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Sequence 8infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 9In coming to this bigger model, this bigger metaphor, I'm trying to fish around for people who seem to have their hands… |
Sequence 10You want them to get busy with all the things I saw out here in the exhibits. You want them to see a banquet out there. You… |
Sequence 11another person until they got to be seven years old. That's called decentering. You start out egocentric so that you… |
Sequence 12capacity of adults in the very first few months of life. Rene Baillargeon' s work (cited in Denton, 1990) and the work of… |
Sequence 13Let's take a brief look at someone else. Marian Dobbert and Betty Cooke (1987) at the University of Minnesota have taken… |
Sequence 14story? The brain knows that the spiritual feelings that people have are important. You have to deal with that in some way. In… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 16Remember the kids who have perfect pitch at seven? What hap- pens to it at fourteen? Not nurtured. They say most kids get… |
Sequence 17and needs, then you have to create the environment. Even if it's not necessary to get a job at IBM, that's okay; if… |
Sequence 18Donaldson, M. (1978). Children's minds. New York: W. W. Norton. Feuerstein, R. (1980). The dynamic assessment of… |
Sequence 1WHAT IT MEANS TO FOLLOW THE CHILD by Martha McDermott Martha McDermott makes an evocative plea for accepting children where… |
Sequence 2We might now continue our conversation with Montessori: "Now that you have returned to your studies, what are you… |
Sequence 3children are not yet fully formed. We can make a contribution to that creative formation. Freeman Dyson wrote, "… |
Sequence 4These graces have every opportunity to be exercised and imple- mented because the children are free to act, free to choose,… |
Sequence 5After the lesson I remarked to the teacher that I wished I knew the children better. He happened to be close by, so I said… |
Sequence 6and sticking it on his face, was actually getting more attention than I. I was not willing to go to those lengths, so I told… |
Sequence 7intelligence. If action is not so guided it does not fully serve the child. It has to be guided by the intelligence and in… |
Sequence 8and grandmother walked into a social services agency in Los Angeles, the social workers there thought her an autistic 6-year-… |
Sequence 9each plane, is where children have opportunities to engage in and implement their expanding humanness, this hierarchical… |
Sequence 10Children are in a place that is the result of their experiences. The results of those experiences can be shifted if the… |
Sequence 11Follow the child. Trust her judgments. Inspire trust by trusting. Why does it seem so difficult? Follow the child. Find… |
Sequence 1NAMTA's MONTESSORI ADOLESCENT PROJECT The spirit and energy currently surrounding work toward Montessori adolescent… |
Sequence 2138 The NAMTA Journal • Vol. 21, No. 2 • Spring 1996 |
Sequence 3WHY NoT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Answering possible objections and citing his own personal experiences,… |
Sequence 4The word is obviously German. Literally it would translate into English as "earth children." It is a plural… |
Sequence 5to revolt. If self-construction is obstructed, deviation may occur, which can lead to an inferiority complex, maladjustment,… |
Sequence 6• serious farming: growing crops and animals; • selling the products for monetary gain at the nearby town market; •… |
Sequence 7Decision-maki_ng by the students is important. Under the guid- ance of the resident adults, they decide what to plant, which… |
Sequence 8Greek, ·French, Latin, science, history. High school ends with the toughest exam in one's life. Without passing it, one… |
Sequence 9and some of them will be constructed by the students. A traditional high school in an urban setting may need a smaller place,… |
Sequence 10them. I spent many days in the cow pasture tending the four cows and one pony, keeping them from dashing into the neighbor… |
Sequence 11visitors. One engaged us in Latin readings, another showed me how to play the guitar. When the refugees came from eastern… |
Sequence 12rewarded. 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 1THE ELEMENTS OF SOCIAL LIFE AND THE MONTESSORI ADOLESCENT by Linda Davis Linda Davis traces the Montessori view of… |
Sequence 2gether. If they could function so beautifully in an environment de- signed for their psychological characteristics, could the… |
Sequence 3That doesn't mean that the individual develops as an island with no social interaction. Social development begins at… |
Sequence 4Montessori says that this harmonizing of activities will happen quite naturally in prepared environments, and the result will… |
Sequence 5234-235). In a Montessori elementary class, the children are allowed to form groups; most of their work is done in groups.… |
Sequence 6groups" (1992, p. 324). Tying together: maybe not quite the same thing as weaving, but close. So the Erdkinder is… |
Sequence 7took on individual tasks-shoveling, hoeing, raking-and sometimes they, doing their individually chosen tasks, ended up working… |
Sequence 8to the patience of the people we encountered. In fact, the students expressed some sadness when we returned to the city and to… |
Sequence 9with 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 10One other factor to mention briefly is the quality of parent- adolescent interaction that I saw and heard about after two… |
Sequence 11singing, dancing, and storytelling that people did not only as they worked but also when the work was finished. I saw… |
Sequence 12duplicating famous experiments of history and others being the inventions of the students themselves. They seem to be going… |
Sequence 13We talked frankly. I watched interactions be- tween them and acted on my observations. They didn't always like the re… |
Sequence 14bility. 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 1This is the first year of NAMT A's Administrators' Group, an attempt to forge stronger relationships between… |
Sequence 2Mary Zeman 164 The NAMTA Journal • Vol. 21, No. 2 • Spring 1996 |
Sequence 3THE NORMALIZED SCHOOL: MONTESSORI AS A WAY OF LIFE by Mary Zeman Mary Zeman offers a definition of the "nonnalized… |
Sequence 4We can readily sympathize with any reader who finds the record of these events hard to believe. It was exactly the same with… |
Sequence 5occasionally, after warming up with a few easy questions-why is the program five days a week, what do you do about discipline… |
Sequence 6Montessori's characteristics for normalization include (and you know them) love of work, order in movement, and… |
Sequence 7schools. We've visited a few and they seemed good enough. Good enough, in fact, that we even put in applications… |
Sequence 8healthy, so must our own lunches be. If we promise to children that they may take their time, so must we honor ourselves with… |
Sequence 9spiritual exercises, having found the path ... of ascent to the inner heights of the soul" (1949 /1984, p. 207). Is… |
Sequence 10have 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 11is natural. She is an artist in the classroom. I imagine that nearly any moment of any day I might enter with any stranger,… |
Sequence 12There 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 13with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 14When something is amiss in our classroom, in our school, among the parents, or within ourselves, why not take Montessori'… |
Sequence 1Sharon Dubble, PhD 178 The NAMTA Journal • Vol. 21, No. 2 • Spring 1996 |
Sequence 2EVOLVING THROUGH TRANSITIONS: MITIGATING ANXIETIES by Sharon L. Dubble Sharon Dubble evolves a new vision of the school… |
Sequence 3through adolescence), Montessori schools are seeking to understand how best to proceed. Where can schools look for guidance?… |
Sequence 4A second principle is that full development occurs through an interactive process which engages the individual with the… |
Sequence 5individual, giving attention to segments rather than the whole. We begin to speak of the intellect as separate from the body,… |
Sequence 6level, renovating or changing space, creating an administrative struc- ture, experiencing staff changes. Montessori always… |
Sequence 7No matter what the particular transition, it is usually a time of vulnerability for a school. Change in one area has multiple… |
Sequence 8KNOWLEDGE Transitions raise questions which, in turn, propel us to seek information. Often, just knowing more about an aspect… |
Sequence 9other schools. A teacher who wants to develop a parent support group takes the opportunity to work with an experienced… |
Sequence 10By reframing Montessori's principles of human development in light of the whole school's development, we can move… |
Sequence 1There is increasing awareness of Montessori as a comprehensive approach to education from birth to adulthood. The feature… |
Sequence 2p ARENTING FOR INDEPENDENCE by Mary G. Matthews In our Spring 1995 issue, we published an article by William Sears, MD,… |
Sequence 3tinely tells parents that there is no set number of years (italics added) to nurse (Sears, 1992, p. 120). To further… |
Sequence 4nursing the older child can be a means to comfort him or her easily, these emotional needs may be filled in other ways.… |
Sequence 5an alternative. A doth baby sling is wonderful for limited use, but marsupial mothering for long periods during the day is… |
Sequence 6THE CHILD AS GUIDE Late weaning, shared sleep, and marsupial mothering are under- taken with the highest of motives. They are… |
Sequence 7independence in the child's life. Dr. Sears states, "Independence is not, in itself, one of our most important… |
Sequence 8Sears, W. (1985). Nighttime parenting: How to get your ba/Jy and child to sleep. Franklin Park, IL: La Leche League Interna-… |
Sequence 1RESPONSE TO .11p ARENTING FOR INDEPENDENCE" by Anne McNamara Anne McNamara, who submitted the original William… |
Sequence 2functioning adult member of society. Common sense suggests that attachment parenting has a role to play beyond the first two… |
Sequence 3will demand to be given some food. This is true independence-when the child chooses to begin the weaning process-and quite… |
Sequence 4when baby-carrying seems so appropriate. A sensitive mother knows when a child wants out of the baby sling, and, for that… |
Sequence 1•Paula Lillard is an excellent guide to Marla Montessorl's ~ ideas and to the place of Montusorl •ducat1on In… |
Sequence 2MONTESSORI TODAY: A COMPREHENSIVE APPROACH TO EDUCATION FROM BIRTH TO ADULTHOOD, BY p AULA POLK LILLARD by David Kahn… |
Sequence 3Stephenson, Elementary Director of Training emerita of the Montes- sori Institute of Milwaukee. Not only does Lillard present… |
Sequence 4Chapter Two, "An Overview of the Primary Years," is an expert portrait of the prepared environment for the… |
Sequence 5dren. She serves as a catalyst to the children's own explora- tions, not as an authority on specific subject matter.… |
Sequence 6and the role of AMI in counteracting dilution are all issues that could extend from this important chapter. Lillard's… |
Sequence 1THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 2birth 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 3What I propose to do today is not to repeat, or even to summarize, what has already been said by Montessorians preceding me,… |
Sequence 4Chart 1 THE 4 PLANES OF DEVELOPMENT THE <CONSTRUCTIVE RHYTHM OF LIFE> I CAUSALITY !MARIA MONTES§9BI PERUGIA-… |
Sequence 5Coming out from the zero, there is an oblique line which is the line of progression; it represents the progression of… |
Sequence 6Nonetheless, the four triangles, and therefore the four planes, are distinguished two by two through the use of color. The… |
Sequence 7"potentialities which determine his development"; "there exists within this inert being a global… |
Sequence 8The Conscious Worker The nature of the work of development changes during the second sub-plane of infancy, during the years… |
Sequence 9And these separate energies, finding nothing to satisfy them, give rise to innumerable combinations of wrong and deviated… |
Sequence 10what this child can explore, if the op- portunities are there and the condi- tions are favorable. The child's powers… |