Search Inside Documents
Displaying results 2201 - 2300 of 40606
Sequence 1Toni Flowers at School #91, Indianapolis, Indiana 140 The NAMTA Journal • Vol. 18, No. I • Winter 1993 |
Sequence 2AUTISM AND MONTESSORI: OLD WISDOM, NEW IDEAS by Toni Flowers Toni Flowers' personal account of her program for autistic… |
Sequence 3What is Autism? According to the Autism Society of America, autism is a severely incapacitating, lifelong developmental… |
Sequence 4had difficulty mainstreaming Arron, and only this year did we succeed in integrating him in gym, lunch, and recess. How… |
Sequence 5Sometimes he folds his ear back so that it stays in this position. When he is upset, he covers his ears with his hands or uses… |
Sequence 6Arron spends from an hour to an hour and a half each day in a Montessori primary classroom. He goes on field trips with his… |
Sequence 7Do they talk to their mommies and daddies? Are they sick? Can they read? Can they walk? How do you teach them to talk? Why… |
Sequence 8Maps of the world and of the United States are of special interest to Arron. One day I gave him a blank paper map of the… |
Sequence 9Dear parent or guardian: CATS PROGRAM (Children as Teachers) Your child is interested in participating in the CATS Program,… |
Sequence 10had completed another task, he became interested in other materials. For children with autism, even though repetition is… |
Sequence 11As the school year draws to a close, I look at Arron and feel such joy that he has discovered learning-not a small feat for a… |
Sequence 1PART IV MONTESSORI AND THE ADOLESCENT Montessori experiments in adolescent education are herald- ing the advent of a… |
Sequence 2Peace Art by Elizabeth Kahn Ruffing Montessori School East Middle School Cleveland Heights, Ohio 152 The NAMTA Journal •… |
Sequence 3RUFFING MONTESSORI SCHOOL PEACE CURRICULUM: AN INFORMAL NARRATIVE by John Long In these excerpts from a talk presented at… |
Sequence 4At the same time, there's an emphasis on the children understanding their relationship to society. There is a respect for… |
Sequence 5The ways in which conflicts are resolved within a classroom are impor- tant, too; invariably conflicts come up. It's… |
Sequence 6Let us take a look at what Montessori was really saying about peace and education. I want to read a little here from the… |
Sequence 7So we read The Buuer Battle Book. It was Dr. Seuss' metaphor for the Cold War and the devel.opment of atomic weapons. Our… |
Sequence 8Personal Conflict Narratives Let me read to you some of the beginnings of these stories so that you can get an idea of some… |
Sequence 9awful. I hated it," I answered firmly. I had a feeling that she would not appreciate that response. It turns out I… |
Sequence 10In terms of the idea of empathy, we did not only the interviewing but reading as well. Each of the students read, over a two-… |
Sequence 11quotation marks, Terkel is asking. even if it refers to World War II, in which our involvement was not controversial, is it… |
Sequence 12This will always stick in my mind: two men, talking about two black, disabled soldiers who had not been shot by the enemy but… |
Sequence 13I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 14done and Japanese peace lanterns that were made; there was a kids' coloring book that talked about social skills leading… |
Sequence 15push us further down a black hole. Talking is the key to peace. Indeed it is what we must do. Conclusion To conclude, let me… |
Sequence 1Appendix: Teaching Unit on War and Peace in the Nuclear Age Traveling Teaching Unit (TTU): Many of the materials for this… |
Sequence 2Afterward: Extending beyond the six weeks was continued work on refining their Mission Statements in preparation for… |
Sequence 3it a little, thus relieving them of responsibility for engaging in such a childish activity. Besides, they still enjoy being… |
Sequence 4work first used this resource to record wars fought during the 1980s on a large world map (3' x 6') which had been… |
Sequence 5"Christmas in the Trenches" (Si Kahn): Students listened to and discussed this folksong which tells of an… |
Sequence 6Peace Projects: Interest Grabber: "Bombs Aren't Cool" (video). Students were challenged to work… |
Sequence 1I 72 The NAMTA Journal • Vol. 18, No. I • Winter 1993 |
Sequence 2THE MONTESSORI ERDKINDER: THREE ABSTRACTS The inventive, pioneering spirit of the Montessori movement advances toward an… |
Sequence 3Unique Opportunity The Laufenburg Ranch, under the ownership of the Sonoma Land Trust, is unique in offering rich… |
Sequence 4Replenish and Restore The first objective is to replenish the lands used for agriculture and to carefully restore the non-… |
Sequence 5agencies in offering a viable model for the preservation and enhancement of agricultural, natural, and historic lands.… |
Sequence 6but also because it listed Maria Montessori as one of the four visionary educators of the century whose work was instrumental… |
Sequence 7children from their earliest entrance into the educational community will be accli- mated to the developmental possibilities… |
Sequence 8experience that involves them in an ecologically sound approach 10 interacting with the natural world over a number of years (… |
Sequence 9Proposal To develop a farm campus and nature center (called the Land School) as an integral part of the educational (… |
Sequence 10Communities: plant, animal, human Diversity and Stability: preservation, agriculture, forest and wildlife manage- ment, soil… |
Sequence 11attitudes and values; and by our political, economic, and social systems. 10. The management of The Land School would be… |
Sequence 1ABSORBENT MIND UPDATE: REsEARCH SHEDS NEW UGHf ON MONTESSORI THEORY by Annette M. Haines Citing numerous emptrica/ studies… |
Sequence 2center of current theory. This, according to John Chattin-McNichols, author of TbeMontessori Con- troversy (1991), has… |
Sequence 3■ Through the senses and movement, the child's mind comes into contact with reality, and it is through these contacts… |
Sequence 4Rosenzweig of the University of California suggests that extensive and prolonged learn- ing is required for the formation of… |
Sequence 5of supporting self-organization coward even more differentiated structures. (1990, p. 212) Thus, the brain of the young child… |
Sequence 6dendritic rings and "branchiness," Scheibe! proposes dendritic develop- ment as a corollary to cognitive… |
Sequence 7mechanisms to decrease the connection strength when the two cells are not simultaneously activated. Through this mechanism,… |
Sequence 8Whereas s1ca s stems mo order en s are overp Magnetic Resonance Imaging (M.R.I.) are allowing neuroscientists such as… |
Sequence 9with these authors when they suggest, therefore, that the formalisms of AI cannot apply to the neural networks of living… |
Sequence 10subconscious what Montessori calls "engrams," something like proto- concepts, laying a foundation upon which… |
Sequence 11the brain, "like lights on a Christmas tree," empirical research may soon confirm what Montessori could only… |
Sequence 12neuron's axon to another's dendrites. Since there are so many dendrites to choose from, impulses can jump in a… |
Sequence 13Much of the young child's learning is process learning, "how to" walk, talk, grasp an object, build a… |
Sequence 14recollections. Kinoshita (1992, p. 44) describes a patient's flashback from childhood: F. R. was stricken with a disease… |
Sequence 15behavior in relation to brain myelination, "function possibly precedes and causes myelination" (1991, p. 190… |
Sequence 16increasing importance for theories of and research on the genesis of animal and human behavior (Hess, 1973, p. 61).… |
Sequence 17him, the form of human conduct which he finds in his surroundings" (1949, p. 72). The young child is predisposed to… |
Sequence 18on, and this accounts for critical periods of development. (1973, p. 60) Gordon Bronson, in a study of the hierarchical… |
Sequence 19Epstein's work in Phrenoblysis or "Stages in Human Mental Growth" (1990) reflects continued interest in… |
Sequence 20The study of African and American children mentioned earlier (Super, 1991) revealed changes in cognition proceeding at similar… |
Sequence 21References Arnold, M. B. 0984). Memory and the Brain. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.… |
Sequence 22Carew, T., et al. 0990). The Development of Leaming and Memory in Aplysia. In J. McGaugh, N. Weinberger, and G. Lynch (Eds… |
Sequence 23Hopkins, W.G. and Brown, M.C. 0984). Development of Nerve Cells and their Connections. Cambridge: Cambridge Univer- sity… |
Sequence 24Minsky, M. 0985). The Society of Mind. New York: Simon and Schuster. Montanero, S. Q. 0991). Understanding the Human Being:… |
Sequence 25Super, C. M. 0991). Developmental Transitions of Cognitive Functioning in Rural Kenya and Metropolitan America. In Gibson, K… |
Sequence 1MONTEIIOR(I PSYCHOLOGY OF IMAGINATION CONCEPT MAP I II Imagination through Space and Time for Inductive and Deductive… |
Sequence 2THE FERm..E FIEID OF IMAGINATION by David Kahn Starting/ram a precise definition of imagination in Montessori terms, David… |
Sequence 3sown, to grow under the heat of flaming imagina- tion" (Montessori, 1948, p. 15). Imagination Through Space and Time… |
Sequence 4known world, triggering the flight of the imagination. Emotion is evoked by the mention of father and mother; a sense of time… |
Sequence 5physical limits of the prepared environment and builds the child's critical attention around a span of the concept.… |
Sequence 6Imaginative con- struction and exl,)lo- ration is based, not in some ether.ea I nethery.,oi1d, but sol- idly in the real… |
Sequence 7as if the thought of man had assumed a marvelous power; the power to create ... " (1965 (19171, p.241). Imagination… |
Sequence 8enhanced by imagination and where thoughts and logical connections are tied together by the emotional excitement of making new… |
Sequence 9Likewise, imagination inspires the miraculous discovery when the logical layout of a binomial square yields the vision of a… |
Sequence 10I gasped and turned away from the tombslone. "Journey lo Persgrinatio," by child age 11 When a child… |
Sequence 11Reflecting on imagination and enthusiasm, the adolescent forms an identity reflected in another Montessori child's essay… |
Sequence 12favorite books or plays. An imagination makes it easier for me to see the ideas behind a story or a character. Most… |
Sequence 13The imagination is funda- mental to the use of sci- ence and technology to adcfress global nature sys- tems and their well-… |
Sequence 14needs, to understand that individual needs differ and that therefore children receive different treatment based on different… |
Sequence 15There is onJy one man in the world and his name is All Men. There is only one woman in the world and her name is All Women… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 1TEACHING HAnru TO YOUNG CimDREN by Linda Alston Linda Alston presents a personal account of how haiku writing can be used… |
Sequence 2I want to stress here that haiku Is a feeling. It Isa dramatic momentiound in oommob everyday occurrences, in the small… |
Sequence 3information from them about haiku except that they loved it and they taught it to the children at their Montessori school in… |
Sequence 4It is as if nature set aside a special period for exploring and appreciating her mysteries, which will later be overlooked by… |
Sequence 5Dr. McGregor Smith, retiring director of the Environmental Ethics Institute at Miami-Dade Community College in Miami, says,… |
Sequence 6will start making their own maps and flags. They invariably choose this work after this presenta- tion. The next day I will… |
Sequence 7the symbol for the noun is a large black triangle. The number shows how many syllables are in that word. My next step is to… |
Sequence 8The children's work is very individualized, so some children might be ready at this point to write their own haiku… |
Sequence 1The Hum back Wh |
Sequence 2Goon BooKS To SUPPORT CHilDREN's REsEARCH by Mary Maher Boehnlein, Ph.D. In this review, Mary Boehnlein takes a… |
Sequence 3~ __r Helic~opter over Hawaii Story by Rebel Williams lftushal~ Cathy Diefenc:IOrt |
Sequence 4In recent years, the whole language movement, with its emphasis on literacy across the curriculum and the use of multiple… |
Sequence 5in everyday life but also provide an opportunity to enrich the child's introduction to basic scientific concepts. An… |
Sequence 6o~ |
Sequence 7Sunshine Books As the child's reading skill grows, the content area Sunshine series of books (Levels One through Seven)… |
Sequence 8outer space in addition to information on asteroids, comets, and gravity. Other books are about the humpback whale, the… |