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Sequence 7If we could prepare environments that met the needs of the growing individual, environments that supported the evolution of… |
Sequence 8For optimal development, each successive stage would find its match in an educational environment that meets the needs of the… |
Sequence 9unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 10nature of the human being comes to the forefront. The con- cept of justice is born and thus the intimate connection of… |
Sequence 11Finally, these youngsters would emerge with a sense of mission. They would understand the connection between personal vocation… |
Sequence 12this celebration in Cleveland recognizing the thirtieth anniversary of the founding of NAMT A, I would ask that we again… |
Sequence 13Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 14Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 15Kevin Rathunde I O The NAMTA Journal • Vol. 26, No. 1 • Winter 2001 |
Sequence 16MONTESSORI EDUCATION AND OPTIMAL EXPERIENCE: A FRAMEWORK FOR NEW RESEARCH by Kevin Rathunde Dr. Rathunde' s… |
Sequence 17interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
Sequence 18escence provides a good context for new research because much of the work that has been done on optimal experience and… |
Sequence 19miliar with the Montessori method will begin to see the connections immediately. After the summary, key points of intersection… |
Sequence 20sights and discoveries that include and expand upon the original material. Such a developmental process has held a prominent… |
Sequence 21ments (see Csikszentmihalyi, Creativity; Csikszentmihalyi & Rathunde, "Development"; and Rathunde,… |
Sequence 22ment from birth to old age. The practical consequence of an extended childhood is that traits associated with childhood are… |
Sequence 23The extended childhood de-emphasized instinctual, pre-wired adaptations to the environment, and in their place-under the… |
Sequence 24social contexts (e.g., schools) can and should be designed in ways that promote children's concentration, interest, and… |
Sequence 25this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
Sequence 26Note the similarity to the following quote from Montessori: "But the child who achieves this change [becomes… |
Sequence 27ply the "normal condition" of childhood, the result of the second embryonic period that takes place outside… |
Sequence 28misunderstood terminology can be partially explained by the fact that Montessori started creating her method during her… |
Sequence 29from flow feeling refreshed and at peace-were clearly manifested by the young girl with the wooden cylinders. Witnessing this… |
Sequence 30is one who has the self- regulativecapacity to move toward optimal experiences by nego- tiating a better fit or synchrony… |
Sequence 31Montessori also referred to the mind-body balance in terms of thinking and acting: "It is essential for the child, in… |
Sequence 32effort rediscovered the instinct of the species. (cited in Standing 147) Elsewhere she elaborated on the link between genius… |
Sequence 33the socialization of psychological complexity) (see Csikszentmihalyi & Rathunde, "Development";… |
Sequence 34How is a context for optimal experience prepared? The teacher must construct the environment so well, so in tune with a child… |
Sequence 35environment is perceived as the medium through which the teacher helps the child to engage attention and concentrate. Just as… |
Sequence 36dose" such that the child is motivated to work in order to "obtain merit from [the teacher)" (cited… |
Sequence 37areas (see also Rathunde, "The Context of Optimal Experience"; Rathunde, "Family Context and the… |
Sequence 38mobility does not come under increased control with maturity, it results inan unproductive pattern of mind-wandering in… |
Sequence 39and structure at home, set rules and maintain discipline, and chal- lenge children with progressive expectations of maturity,… |
Sequence 40words, they evolve in order to provide an appropriate scaffold for children's deep concentration. One would not expect an… |
Sequence 41individuals who have overcome adversity and contributed something remarkable to culture. If phase 1 of development involves… |
Sequence 42narrow focus of attention was radical, but it was consistent with her educational philosophy. She suggested the creation of a… |
Sequence 43field of human development. More specifically, new applications and extensions of optimal experience theory (Csikszentmihalyi… |
Sequence 44way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 45Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 46Koch, S., & D. Leary, eds. A Century of Psychology as Scie11ce. New York: McGraw-Hill, 1985. Lerner, R. 011 the… |
Sequence 47Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 48Standing, E.M. Maria Montessori: Her Life and Work. 1957. Rev. ed. New York: New American Library, 1984. Sternberg, R. &… |
Sequence 4944 The NAMTA Journal • Vol. 26, No. 1 • Winter 200/ |
Sequence 50A NEW LIFE, A NEW BRAIN by Lise Eliot Lise Eliot connects brain development with human educational needs from the… |
Sequence 51result has no line at all." They hold the strip up to the sample once more, to be sure, and the meaning of it all… |
Sequence 52fallopian tube (a good choice!), where it met the egg, monstrous by comparison but still a mere one tenth of a millimeter in… |
Sequence 53outer layer of cells that are now specialized for implanting in the wall of Jessica's uterus (see Figure 1). The… |
Sequence 54give rise to most of the internal organs: the gut, lungs, liver, and various glands. Ectoderm will become the outer skin,… |
Sequence 55Cross Scct<on 16dsys 18dsys Neural eroo...-c: 2&days Figure 2. Formation and closure of the neural tube.… |
Sequence 56"Our baby will be born in May," Jessica figures. "What a beautiful month!" And they begin… |
Sequence 5725 d.lys 35 d.ays 40 d.ays 50 days 100 d;iys ~~~~~ ~ ~ 5months ... ~ ~ ~ 6months 8months Figure 3. Prenatal… |
Sequence 58Seven weeks after fertilization, Jessica and Dave go in for her first obstetrician's appointment and learn that she is… |
Sequence 59Brain development, especially of the cerebral cortex, is by no means complete after nine months in the womb. A great deal… |
Sequence 60cies, who already know what they feel like). Jessica recognizes them now, and it will not be long before she starts thinking… |
Sequence 61I Newborn I I Adult I cone Dendrites with spines PresY,nartic termina Figure 4. Structure of cerebral neurons in a… |
Sequence 62an extensive system of roots, called the dendrites, that receive input from other neurons, and a trunk, or axon, that can be… |
Sequence 63gestation. Since the vast majority of neurons are produced by the midpoint of gestation, the actual rate is over half a… |
Sequence 64modate this massive synapse formation, neurons must vastly expand their dendritic surfaces. As much as eighty-three percent… |
Sequence 65USE IT OR LOSE IT: THE NATURAL SELECTION OF BRAIN WIRING With billions of neurons and a quadrillion or so synapses to produce… |
Sequence 66a lot of overlap that makes information transfer both impre- cise and inefficient. It's as if all those bil- lions of… |
Sequence 67"Exuberant" period (1~8 years) Pruning of electrically- inactive synapses (17egins at 1-2 years) Adult… |
Sequence 68Less active synapses, by contrast, do not evoke enough electrical activity to stabilize themselves and so eventually regress (… |
Sequence 69It is no great stretch to see the implication of these experiments for human development: A young child's environment… |
Sequence 70An even more important function of myelination is to speed the transmission of electrical signals. Neurons transmit electrical… |
Sequence 71Once a given brain region has passed the refinement stage, its critical period has ended, and the opportunity to rewire it is… |
Sequence 72relatively quickly, followed by motor areas, but large areas of the parietal, temporal, and frontal lobes, which are known as… |
Sequence 73of cortical synapses during development. Developing brains thus appear to use the most energy during the pruning period, when… |
Sequence 74once those excess synapses are gone, the critical period is over and it must make do with its existing circuitry; there's… |
Sequence 75Greenough, W.T., J.E. Black, & C.S. Wallace. "Experience and Brain Development.'' Child Development… |
Sequence 76OPTIMAL DEVELOPMENTAL OUTCOMES FOR THE CHILD AGED Six TO TWELVE: SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Kay… |
Sequence 77behavior must be described before optimal development can be de- scribed, much less realized. Yet a description of the ideal… |
Sequence 78means of survival and then to perfect these means. Thus the nature of the uncontaminated environment was revealed: an… |
Sequence 79the acquisition of those aspects that allow the individual to enter into society and take on a career, mission, or life's… |
Sequence 80and will, which shapes its own existence face to face with its environ- ment" (Montessori, The Secret of Childhood… |
Sequence 81outside its cultural environment. The child has no choice but to live in a social context with others in the world. If the… |
Sequence 82What does a Montessori environment prepared for the child of the second plane contribute to the child's social… |
Sequence 83d ures such as di vision, m ul tip lica tion, square root, and cube root. The child learns to use sensorial objects either… |
Sequence 84people in time and space. To Montessori, social harmony is built on a love of humanity, itself built on what others have done… |
Sequence 85world. The child must explore the social conditions of man and the different aspects of society and also of nature. (… |
Sequence 86• The child becomes a moral person and "does not wish to have any trace of disorder on his person, nor does he wish… |
Sequence 87From a purely intellectual standpoint, a problem of good and evil is an interesting question. Second- plane children have… |
Sequence 88outside the limited environment into which the child was born. What better to study than the universe in which human beings… |
Sequence 89a parallelogram and vice versa is permanently present in the imagina- tion and provides the means for the child to recall and… |
Sequence 90transmit their thoughts over a great distance and to fix their remembrance. After many tries, the alphabet gradu- ally… |
Sequence 91ment. Knowledge is what the human mind strives to acquire and what gives the child a rewarding life. MORAL DEVELOPMENT IN THE… |
Sequence 92There is no doubt that the first plane and the second plane are connected in the moral realm. "The period from 3 to 6… |
Sequence 93of the child's questions can be answered in the classroom. There comes a time, however, when the classroom does not hold… |
Sequence 94child from six to twelve, who questions everything at this time, re- sponds by asking "what if" questions.… |
Sequence 95connection of knowledge to justice is an outcome of the second plane. It is only when one understands the connections be-… |
Sequence 96purposeful work well achieved is an uplifting experience and a source of happiness" (What 61). She does not directly… |
Sequence 97SUMMARY OF THE EMOTIONAL DIMENSION The emotional dimension of the child is important to the process of adaptation. The adult… |
Sequence 98REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 99THE MONTESSORI FARM SCHOOL: ERDKINDER BEGINNINGS 2000 by David Kahn David Kahn's report of the first stages of The… |
Sequence 100The psychological and pedagogical outcomes at this first stage can be summarized as follows: • Having read Maria Montessori… |
Sequence 101PROTOTYPE YEAR J (HUMANJTIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) SClENCE/ MATH HUMANITIES FARM COMMUNITY Montessori… |
Sequence 102\Q -.J PROTOTYPE YEAR I (UUMANITfES lN DIRECT CONTACT WITH FARM OCCUPATIONS) Soil Study: pH, type, farm soil, Cation… |
Sequence 103PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 104in our 1998 report on the project to the AMI Peda- gogical Committee, "The goal for us this year is to… |
Sequence 105The high motivation of linking studies to occupations was built on certain principles. As stated in our 1999 report to AMI, an… |
Sequence 106occupation group of four or five students. Motivation to do the workdidnotconnectdirectly to the community asa whole. But it… |