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Sequence 139and grandmother walked into a social services agency in Los Angeles, the social workers there thought her an autistic 6-year-… |
Sequence 140each plane, is where children have opportunities to engage in and implement their expanding humanness, this hierarchical… |
Sequence 141Children are in a place that is the result of their experiences. The results of those experiences can be shifted if the… |
Sequence 142Follow the child. Trust her judgments. Inspire trust by trusting. Why does it seem so difficult? Follow the child. Find… |
Sequence 143NAMTA's MONTESSORI ADOLESCENT PROJECT The spirit and energy currently surrounding work toward Montessori adolescent… |
Sequence 144138 The NAMTA Journal • Vol. 21, No. 2 • Spring 1996 |
Sequence 145WHY NoT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Answering possible objections and citing his own personal experiences,… |
Sequence 146The word is obviously German. Literally it would translate into English as "earth children." It is a plural… |
Sequence 147to revolt. If self-construction is obstructed, deviation may occur, which can lead to an inferiority complex, maladjustment,… |
Sequence 148• serious farming: growing crops and animals; • selling the products for monetary gain at the nearby town market; •… |
Sequence 149Decision-maki_ng by the students is important. Under the guid- ance of the resident adults, they decide what to plant, which… |
Sequence 150Greek, ·French, Latin, science, history. High school ends with the toughest exam in one's life. Without passing it, one… |
Sequence 151and some of them will be constructed by the students. A traditional high school in an urban setting may need a smaller place,… |
Sequence 152them. I spent many days in the cow pasture tending the four cows and one pony, keeping them from dashing into the neighbor… |
Sequence 153visitors. One engaged us in Latin readings, another showed me how to play the guitar. When the refugees came from eastern… |
Sequence 154rewarded. We did trust her with our 6- to 12-year-olds. That was more of a challenge, because there is a competing model, the… |
Sequence 155THE ELEMENTS OF SOCIAL LIFE AND THE MONTESSORI ADOLESCENT by Linda Davis Linda Davis traces the Montessori view of… |
Sequence 156gether. If they could function so beautifully in an environment de- signed for their psychological characteristics, could the… |
Sequence 157That doesn't mean that the individual develops as an island with no social interaction. Social development begins at… |
Sequence 158Montessori says that this harmonizing of activities will happen quite naturally in prepared environments, and the result will… |
Sequence 159234-235). In a Montessori elementary class, the children are allowed to form groups; most of their work is done in groups.… |
Sequence 160groups" (1992, p. 324). Tying together: maybe not quite the same thing as weaving, but close. So the Erdkinder is… |
Sequence 161took on individual tasks-shoveling, hoeing, raking-and sometimes they, doing their individually chosen tasks, ended up working… |
Sequence 162to the patience of the people we encountered. In fact, the students expressed some sadness when we returned to the city and to… |
Sequence 163with her husband. She was also a vet. The students who worked with her went early in the morning to help her with the hard,… |
Sequence 164One other factor to mention briefly is the quality of parent- adolescent interaction that I saw and heard about after two… |
Sequence 165singing, dancing, and storytelling that people did not only as they worked but also when the work was finished. I saw… |
Sequence 166duplicating famous experiments of history and others being the inventions of the students themselves. They seem to be going… |
Sequence 167We talked frankly. I watched interactions be- tween them and acted on my observations. They didn't always like the re… |
Sequence 168bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during… |
Sequence 169This is the first year of NAMT A's Administrators' Group, an attempt to forge stronger relationships between… |
Sequence 170Mary Zeman 164 The NAMTA Journal • Vol. 21, No. 2 • Spring 1996 |
Sequence 171THE NORMALIZED SCHOOL: MONTESSORI AS A WAY OF LIFE by Mary Zeman Mary Zeman offers a definition of the "nonnalized… |
Sequence 172We can readily sympathize with any reader who finds the record of these events hard to believe. It was exactly the same with… |
Sequence 173occasionally, after warming up with a few easy questions-why is the program five days a week, what do you do about discipline… |
Sequence 174Montessori's characteristics for normalization include (and you know them) love of work, order in movement, and… |
Sequence 175schools. We've visited a few and they seemed good enough. Good enough, in fact, that we even put in applications… |
Sequence 176healthy, so must our own lunches be. If we promise to children that they may take their time, so must we honor ourselves with… |
Sequence 177spiritual exercises, having found the path ... of ascent to the inner heights of the soul" (1949 /1984, p. 207). Is… |
Sequence 178have a bell but more surprised by the way it is used-and by what the bell isn't. The occasional use of the bell in a… |
Sequence 179is natural. She is an artist in the classroom. I imagine that nearly any moment of any day I might enter with any stranger,… |
Sequence 180There are many things I love about this experience and about this story. One is that this is a community where we feel safe to… |
Sequence 181with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 182When something is amiss in our classroom, in our school, among the parents, or within ourselves, why not take Montessori'… |
Sequence 183The NAMTA Journal 177 |
Sequence 184Sharon Dubble, PhD 178 The NAMTA Journal • Vol. 21, No. 2 • Spring 1996 |
Sequence 185EVOLVING THROUGH TRANSITIONS: MITIGATING ANXIETIES by Sharon L. Dubble Sharon Dubble evolves a new vision of the school… |
Sequence 186through adolescence), Montessori schools are seeking to understand how best to proceed. Where can schools look for guidance?… |
Sequence 187A second principle is that full development occurs through an interactive process which engages the individual with the… |
Sequence 188individual, giving attention to segments rather than the whole. We begin to speak of the intellect as separate from the body,… |
Sequence 189level, renovating or changing space, creating an administrative struc- ture, experiencing staff changes. Montessori always… |
Sequence 190No matter what the particular transition, it is usually a time of vulnerability for a school. Change in one area has multiple… |
Sequence 191KNOWLEDGE Transitions raise questions which, in turn, propel us to seek information. Often, just knowing more about an aspect… |
Sequence 192other schools. A teacher who wants to develop a parent support group takes the opportunity to work with an experienced… |
Sequence 193By reframing Montessori's principles of human development in light of the whole school's development, we can move… |
Sequence 194188 The NAMTA Journal • Vol. 21, No. 2 • Spring /996 ------ -- -- ________________________ _J |
Sequence 195There is increasing awareness of Montessori as a comprehensive approach to education from birth to adulthood. The feature… |
Sequence 196p ARENTING FOR INDEPENDENCE by Mary G. Matthews In our Spring 1995 issue, we published an article by William Sears, MD,… |
Sequence 197tinely tells parents that there is no set number of years (italics added) to nurse (Sears, 1992, p. 120). To further… |
Sequence 198nursing the older child can be a means to comfort him or her easily, these emotional needs may be filled in other ways.… |
Sequence 199an alternative. A doth baby sling is wonderful for limited use, but marsupial mothering for long periods during the day is… |
Sequence 200THE CHILD AS GUIDE Late weaning, shared sleep, and marsupial mothering are under- taken with the highest of motives. They are… |
Sequence 201independence in the child's life. Dr. Sears states, "Independence is not, in itself, one of our most important… |
Sequence 202Sears, W. (1985). Nighttime parenting: How to get your ba/Jy and child to sleep. Franklin Park, IL: La Leche League Interna-… |
Sequence 203RESPONSE TO .11p ARENTING FOR INDEPENDENCE" by Anne McNamara Anne McNamara, who submitted the original William… |
Sequence 204functioning adult member of society. Common sense suggests that attachment parenting has a role to play beyond the first two… |
Sequence 205will demand to be given some food. This is true independence-when the child chooses to begin the weaning process-and quite… |
Sequence 206when baby-carrying seems so appropriate. A sensitive mother knows when a child wants out of the baby sling, and, for that… |
Sequence 207The NAMTA Journal 201 |
Sequence 208•Paula Lillard is an excellent guide to Marla Montessorl's ~ ideas and to the place of Montusorl •ducat1on In… |
Sequence 209MONTESSORI TODAY: A COMPREHENSIVE APPROACH TO EDUCATION FROM BIRTH TO ADULTHOOD, BY p AULA POLK LILLARD by David Kahn… |
Sequence 210Stephenson, Elementary Director of Training emerita of the Montes- sori Institute of Milwaukee. Not only does Lillard present… |
Sequence 211Chapter Two, "An Overview of the Primary Years," is an expert portrait of the prepared environment for the… |
Sequence 212dren. She serves as a catalyst to the children's own explora- tions, not as an authority on specific subject matter.… |
Sequence 213and the role of AMI in counteracting dilution are all issues that could extend from this important chapter. Lillard's… |
Sequence 214THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 215birth to 3 years of age, the child from 3 to 6 years, the child from 6 to 12, concerns a much more detailed look at individual… |
Sequence 216What I propose to do today is not to repeat, or even to summarize, what has already been said by Montessorians preceding me,… |
Sequence 217Chart 1 THE 4 PLANES OF DEVELOPMENT THE <CONSTRUCTIVE RHYTHM OF LIFE> I CAUSALITY !MARIA MONTES§9BI PERUGIA-… |
Sequence 218Coming out from the zero, there is an oblique line which is the line of progression; it represents the progression of… |
Sequence 219Nonetheless, the four triangles, and therefore the four planes, are distinguished two by two through the use of color. The… |
Sequence 220"potentialities which determine his development"; "there exists within this inert being a global… |
Sequence 221The Conscious Worker The nature of the work of development changes during the second sub-plane of infancy, during the years… |
Sequence 222And these separate energies, finding nothing to satisfy them, give rise to innumerable combinations of wrong and deviated… |
Sequence 223what this child can explore, if the op- portunities are there and the condi- tions are favorable. The child's powers… |
Sequence 224The "Red Plane" of Adolescence With the plane of adolescence, 12 to 18, we come to another plane of… |
Sequence 225The "Blue Plane" of Maturity The plane of maturity, 18 to 24, corresponds more or less to university life,… |
Sequence 226adult who can work for the good of humanity and can participate in humanity's (cosmic) mission on this Earth. This is… |
Sequence 227and therefore they also represent the amount of knowledge that is being offered to the individual. The subjects, the teachers… |
Sequence 228century, no scientist or philosopher any longer believed in the idea of linear development during the prenatal period, in the… |
Sequence 229Chart 2 I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ,~~;;;,a ~ ~ ~&El □oc::9 the product of… |
Sequence 230red for infancy, green with red along the center for adolescence. It is interesting also to note that, while infancy remains… |
Sequence 231gradually into thenext(and this is what happens in life). Therefore, in the second drawing, we do not see the sharp points,… |
Sequence 232incorporate are not mutually exclusive but mutually enriching. Conse- quently, our understanding of the four planes of… |
Sequence 233a mind so different to ours that Montessori calls it the absorbent mind. Thus, in The Formation of Man, Montessori writes: It… |
Sequence 234full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 235ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 236tary school, secondary school, university. Thus, in her 1951 lecture, Montessori says, "The school, as we see it in… |
Sequence 237other grades. No secondary school teacher is concerned about the methods employed in preschool, let alone about those… |
Sequence 238were to eliminate not only the term 'method' but also its common conception, things would become much clearer. We… |