| Vol. 17, No. 1 Fall-Winter 1991
lnthisissw-
The Montessori Mosaic:
The Human Person
The Contribution Of Maria Montessori… |
| [i]
WHAT IS NAMTA?
The North American Montessori Teachers' Associa-
tion provides a medium of study, interpretation,… |
| THE NAMTA JOURNAL
e
VoL. 17 No. 1, FALL-WINTER 1991
THE MONTESSORI MOSAIC:
THE HUMAN PERSON
In affiliation with… |
| THE MONTESSORI MOSAIC:
THE HUMAN PERSON
THE CONTRIBUTION OF MARIA MONTESSORI
by Mario M. Montessori Jr… |
| Mario M. Montessori Jr.
The NAMTA Journal - Vol. 17 No. 1 · Fall- Winter 1991 |
| THE CONTRIBUTION OF MARIA MONTFSSORI
by Mario M. Montessori Jr.·
Mario Montessori characterizes the Montessori vision as… |
| human development. She dedicated herself whole-heartedly to this cask,
advocating the cause of the child (i.e., of man in… |
| in combating analphabetism in adults. lrs resmctton in some areas is
also interesting. Montessori education has been forbidden… |
| be something unusual about this one. It is certainly not that it can offer
empirical evidence of success in all those fields… |
| le was in chis spirit thac she undercook further scientific study of chil-
dren. They were to her fellow human beings who… |
| sufficiently broad and differenriated conceptual matrix. This integration
should not be done in an eclectic manner, which… |
| tence in real life, without ever losing sight of the unity of their person_ali-
ries. Of course, she was nor able co study all… |
| In both the psychoanalytic and the Montessori approach, the relation
of observer-participant and participant should be one of… |
| What causes us co distinguish between species is always their differences,
never their likeness. What constitutes another… |
| refer to the process involved as development. I do not believe that this is
because they would not understand, or could not… |
| cioned above, Bruner and Coghill, have now accepted that face chat the
creative process comes into play in growth and learning… |
| a minimum of damage co others and co ourselves. It can, moreover, be
the source of a special kind of pleasure: that of doing… |
| cultural aspeccs of its existence. Because of its growing incerest in these,
the child rums spontaneously to adults with its… |
| consolidated at rhe end of the first formative period, at about six years of
age, and even more difficult after puberty.
The… |
| le is clear from an analysis of human development that education is
an indispensable function in che formation of man.… |
| 10. Jerome S. Bruner, Toward a Theory of Instruction (Cambridge,
Mass.: Harvard Universiry Press, 1966).
I l. Alexis Carrel,… |
| Hildegard Solzbacher
18 The NAMTA Journal - ~l. 17 No. 1 . Fall-Winter 1991 |
| DISCOVERY OF THE CHILD
by HiJdegard Solzbacher
D,: Montessori, who was a scientist and physician and not a trained educa-… |
| There were many who tried to discount her discoveries, especially
since she was not an educator. Bur there were also many who… |
| It seems strange that this scientific approach co education was new;
that all knowledge of life chat man had acquired was not… |
| • The mneme-the
force chat makes the personality by storing and
incarnating environmencal experiences and combining them with… |
| co the mystery of creation requires a deep respect, cruse, and faith in the
potential for development in each child. We do not… |
| the child to participate, to understand, and co grow into society and cul-
ture according to his unique plan.
We know the… |
| expand his mental development, since they are dependent on each other.
Through free movement che child can respond to stimuli… |
| The materials became a means through which inner motivation could
be carried our. The phenomenon of concentration was central… |
| normalcy. "There is therefore an inner energy which of its nature tends
to manifest itself, but remains buried under… |
| The great discoveries of Dr. Montessori are not only of value to the
individual child, but will be building blocks of social… |
| 30 The NAMTA journal - ¼L. 1 7 No. 1 · Fall-Winter 1991 |
| LANGUAGE UNFOLDING IN THE CHILD
by Joen Beermann
Despite pressure ftom parents who are concerned about their child's… |
| The child is an explorer who wanes so much co belong and co under-
stand. Our role is to assist the child's exploration… |
| menr. The choices I have made are based on my own classroom experi-
ences as well as many observations in other environments.… |
| important way that we can help is to listen intently when the child tries
to communicate thereby conveying the message that… |
| Encourage the child co retell these linle stories to other children.
When singing songs and reciting poems, create a moment of… |
| abour her jewelry, clothing, hairstyle, and so on. Sometimes the child's
apparel or activities are the focus. Too often… |
| Opportunities occur every day co enrich the child's vocabulary. The
following activities are very useful and can be… |
| exercises. In every exercise, when the child has recognized the differences
between the qualities of the objects, the teacher… |
| Why wrmng before reading? In The Formation of Man, Dr.
Montessori speaks co the appropriate timing of preparing the young… |
| To display in symbols what we already possess or know is less com-
plex than reading, which requires mentally putting signs… |
| 2. Practical life activities, especially polishing and table washing,
emphasize patterning from left to right.
3. Practical… |
| autm is kool
and culrful
chai raik leavz
and maik bonfierz
The last manual preparation for writing is work with the metal… |
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jJ)1)ni, 1rr1 Jk)ltit}!lk lj)y e t
JirrJ Lk a,N✓} ,.itt/tam1m1JJfl»)'lJ1-()11J… |
| J I Jd I J)J/2{)} I O j 1lJ
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/i JfJ&… |
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How can we provide practice? Before having co concentrate or con-
trol its appropriate… |
| Another activity for writing practice is ro search through all the sand-
paper lerrei:s co find those char start with the same… |
| Older children can play the following games co encourage tracing, if
they missed this during their sensitive period. In one… |
| Stories
A small group of children can write a collective story. The direccress
asks questions and writes down rhe children… |
| County Hospital
{Group-dictated Story)
Travis remembers that the babies were laughing. Jessi liked them tiny
cute babies.… |
| With regard to point 5, we ask, "What does bear mean?" An animal;
naked; can't bear a situation; to… |
| universe can be explored, but if we make reading a technical skill, we are
only giving the child the option co read maps and… |
| Function of Words
We give the child the means to classify thoughts. One way co classify
words is grammar, which is the… |
| Reading Analysis
The child is shown how words have a particular place in a senrence:
subjecr-predicare-objecr-clauses.
She… |
| References
Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus,
Giroux.
Goffstein, M.B. (I 984). A little… |
| 58 The NAM TA jrmmnL - Vol. 17 No. 1 · Fall-Winter I 99 I |
| Tm: CHILD AND THE WORLD OF NATURE
by Annecce Haines
We hnve reached a critical time of our residence on earth. If we expect… |
| This formation of the self happens during the first three years of life,
a period during which we understand that the child… |
| mysteries and equip himself with mental weapons against the terrors of
ignorance. As a result of this science, we have learned… |
| In a 1.946 lecture in London Montessori said, "Education today
needs one reform. If it is to prepare man for the… |
| names of fruits and vegetables he sees as he is being pushed along the
aisle of the grocery store, or kinds of cars, or colors… |
| books are not enough. Mario Montessori Sr. reminded us of this when
he noted how difficult it is to help children understand… |
| information is expanded through picture cards and scientific nomencla-
ture material and augmented with scories, poems, games… |
| names of different animals and plants-wonderful
words like "red-
winged blackbird" and "white-… |
| the sun awakes them in the morning .... But instead of this, we anxiously
ask ourselves how we can make a child sleep after… |
| to the child to give him impressions char are good, beautiful, and just.
Let us give him opportunities for coming into… |
| References
Eisley, Loren. (1964). The unexpected universe. New York. Harcou re,
Brace, and World, Inc.
Lorenz, Konrad. (1990… |
| Lilian Bryan
70 The NAMTA Journal - ¼Jl. 17 No. 1 . Pali-Winter· 1991 |
| ALL-DAY MONTESSORI: THE HUMAN CONCERN
by Lilian Bryan
Although Li/inn Bryan has self-described, old-fashioned beliefs about… |
| my children's tears, ro laugh with rhem, choose the books we read, the
music we listened to, the food they are, were all… |
| receive free prenatal health check-ups and $ I 000 at the birch of their
children. They also get six month's paid… |
| We have the legacy of Dr. Montessori's work passed down to us like a
guiding light for our mission today. Dr. Montessori… |
| come in as surrogate grandparents, just co be there and give individual
children some undivided attention for a little while.… |
| Soft music makes this a gentle beginning ro a long and busy day at
school. After cleaning their dishes, children can select… |
| • History: After being presented a story from a wide variety of possi-
bilities, children can do art projects, learn crafts,… |
| • Outdoor Sports and Games: For the younger ones-simple balance
beams, climbing structures, jump rope, hopscotch, and ball… |