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Sequence 86Even a mother who has sought therapy, who has found a stable mate, who has overcome distracting financial problems - who is… |
Sequence 88Ainsworth's and a psychologist at the University of Miami who works with families under severe stress, says, '½11… |
Sequence 89been assessed at twelve or eighteen months. In the course of a cleverly devised and very demanding sixty• to ninety-minute… |
Sequence 90Main has found that her assessment of adults corresponds to the attachment classification of their children 76 percent of the… |
Sequence 91who experienced deprivation when very young and rebounded hand- somely in adolescence. According to Kagan, the commotion… |
Sequence 92an avoidant child goes way up when the mother leaves the room and way up again when she returns, even as the child's… |
Sequence 93account adequately for the poor mother-infant fit; the mother who has a hard time relating to the infant but does come alive… |
Sequence 94what makes the most sense. A lot also depends on how much faith you have in Ainsworth's seminal study of a quarter… |
Sequence 95always relied on informed speculation, her concepts have made few inroads in developmental psychology, which favors… |
Sequence 96interest if he just has a chance to explore. Stimulation is something you do to somebody else. It's experience the child… |
Sequence 97quality of day care affects attachment outcomes, how many kids are really at risk, how the risk differs at different ages, or… |
Sequence 98PARENTS AS FIRST EDUCATORS IN THE 21ST CENTURY by Judi Orion Judi Orion s description of hame care of the infant-toddler for… |
Sequence 99creates a different biological environment for the growing embryo and fetus than a woman in a less ideal situation. It has… |
Sequence 100hospital nurseries we see newborns swaddled in blankets, in an isolet, hands covered so as not to "scratch the face!… |
Sequence 101forces the upper thighs into a bowed position. Children who learn to move in this manner have an uncanny ability to move their… |
Sequence 102she also has a social value; that he or she is valued as a contributing member of the family unit. The child also learns self-… |
Sequence 103Dreikurs, Rudolf, M.D. and Grey, Loren, Ph.D. (1968). A new approach t.o discipline: logical cansequences. Hawthorne Books.… |
Sequence 104PARTTHREE- ASSISTANTS TO INFANCY TRAINING . ,,-(/ Assistant,s t,o Infancy Training, Denver. Plwt.o by R1:ul Biwer &… |
Sequence 105ASSISTANTS TO INFANCY TRAINING By Judi Orion This section provides informatwn about the Assistants w Infancy Training, it-S… |
Sequence 106At the birth to three level the Montessori movement has years of experience to draw from though not experience in our own… |
Sequence 107(developmentally speaking), who want more information about child development in order to offer more effective parenting… |
Sequence 108When children experience the Nido and Infant Community pro- grams, the impact of these feeder programs on a Primary class is… |
Sequence 109ASSISTANTS TO INFANCY COURSE CONTENT By Judi Orion MONTESSORI PEDAGOGY These lectures cover child psychology and child… |
Sequence 110Specific Lectures Five Processes of Nutrition Three Main Purposes of Nutrition The Digestive System Seven Types of Fbod… |
Sequence 111CHIW HYGIENE These lectures are given to provide information to the student that will enhance the observation components of… |
Sequence 112- Enuresis, Encopresis Infantile Psychosis Epilepsy Phobias, Ties Hiding, Stealing Child Abuse ENVIRONMENTS These are… |
Sequence 113One or more of these children may be a subject from Observation I (120Hoursi Observation III This observation focuses on the… |
Sequence 114ASSISTANTS TO INFANCY PROGRAMS by Judi Orion THE PARENT-INFANT CLASS The Parent-Infant class, which consists of not more… |
Sequence 116INFANT COMMUNITY The Infant Community consists of twelve children from four months to three years of age. Staff for twelve… |
Sequence 117Many children this age come into the environment "angry" because their home environment is not really set up… |
Sequence 1181. The movement area is equipped with a thin covered mattress with kiosks and bars the babies use for pulling up - there may… |
Sequence 119Adults in this environment wear a "uniform" which is washable, comfortable to work in and attractive. Babies… |
Sequence 120116 PART FOUR-APPLICATIONS Family Swr H<YU.Sing In The Making Phot,o by R:Lul Biwer |
Sequence 121FAMILY STAR: MONTESSORI IN COMMUNITY LIFE by Karin Salzmann The Denver Family Star Project i,s not just a school extension… |
Sequence 122Assistants To Infancy Training, Denver. Plww by Fl:iul Biwer 118 |
Sequence 123Maria Montessori said, ''We have nothing to hope from the external world till the normalization of man is recognized… |
Sequence 124Families will be invited to use park space adjoining the infant/ toddler cent.er in which a solar biodome will facilitate year… |
Sequence 125HEATHER HILL INTERGENERATIONAL MONTESSORI ALL-DAY PROGRAM By David Kahn and Joanne Bailis In conjunctwn wiJh, consultant… |
Sequence 126surrounding Geauga County indicate that affordable, convenient, qual- ity day care is a critical concern for area parents… |
Sequence 127walking. As in the Nido, the Montessori environment is carefully pre- pared to aid the toddler in achieving independence.… |
Sequence 1284. The 1,anguage arts curriculum includes oral language development, written expression, reading, the study of grammar,… |
Sequence 129the facility by different personnel which always adds stress to any program. (Good teachers, especially Montessorians, do not… |
Sequence 130The care of handicapped and exceptional children will be discussed with the Child Care Center Director who will assess the… |
Sequence 131The Montessori maxim "a child's corner in every room" will apply to the alcoves, courtyards, dining… |
Sequence 132preparation for varying degrees of infirmity and related mechanics such as walkers, wheelchairs, and artificial limbs.… |
Sequence 133In summary, the intergenerational setting allows the elderly to observe, relate to, and work with young children in ways that… |
Sequence 1345. Health Education for Children - The inherent emphasis on health education at Heather Hill will be applied to the children… |
Sequence 135Research and Documentation The program's ongoing products will include: 1) Montessori Curricu- lum in an… |
Sequence 136NAMTANEWS NAMTA WORKSHOPS FOR 1990-1991 EARLY CHILDHOOD EDUCATION AND COMMUNITY PARI'NERSHIPS Cleveland, Ohw October… |
Sequence 137MONTESSORI AND THE ADOLESCENT Greenwich, Connecticut December 6, 7, and 8, 1990 A general appraisal of Montessori secondary… |
Sequence 138Mont.essori as a reform movement will be examined in the cont.ext of other reform movements (Coalition of Essential Schools,… |
Sequence 139Personals CALIFORNIA Primary and/or Elementary Directress!Di- rector (full and/or part-time) wanted for small, Catholic,… |
Sequence 140Administrator, MONTESSORI INTERNA- TIONAL CHILDREN'S HOUSE, 1641 Winches- ter Road, Annapolis, MD, 21401, (301) 757-7789… |
Sequence 141CANADA SASKATOON MONTESSORI SCHOOL needs AMI directress(3to 6)forSept. '90. AMI adminis- trator; est. 1979, 2 classroom… |
Sequence 142KAYBEE MONTESSORI, INC. APPROVED MONTESSORI APPARATUS • Infant-Toddler Material • Books • Furniture • Glass Bead Material… |
Sequence 143MONTESSORI Education for life. NIENHUIS MONTESSORI USA 320PIONEERWAY. MT.VIEW.CA 94041 (415)964-2735 |
Sequence 1JOURNAL |
Sequence 2r' north american~ 1,, ! ..!! ~ • • .. teachers' ~ WHAT IS NAMTA? The North American Montessori Teachers… |
Sequence 4ALBERT JOOSTEN AND MARIA MONTESSORI: CELEBRATING THE HUMAN SPIRIT PART ONE: ALBER!' JOOSTEN, A RETROSPECTIVE Albert… |
Sequence 5Waltuch collection "Fundamental t,o Mr. Joosten was a steadfast d'iscipleship tied to a vision of the h'… |
Sequence 6ALBERT JOOSTEN AND MARIA MONTESSORI: RECOGNIZING THE HUMAN SPIRIT by David Kahn What is most powerful about Mr. Joosten… |
Sequence 7for uniting the family and the school with a passionate plea for respect- ing the culture of the home, especially the culture… |
Sequence 8ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 9Waltuch collection Maria Montessori: Adyar, India, 1939. "The 'Monwssori Method' distinguished itself from… |
Sequence 10THE MONTESSORI MOVEMENT (1956) by A.M. Joosten The development of the Montessori movement i.s followed from, Mon- tessori s… |
Sequence 11Her opportunity failed to mat.erialize in this form. Instead, at the end of 1906, she was approached by the director of a… |
Sequence 12several governments and a candidate for the Nobel Prize for Peace. Thanks to her untiring apostolate the world has begun to… |
Sequence 13world," "the new world for a new man," based not on ideas or ideals, but on facts and realities to… |
Sequence 14director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 15were conducted with sufficient fidelity to the method, and the name was sometimes used as if it were an advertisement. The… |
Sequence 16the theory of the Montessori method, and practical instruction in the technique of the method. The classes last for six months… |
Sequence 17direction have already been taken, but very much more remains to be done. This requires that a large number of people come… |
Sequence 18created for himself and which push him downwards into the abyss of lunacy and crime. The real enemy is man's impotence… |
Sequence 19THE SOCIAL QUESTION OF THE CIDLD a966) by A.M. Joosten Hiswrically, children have been regarded as pe-adults without rights… |
Sequence 20millennia not inside, but rather outside human society. It will be admit- ted as a full member and be granted its social… |
Sequence 21ality, let us then also recognize that it was built on respect for the child in this capacity, on recognition of his place in… |
Sequence 22use of everything they have to teach us, this would be of great assistance in breathing fresh life into this society, which… |
Sequence 23. , "Usually we adult.s are obsessed by tlwught.s of the miswkes which the chiul makes or might make. We seem… |
Sequence 24ERRORS AND THEIR CORRECTION 0956) by A.M. Joosten Th:is article was written by Mr. Joosten in 1974 for the Indian Mon- t,… |
Sequence 25conscience which deep down tells us that we are not perfection incar- nate, nor is the child wholly imperfect) on the premise… |
Sequence 26child of his courage and self-confidence. The customary ways of punish- ing and correcting result in increasing discouragement… |
Sequence 27On the other hand, neither do we mean that correction is in itself an obstacle to development. We mean only that a correction… |
Sequence 28behind, towards what the child has to achieve and how he reached the point we see in front of us. During the early period of… |
Sequence 29and at such a time that they can make their full contribution. The child's interest is of vital importance. Any… |
Sequence 30object, must be delicately corrected then and there. That would be a help. Misuse of an object, which can never lead to any… |
Sequence 31consciousness of a new fact. At no time should we let any external force come between the child and his interest. We must… |
Sequence 32choose the correct moment whenever we want to arouse interest, which is a flame burning within. The child is interested in… |
Sequence 33in order. This duty is often overlooked. If we see a child misusing an object, we intervene and stop it immediately. So far so… |
Sequence 34ON DISCIPLINE (1957) by A.M. Joosten Dr. Monwssori, when asked about tlte unusual discipline displayed by her students, said… |
Sequence 35phenomenon of excessive obedience and its harmful consequences. This is not difficult to understand, because to recognize it… |
Sequence 36The very idea that Dr. Montessori based her method of education on an a priori idea that freedom should be its basic feature… |
Sequence 37free." People were disappointed because they felt Dr. Montessori was hiding the truth from them. For how can freedom… |
Sequence 38not move along unchanging and unchangeable orbits? Do the inanimate or animate elements of creation ever completely disobey… |
Sequence 39. help must take very concrete forms. It requires not only ever increased efforts at self-discipline and respect for the… |
Sequence 40has to be fed according to a rigid timetable, once every three or four hours only. Mothers, therefore, should not feed the… |
Sequence 41"compulsory education." Who is being compelled? Both the child who does not want to go to school and his… |
Sequence 42most inspiring inner satisfaction. It strengthens and enriches both the child and ourselves and establishes a new, infinitely… |
Sequence 43Mahatma Gandhi Maria Montessori "Both awealed for a rehabilitat:ion of the SU'[fferrwcy of the spirit of man… |
Sequence 44MAHATMA GANDHI AND MARIA MONTESSORI (1969) by A.M. Joosten Mr. Joosten offers an interesting comparison of two important 2oth… |
Sequence 45imposed on Dr. Montessori who was considered an enemy alien. Being under restrictions himself, he could do nothing to have… |