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Sequence 1P~----------- TRum IN PARENTING by David Kahn Expen·ence has taught us that we have only one enduring weapon in our… |
Sequence 2The articles in this NAMTA]ournal, while they are compatible with Montessori thought, are not meant to represent the… |
Sequence 1THE ECOLOGY OF TIIE MIND by Luciano Mazzetti The title of this lecture, "The Ecology of the Mind," comes… |
Sequence 2physiology. In the past, teeth were strong instruments meant for ripping and cutting. This little technological discovery, the… |
Sequence 3When Maria Montessori speaks of man, she often uses ::i c::ipit::il "M.'. What does this capital letter… |
Sequence 4of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 5importance of the environment? Each of you well knows what it means to organize and care for an environment. You know what it… |
Sequence 6In short, humanizing man, helping him become more human, is possible only ifwe are very conscious of these different… |
Sequence 7a less visible prince but perhaps more dangerous than the ruling princes and kings of the past. Each of us here must achieve… |
Sequence 1MOTHER-ClllID BoNDING by Joseph Chilton Pearce The Big News with the evofttlion q( mammals is the progressiue attention and… |
Sequence 2as well as caretaker. Her role is absolutely critical at childbirth, the focus of this chapter. First, recall the reticular… |
Sequence 3tion and successful adaptation to the new environment. Originally called "attachment behavior" by John… |
Sequence 4particularly in the early months when the infant spends about eighty percent of his or her "visual time"… |
Sequence 5operative, leading to impaired muscular movement, curtailed sensory intake, and a variety of emotion::il disturbances ::incl… |
Sequence 6of this has been dutifully signalled to the heart, which organizes the triune brain into synchronous response and locks the… |
Sequence 7wisdom that opens spontaneously if the mother is given the proper structural-coupling with her infant. As John Kennell and… |
Sequence 8stabilized as the mother carries her infant about. This gives the infant a variety of visual environments and continual… |
Sequence 9caretaker's) own subtle-sphere for a sufficient amount of time. Within that sphere the infant is fully functional and… |
Sequence 10Bowlby, J. (1969). The child's tie to his mother: Attachment behavior. In Allachment. New York: Basic Books. Chamberlain… |
Sequence 11Maclean, P. D. 0985b). The triune brain in conflict. Fam.if;y, Play, and the Separation Call, 12. Maturana, H. R., &… |
Sequence 1THE DEVELOPMENTAL CRISES OF THE FIRST THREE YEARS by Silvana Quattrocchi Montanaro, M.D. Introduction In our growth… |
Sequence 2In the long process of development, a human being goes through many times of "crisis," many moments of… |
Sequence 3urge towards a qualitatively and quantitatively better life. This requires discarding an outgrown past in order to move… |
Sequence 4This is what happens to many newborns who are not allowed to demonstrate their full range of abilities and express their… |
Sequence 5The Crisis of Weaning The second important developmental crisis is that of weaning, which underlines a physical change… |
Sequence 6has always been large, acquires more functions every day, func- tions that need to be used. This is where the environment… |
Sequence 7into a cLifferent way of being together, which requires less direct contact and more contact through tele-receptors-that is,… |
Sequence 8the child before he has made the first movement himself and has clearly shown that he wants to enter into contact with the… |
Sequence 9to move away (but only a few feet!) from the mother. Accepting this modest separation implies accepting the road that human… |
Sequence 10modest means. We should never forget that a giant tree grows from a tiny seed and a little water, earth, and sun. This life-… |
Sequence 11Another frequently made error is thaL of wanting to keep Lhe infant attached to you longer than necessary, either at the… |
Sequence 12ognize their own child. In reality, what the child is no longer accepting is our style of addressing him by continually… |
Sequence 13that the child will go out wearing whatever garment he chooses, even though we would have preferred the other one. In this… |
Sequence 14and shares in responsibilities. There is no difference in the psychological mechanism that decides between "biscuits… |
Sequence 15It is also very dangerous for the future of human beings to let children perceive that life is always a conflict and that,… |
Sequence 16continue its growth up to the last moment of life. With appropriate human mediation everything is possible. Crisis periods are… |
Sequence 1DR. MAruA. MONTESSORI AND THE CHILO by Dr. Mario Montessori I hope that you are not going to be disillusioned by what I say.… |
Sequence 2in order to study medicine. At that time, a woman who went among men, and especially among naked bodies which she cut to… |
Sequence 3to it, drop it, and break it. Such was the child, and thus it was described by official psychology. So, there was Dr.… |
Sequence 4So we start with this group of children, belonging to that group of parents, and a positivist. The positivist was a scientist… |
Sequence 5to wh:11 was happening in ordinary life: There the children were disorderly, always leaving Lhings lying around, and the… |
Sequence 6unable to account for them. The only thing she had done was lo give them freedom, freedom to choose their tasks, and she had… |
Sequence 7perfect society touched this woman. And the positivist, who disbelieved in religion, continues: "One day, in great… |
Sequence 8The first lesson the child gives us is love. He has love in himself, and he knows how to arouse love in others. developing… |
Sequence 9We give far too much attention to the conscious, and hardly any to the unconscious. And yet, it is the unconscious which… |
Sequence 10were in a Catholic country, so it can be ascribed to the Catholic religion. But it happens in India, it happens in Africa, it… |
Sequence 11"Mother, when am I going to plll on this corsage thal you have?" In Italy these are often made with velvet,… |
Sequence 12was already filled with this respect for life. Obligations and religious feelings come into sight if we have the chance to… |
Sequence 13The NAMTA Joumal 59 |
Sequence 1A six-year-old's drawing of the Good Shepherd and sheep (lstituto Assunzione, Rome). 60 The NAMTA Journal • Vol. /9, No… |
Sequence 2THE CHil.D AND TIIE ADULT by Sofia Cavalletti 7be one who makes himself as little as this little eh ild is the greatest i:n… |
Sequence 3The essentiality of the child is perhaps the element that imposes the severest discipline on the adult. How many… |
Sequence 4creatures. "Listen, Israel ... "are words addressed to ancient Israel, which are still valid today in the… |
Sequence 5one who is open to listening, and who is not forgetful that one may speak only in the measure that one listens. This openness… |
Sequence 6highlighting the contrast between the solemn, aloof teacher who sits as one enthroned on high before an audience that hears… |
Sequence 7in speaking to the children about the greatest realities (how much difficulty we experience with the Mass!) because we were… |
Sequence 8The catechist's task is to create specific conditions so that this relationship may be established, but to withdraw as… |
Sequence 9References Albe rich, E. 0972). Natura e compiU di u.rza catechesi modenza. Torino-Leumann: LDC. Aquinas, St. T. (tr. 1941… |
Sequence 1BRIBES FOR BEHAVING: WHY BEHAVIORISM DOESN'T HELP CHilDREN BECOME GooD PEOPLE by Alfie Kohn If we want children to… |
Sequence 2people have no idea what to do instead, but also because they get the job done. Two simple questions, however, cast the issue… |
Sequence 3behavior-at least, not in the way we want. No behavioral manipulation ever helped a child develop a commitment to becoming a… |
Sequence 4at night (or out the door in the morning), to head off an imminent tantrum or squabble between siblings in the grocery store-… |
Sequence 5nothing; we can expand the idea of doing something to include providing rewards. These reformulations are improvements, but… |
Sequence 6relying on extrinsic motivators makes perfect sense when our long-term goals are eclipsed by short-term objectives such as… |
Sequence 7But one way or another, millions of children learn to shut up and do what they're told. This lesson is typically enforced… |
Sequence 8Here is another exercise that teachers and parents often find valuable, which I invite you to do now. Close your eyes (when… |
Sequence 9and offer insufficient guidance on what he should do instead.l But this criticism only scratches the surface. Punishment doesn… |
Sequence 10Even judged by relatively narrow criteria, the evidence suggests that Assertive Discipline is ineffective .... But if it did… |
Sequence 11able to get good results from punishment" (Sears et al., 1957, pp. 485,486). The long-term results, however, were… |
Sequence 12in effect, "I don't have a good reason for making you do this-or I don't care enough to explain the reason… |
Sequence 13But others insist that they reflect qualitatively different prescriptions for dealing with children. A consequence is, by… |
Sequence 14If these writers don't see it this way, it may be because they overstate the significance of whether what we do to a… |
Sequence 15not that members of a community will work together and try to help someone who stumbles, but that anyone who violates a pre-… |
Sequence 16to the development of such concerns; it teaches that if they are caught doing something forbidden, they will have to suffer… |
Sequence 17"And If You're Good ... " Countless parents, including some who deliberately try to avoid using… |
Sequence 18Children who come to believe that their prosocial behavior reflects values or dispositions in themselves have internal… |
Sequence 19and evidence reviewed in this chapter about the harms of punishment apply to rewards as well. Second, rewards rupture… |
Sequence 20to accept responsibility, because, by virtue of being mechanjsms of control, rewards make the child feel less responsible,… |
Sequence 21Blumenfeld, P. C., Pimrich, P. R., & Hamilton, V. L. (1986). Children's concepts of ability, effott, and conduct… |
Sequence 22prosocial motivation: A socialization study. Developmental Psychology, 25, 509-15. Glasser, \VI. (1969).… |
Sequence 23thinking and choice making. School Psychology Review, 20, 382-88. Kutner, L 0990, November 29). As motivator, the carrot may… |
Sequence 24Toner, I. J. (1986). Punitive and non-punitive discipline and subsequent rule-following in young children. Child Care… |
Sequence 1COMMENTARY ON "SEEKING A RIGHIFUL PLACE" The article "Seeking a Rightful Place" is an… |
Sequence 2In an earlier chapter of "A Good Enough Parent," Bettelheim describes studies which compare Japanese… |
Sequence 3just as he hopes the reader will treat a child: by providing the theoretical knowledge for the parent to arrive at his or her… |
Sequence 4Finally, a note about pronouns. Bettelheim mentions in the preface to A Good Enou.gb Parent that he chooses to use the… |
Sequence 1SEEKING A RIGHfFUL PLACE by Bruno Bettelheim Belong: In English usage when belong iS/ollowed by a preposi- tion, it is.… |
Sequence 2the place where it grew, but the trees which grow from these seeds can have their roots only where they grow; the same is true… |
Sequence 3someone else with whom he suffers by comparison. The child's academic responsibilities are by no means clearly defined,… |
Sequence 4dominant feeling of uncertainty, or a dissatisfaction with himself, so painful that he wants desperately to be free of it, at… |
Sequence 5how, tends to further reduce the pleasure in what we are doing and the satisfaction we can derive from doing it. In relation… |
Sequence 6it in a shape which conforms to the parent's views of orderliness and cleanliness, contradicts the essence of his… |
Sequence 7except in unusual situations such as emergencies-for example, when a parent is incapacitated by sickness, or when an older… |
Sequence 8Things may be pleasant enough once one has arrived at the destina- tion, but the enjoyable aspects of leisure activity do not… |
Sequence 9with awe as their father took a piece of iron, heated it in the red-hot flame, and hammered it into the shape of a tool. As… |
Sequence 10precedence in everyone's mind over schooling; this is indicated by the fact that even today the period of the long… |
Sequence 11In this way his life's work would be continued; it would not encl on his death. He was promised continuity not to his… |
Sequence 12picking up cans and boxes at the supermarket, and seeing parents drive back and forth from work do not suggest to the child… |
Sequence 13But there can be no emotional closeness where physical distance is desired. Although "out of sight, out of mind&… |
Sequence 14apart to avoid pricking each other. Alas, now they lose all the comfort and warmth they can give each other and are again… |