… |
| speaking it will initiat.e a conversation. The mother tongue is not learned
by memory. It is something great.er and bigger… |
| THEHORME
We have considered the mneme of the child which corresponds to the
memory of our conscious mind. Memory is, as it… |
| In days gone by, it was very important to have a child well mannered
by eight years of age. Now we are concerned with the… |
| This urge for order is present only at this early age. So if we want to
teach the child to be orderly, this is the time. There… |
| OBSTACLE HUNTING:
A "PRACTICAL" FOR TEACHERS
by Nikki Hughes
Ms. Hughes gives a li,ghthearted examinat:ion… |
| get out of the way. However, dealing with obstacles is integral to training
successfully and is one important aspect of… |
| It's easy for clutter to accwnulate - too many pictures on the wall;
constant additions to the bulletin board with too… |
| sitting in a chair that allows your feet to rest comfortably on the floor.
Then try it sitting on a chair that is too high… |
| praise. Parental expectations can supersede the child's true needs.
Production also engenders competition.
Interruption… |
| More and more day care children will be coming into ow-classes in the
next few years. It is a situation we need to address now… |
| MONTESSORI AND SUZUKI
by Linda K. Thompson
"'1ierever there is Mon-tessori, there are usually Suzuki Institutes… |
| 44 |
| study the work of Itard and Seguin. After her return, she began
working with these children developing materials and making… |
| builds from the concrete to the abstract. Suzuki method teachers paral-
lel this approach in their ordering of the pieces… |
| process is internalized. There are no limits on how far a child may
advance in an area.
The third similarity is that both… |
| 3. The student demonstrates automatic execution of the skill. E.g:
Can you tell me how "0 Come Little Children&… |
| Lillard, Paula Polk. (1972) Mant.essori a modern approach. New York: Schocken Books.
Orem, R.C. (1974) Montessori her method… |
| Renilde Montessori and Margo Waltuch
Photo by Paul Biwer.
MONTESSORI DIVERSITY IN THE PUBLIC SECTOR
"Multicultural… |
| MULTICULTURAL DIMENSIONS OF
MONTESSORI: PHIWSOPHY AND METHOD
by Alice Renton
Alice Renton presents a comprehensive view of… |
| "soup" to a "salad bowl" concept in which each ingredient maintains its
separate flavor,… |
| 1. What opportunities are present for each individual to develop his
or her unique potentials?
2. To what degree is each… |
| If human unitY, which is a fact in natW"e, is going at last to be organized, it will
be done only by an education… |
| we can virtually watch them incarnating the environment), and
with other humans.
From three to six, we help the child's… |
| can see it - North America, South America, Europe, Asia, Africa,
Australia." As she named the continents her hand… |
| We begin, as always, with the preparation of the adults: by deepening
our cross-cultural perspective we can expand our… |
| looking at him that he's not going to make it." This child had an excellent
grasp of country life and a good… |
| as the central value of American culture): "Does succeeding aca-
demically mean sacrificing my child's own… |
| complex civilizations that the Mexican philosopher and educator Jose
Vasconcelos dubbed them "the cosmic race.&… |
| developmental bilingualism. The experiences, materials, and suppor-
tive atmosphere make a second language offering natural… |
| developmental bilingualism, community outreach, and neighborhood
redevelopment.
In Mexico, Montessori environments have been… |
| process with adult learners, we can begin to identify some key
elements.
Practical life is at the core. As with the children… |
| economic, racial, and educational. Through their own freeing work, they
come to understand the freeing of the child.
Fbr me,… |
| MONTESSORI EDUCATION FOR ALL
by Alcillia Clifford and Carol Takacs
R.edefining minority eduooi,ionfrom the st,a,rt, Ms.… |
| This article is an overview of what we like to call a demonstration
project that has been in operation since 1979. The schools… |
| • the child follows directions easily and needs no repetition before
starting tasks;
• the child tries independent learning… |
| 5. &8'pect for the child and tke aault and for the Casa (Children's
House) is an im-portant part of life.… |
| We are now in the third year of our follow-up study and two new
campuses have been added to the program resulting in an… |
| Photo by Paul Biwer.
"Today, in areas of high concentratwn of low income chil-
dren in this country, conditions of… |
| MONTESSORI EDUCATION AND CHILDREN
PLACED AT RISK OF SCHOOL FAILURE
by Christopher Harris
Mr. Harris' short but… |
| third of all American children. Several states already have
school populations where minority children are in the
majority.… |
| the aspects of schooling identified by NCAS and others that must
change if we are serious about educating all of our children… |
| 74
Mont,essorians can:
• Provide a model of classroom "mainstreaming'' of all children in
heterogeneous… |
| - move from the concrete to the abstract;
- allow individual differences in development; and
- value cultural diversity.… |
| Staff Development
Montessorians should provide assistance to schools and districts in
the effort to improve staff development… |
| SCHOOLING AND THOUGHTFULNESS
by Rexford Brown
Mr. Brown 8 view of restructuring American educai:ion is a tacit
request for… |
| varied clients about complex, often unanticipated problems; who can
imagine the needs of other people, that is, and exercise… |
| And a solid education for an elite isn't good enough anymore either. A
higher standard of literacy, of which… |
| core of facts, concepts, understandings, and rules of operation with
others in order to communicate with or persuade them.… |
| schools. Let me over-simplify and dramatize the differences in order to
bring out some essential contrasts. Critics are saying… |
| The old literacy, if we can call it that for clarity's sake, derives from the
assumption that lmowledge is objective and… |
| time to reflect in a school?) or, under current practice, to reward
mistakes.
We already know that almost no intensive… |
| whether it can be done on a sufficient scale under present conditions?
And the best guess is, probably not. That is why so… |
| THE MONTESSORI PUBLIC SCHOOL
CONSORTIUM AND THE FUTURE
OF MONTESSORI RESEARCH
by Mary Maher Boehnlein, Ph.D.
As a result of… |
| best conduct a collaborative project which would provide impartial
involvement of both AMI and AMS. With the assistance of NAM… |