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Sequence 50Figure 5 shows the general sequence of myelination of different parts of the brain. The survival reflexes are primarily… |
Sequence 51they cannot hear whispers; they cannot hear quiet sounds. That doesn't mean you need to shout at your baby, but it does… |
Sequence 52classroom too, to try to keep the background noises down. Certainly there's no need for background music, in my opinion,… |
Sequence 53Phonemes are individual speech sounds. There are forty pho- nemes in the English language. I don't know exactly the… |
Sequence 54eating bowls of lice and so on. It turns out that when newborn, or very young, Japanese babies are tested, they can… |
Sequence 55Contrary to what Piaget thought, imitation, we now know, begins at birth. Some studies show that even newborn babies can… |
Sequence 56good models. I shouldn't say good models-I don't mean to be too moralistic about what's good and what's… |
Sequence 57and understand that they have minds and have needs and wishes to communicate. They're just sort of blind to other people… |
Sequence 58hears and the language he or she is able to produce is a product of genes. These studies absolutely need to be repeated with… |
Sequence 59children too. Children need to know that they're being heard, to give them the reinforcement to continue to try to… |
Sequence 60every word and feel like you have to read cover to cover-but simply sitting with the child and reading as a method of… |
Sequence 61ment can do. I really think we need much more support for early education. There are some great parents out there who can… |
Sequence 62size. Hopefully these are all issues you are trying to address in your school. I think that groups of twenty or thirty are… |
Sequence 63problems are generally much more prevalent among males than they are among females. The ratio of dyslexic boys to girls is… |
Sequence 64universally agreed upon-tlat the rear portion of the corpus callosum is larger, proportionally, in,ornen than in men. That may… |
Sequence 65with a very tiny difference in m.vbe Wernicke's area or something, then a child enters the world, an/boys want to be… |
Sequence 66thing, which involve a lot of action and spatial stuff, with the letters and the letter sounds built in. That's the… |
Sequence 67Curtiss, Susan. "The Independence and Task-Specificity of Language." Interaction in Human Development. Ed. M… |
Sequence 68LITERARY APPROACHES FOR THE CHILD UNDER Six by Ginni Sackett This article blends the psychology of the first plane of… |
Sequence 69engaged in this self-construction, that there are sensitive periods motivating the child to certain behaviors and certain… |
Sequence 70How does this relate to the first-plane child? First of all, we need to remember that this literary world, this representation… |
Sequence 71existing in an independent form and separate from the presence of that person. To be literate is to engage in this particular… |
Sequence 72Of more importance are images of humans interacting with sym- bolic language: humans actively reading and humans themselves… |
Sequence 73sentence, or a short paragraph that describes, defines, or highlights an experience in the environment.Descriptive labels for… |
Sequence 74of his or her own favored styles of communicating with others and of which styles of others' expressive communication… |
Sequence 75We offer another help to this transition when we separate visual from aural aspects of our literary images to assist children… |
Sequence 76In choosing the stories and poems we offer, we follow familiar criteria appropriate for a concrete, hands-on, sensorial… |
Sequence 77out shopping with her mother. Any child can relate to Ann Herbert Scott's Sam, as he goes from one member of his family… |
Sequence 78still acknowledges the insect's ultimate goal: "Spin and die/ To live again a butterfly." Finally, if… |
Sequence 79herself how a moment's insight is captured in the seventeen syllables of haiku, translated from the Japanese. As with… |
Sequence 80DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
Sequence 81she brought them to analyze the words into sounds; (b) to relate the symbols of the alphabet with these sounds (not with the… |
Sequence 82to the letters. There is then also the part of analyzing the words into sounds and expressing them in terms of symbols, with… |
Sequence 83language which others would not be able to understand-to use imagination. All could perhaps be made use of in order to arouse… |
Sequence 84revealed to the recipient in spite of his having taken the precaution, before eating, to hide the accompanying letter under a… |
Sequence 85the present; they can share the emotions and the sentiments that moved great people who may be dead since thousands of years… |
Sequence 86one points out that the vowels form the main part of every word and that they are much fewer in number in comparison with the… |
Sequence 87vowels one by one, she asked the others if they too knew them. They said yes. "You see," she said, "… |
Sequence 88sands of unknown human beings who shaped the words and left them to us so that we can express ourselves. The teacher should be… |
Sequence 89and a variety of short ones; (b) that in filling them in, the children must keep within the outlines; (c) that the variations… |
Sequence 90HOMO LOQUENS: LANGUAGE IN THE CONTEXT OF COSMIC EDUCATION by Margaret E. Stephenson Placing language in the context of human… |
Sequence 91Then, perhaps, we would have children and teenagers and also adults able to use language intelligently in a culture of… |
Sequence 92then be false to any man." Shakespeare, that great player with words- and what a testimony that is to the spirit and… |
Sequence 93long endure. We are met on a great battlefield of that war .... We here highly resolve that these dead shall not have died… |
Sequence 94So, let's go back, then. What is this human being that can have such an effect one upon another? It is not relevant to… |
Sequence 95Because man is the talking animal, because language is so crucial to the human being and his life, language in the Montessori… |
Sequence 96human and to be part of civilized society. Harold Goad writes in his book Language in History, "Human individuality… |
Sequence 97primary and elementary classes. Dr. Montessori attempted to show us that in the child we are dealing with a human being and… |
Sequence 98from such matters is the variety of exchange represented by talk among people with its myriad planes of intellectual,… |
Sequence 99number of different words, just a few thousand, perhaps four or five at the most. To distinguish this much shorter list of… |
Sequence 100and to discover in what directions there may be possibili- ties of progress for Homo Ioquens. Towards what, who can tell. But… |
Sequence 101can go, so that the potential of the intellect of each individual child may reach as far as it individually can go? The… |
Sequence 102he chooses himself, should be a task, a drudgery, a bore. But it is how the activity is presented that makes it joyful or… |
Sequence 103of the human being to be helped to develop, .if the human being is to be a whole person. It is not the language that is… |
Sequence 104The NAMTA Journal 97 |
Sequence 105lANGUAG • SPICIIS Derek Bickerto "The evolution of languap Is a fascinating topic, and Bickerton's Lanpap and… |
Sequence 106EVOLVING LANGUAGE: FROM CHILD TO HUMAN SPECIES by Derek Bickerton Derek Bickerton 's scientific linguistics presents… |
Sequence 107The difference between humans and other animals is not a quantitative difference- it's not that we are a little bit… |
Sequence 108any other animal, yet at the same time there is this incredible differ- ence. Here we are, all sitting in a comfortable hall-I… |
Sequence 109creatures can't do this. So the difference is not a quantitative differ- ence-it's not that we are a little bit… |
Sequence 110course is making the assumption that the cognitive faculties of any species are in some sense reflected by what it can do, and… |
Sequence 111thousand years. And we find a sudden dramatic increase in the number of tools-the curve goes up and up, from tools made of… |
Sequence 112So the question is, of course, What about language? Let's be a little more precise-it is the phonetics of language? No,… |
Sequence 113something that's a sign that's inevitably linked to a particular occa- sion, like traffic lights at intersections,… |
Sequence 114You have to be able to think, something as follows: Often if you hit an animal with a weapon, the weapon falls out, and the… |
Sequence 115The child has to know what kind of language it's dealing with. It has to know, and it can't go wrong if it learns… |
Sequence 116present state or condition that we're in, we wouldn't be able to think of positive ways of changing it for the… |
Sequence 117both cases starts with single words. Again, one of the infuriating things about this business is that we have people… |
Sequence 118head, 11 Aha! This represents something. This is a sign. This funny whatever represents banana. Therefore if I make that sign… |
Sequence 119became very important for us to be able to identify possible predators, which is probably one of the initial thrusts towards… |
Sequence 120there was more or less a limit of, say, three to five meaningful symbols or utterances. As for the two-word stage and syntax… |
Sequence 121• I did go in the kitchen throw it, Dad. • Didja sit down tray a give me a little pudding? • Was a good job I throw a diaper… |
Sequence 122and language. So you might think there's got to be a connection between the two. But what precisely is the connection?… |
Sequence 123all the time, and ourselves a lot of the time, are preoccupied with incoming messages. We have to make sense of our… |
Sequence 124To look at it another way, we can think of all the merges involved. Merge is the name for the process that joins any two… |
Sequence 125• 4 merges= 16 units (from 400 to SOO neurons, a 25% increase) Therefore, it takes a 150% increase to pass beyond the two-word… |
Sequence 126Deacon, Terrence William. Symbolic Species. New York: Norton, 1997. Montessori, Maria. Unpublished lecture. Dr. Maria… |
Sequence 127120 The NAMTA Journal • Vol. 26, No. 2 • Spring 2001 |
Sequence 128THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 129We of the past century have been educated in a particular and odd sort of way. We divided the whole of reality and the… |
Sequence 130Naturally, one must ask what originally was the impulse that moved Plato to make such a happy distinction. As a human being… |
Sequence 131symbol employed to convey formally the experience of time, change, and motion-all three synthesized in a word simply named the… |
Sequence 132Clearly both the adjective and the adverb were never considered as forceful and significant as either the noun or the verb,… |
Sequence 133the informed speaker or writer aware that a preposition had a myste- rious side to its function. As a trained speaker or… |
Sequence 134sure judgment. In sports, in our own time, once someone has seen Joe DiMaggio, Michael Jordan, or Tiger Woods display his… |
Sequence 135mystery faintly understood. Unfortunately, the most important fact in an individual's life, namely existence, is made by… |
Sequence 136curious human mind. This order is infinite; it includes the parts of speech and, historically up to our own era, Einstein… |
Sequence 137130 The NAMTA Journal • Vol. 26, No. 2 • Spring 2001 |
Sequence 138COSMIC SENSE, SENSIBILITY, AND WRITTEN EXPRESSION: FROM CHILDHOOD TO ADOLESCENCE by David Kahn Culminating with poetry… |
Sequence 139by a resonating membrane "like the stretched surface of the drum." If nothing happens, the centers for… |
Sequence 140Apolloni us and the children were sharing a bit of bread and an even smaller bit of goat cheese. Apollonius lifted up his… |
Sequence 141words and answer everything so you will stop asking us such questions." (27) A pollonius continues to do a very… |
Sequence 142- --- --------------------------------- the world as a flaming ball of imagination" (To Educate the Human… |
Sequence 143In the Devonian period l was a sea scorpion. Why a sea scorpion? Because a sea scorpion ate everybody up. In the… |
Sequence 144AFU: What I mean about the possibility of failing is that we have no way of knowing. DK: How do you know what the cosmic task… |
Sequence 145what they said; some were pessimistic. The adolescent needs some- thing more than logic to have an optimistic view of… |
Sequence 146poems began to emerge in great quantity (almost seventy) around January of this year. They were unexpected manifestations of… |
Sequence 147Shines on the grass new grown The peace of the earth Swallows me whole And as I believe it I know This is where I belong… |
Sequence 148As they make their way inside, Hauling cumbersome objects on their shoulders Be they physical or mental, Happy or sad Each… |
Sequence 149The trees The ancient guards The silent watchers They follow me with eyes unseen And that silence That terrible silence,… |