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Sequence 55Montessori and Assessment page 54 question #5: what are the positive effects of the test? One principal suggested that the… |
Sequence 56AMI Journal 2017 - 2018 page 55 question #10: the montessori progr amme is new in the public schools. can you think of new… |
Sequence 57Montessori and Assessment page 56 at all for the tests and of the half that did, no more than several periods a year were… |
Sequence 58AMI Journal 2017 - 2018 page 57 references Archibald, D. A., & Porter, A. C. (1990). Mandated Testing and Topdown… |
Sequence 59Universal Interest Levels in Early Childhood: Montessori’s Theory of Sensitive Periods Even though this dissertation was… |
Sequence 60AMI Journal 2017 - 2018 page 59 Thus the primary quality of early development which sets it apart from later learning is “… |
Sequence 61Universal Interest Levels in Early Childhood page 60 the education par excellence.” (1892/1985, p. 95.) Montessori, who… |
Sequence 62AMI Journal 2017 - 2018 page 61 Montessori offers a model of developmental planes creating evolving cognitive structures… |
Sequence 63Universal Interest Levels in Early Childhood page 62 development of the brain. The cerebellum begins to develop at great… |
Sequence 64AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 65Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 66AMI Journal 2017 - 2018 page 65 Social Development Geography Geometry Algebra Arithmetic Scripture Literature History… |
Sequence 67Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 68AMI Journal 2017 - 2018 page 67 In an attempt to see science, geography, history, music, and art into one whole picture of… |
Sequence 69The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 70AMI Journal 2017 - 2018 page 69 breathing.7 The newborn has also inherited a number of basic reflex action patterns, some of… |
Sequence 71The Development of Movement page 70 With the sensory areas of the brain activated, the first few months of life are spent,… |
Sequence 72AMI Journal 2017 - 2018 page 71 Cajal and his associates, in the early part of the last century, presented evidence that… |
Sequence 73The Development of Movement page 72 the part of the child. This “point of contact” between internal and external reality is… |
Sequence 74AMI Journal 2017 - 2018 page 73 notes 1. Montessori, Maria, The Discovery of the Child, Ballantine Books, New York, 1967, p… |
Sequence 75Control and Coordination of Movement page 74 Control and Coordination of Movement All activities of Practical Life help the… |
Sequence 76AMI Journal 2017 - 2018 page 75 attention to the fact that we mustn’t place floor mats over the line. Because, like any… |
Sequence 77Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 78AMI Journal 2017 - 2018 page 77 The Acquisition of Spoken Language: The Nebula Hypothesis Dr Montessori’s views on the child… |
Sequence 79The Acquisition of Spoken Language: The Nebula Hypothesis page 78 often sounds like a foreign language. Out of this… |
Sequence 80AMI Journal 2017 - 2018 page 79 claim of innate linguistic capacities and that “efforts to account for the mysteries of… |
Sequence 81The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
Sequence 82AMI Journal 2017 - 2018 page 81 The Formation of Mind: Language, Learning, and Logic in Early Childhood This speech was… |
Sequence 83The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |
Sequence 84AMI Journal 2017 - 2018 page 83 under six is decisive. Whatever abilities the child constructs will remain incarnate in him… |
Sequence 85The Formation of Mind: Language, Learning and Logic in Early Childhood page 84 pieces of our experience and consists of the… |
Sequence 86AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 87The Development of Language This talk was presented at the NAMTA conference titled The Essential Montessori Language: Whole-… |
Sequence 88AMI Journal 2017 - 2018 page 87 auditory stage: listening Auditive and spoken language are two different developments.… |
Sequence 89The Development of Language page 88 within the child from the first babbling to the formation of meaningful words? Inside,… |
Sequence 90AMI Journal 2017 - 2018 page 89 (2) Language development takes place in a series of overlapping stages. The explosion only… |
Sequence 91Hurried to Read Browsing through a bookstore at an exclusive and expensive shopping centre, I stop at the Child Care section… |
Sequence 92AMI Journal 2017 - 2018 page 91 in the manner described, with sessions spaced at one-half hour intervals. (I am beginning to… |
Sequence 93Hurried to Read page 92 Elkind, prominent child psychologist and president of the prestigious N.A.E.Y.C. (National… |
Sequence 94AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 95Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
Sequence 96AMI Journal 2017 - 2018 page 95 Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught introduction… |
Sequence 97Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 96 materials and language. In reality, we… |
Sequence 98AMI Journal 2017 - 2018 page 97 language The three-year-old comes into the Casa dei Bambini with his or her language… |
Sequence 99Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 98 as we observe a deepening of… |
Sequence 100AMI Journal 2017 - 2018 page 99 references Fuller, R. Buckminster. Synergetics. New York: Macmillan, 1975. Montessori,… |
Sequence 101The Casa dei Bambini: Paths to Culture This talk was presented at the NAMTA conference titled The Casa dei Bambini on the… |
Sequence 102AMI Journal 2017 - 2018 page 101 only enjoy what she described as “the privilege and good fortune of becoming its assistants… |
Sequence 103The Casa dei Bambini: Paths to Culture page 102 within him that light which is called intelligence” (240). Montessori gives… |
Sequence 104AMI Journal 2017 - 2018 page 103 “fish,” “bird” (see Figure 1). This way of dividing the world provides the most information… |
Sequence 105The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 106AMI Journal 2017 - 2018 page 105 materials of the region. They have enjoyed the flowers and would take some into their… |
Sequence 107Science and the Montessori Casa dei Bambini Some years ago in Toronto a battle raged around the merit or demerit of colouring… |
Sequence 108AMI Journal 2017 - 2018 page 107 observation skills “Train the eye”, said Dr Montessori. What the eye perceives is directly… |
Sequence 109Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 110AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 111Science and the Montessori Casa dei Bambini page 110 can be incarnated so it can become a part of the child’s developing… |
Sequence 112AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 113Cosmic Education page 112 Cosmic Education Maria Montessori found herself interned in India during the war years. It was,… |
Sequence 114AMI Journal 2017 - 2018 page 113 its life—and its own task to perform in a mutual service relationship. This service is… |
Sequence 115Cosmic Education page 114 Truly it is no new idea for it has been the natural plan wherever there was education in the real… |
Sequence 116AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 117A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 118AMI Journal 2017 - 2018 page 117 Once they have reached this level, the children no longer act thoughtlessly, but put the… |
Sequence 119A Science of Peace page 118 heads and intellectuals needed to learn how to work with their hands, as ‘men who have hands and… |
Sequence 120AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 121Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 122AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 123The Positive Psychology of the Adolescent Becoming Adult page 122 over again. By 1946, she is totally sure of herself and… |
Sequence 124AMI Journal 2017 - 2018 page 123 The Power of Montessori’s Positive Psychology in an Expanding Universe This talk was… |
Sequence 125The Power of Montessori’s Positive Psychology in an Expanding Universe page 124 Around active points of sensitivity, the… |
Sequence 126AMI Journal 2017 - 2018 page 125 “When a child concentrates,” she said, “his character is changed. It is as though he had… |
Sequence 127The Power of Montessori’s Positive Psychology in an Expanding Universe page 126 references Csikszentmihalyi, Mihaly. “Flow… |
Sequence 128AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference… |
Sequence 129The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 130AMI Journal 2017 - 2018 page 129 The physical environment of objects and the psychological environment of the non-teaching… |
Sequence 131The Totality of Montessori page 130 students any more). Standardized tests, teaching to those tests, using workbooks and… |
Sequence 132AMI Journal 2017 - 2018 page 131 conference, we come together from around the world to Sydney, Australia, to celebrate the… |
Sequence 133The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 134AMI Journal 2017 - 2018 page 133 Montessori: Now More Than Ever Like everything in the universe, the human child is created… |
Sequence 135Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 136AMI Journal 2017 - 2018 page 135 the cure As a remedy for the many deviations of modern childhood, Montessori said we must… |
Sequence 137Montessori: Now More Than Ever page 136 child’s gift or potential contribution to society. On the right side of the line are… |
Sequence 138AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 139The Toddler and the Teenager page 138 The Toddler and the Teenager: A Comparison of the First and Third Planes of… |
Sequence 140AMI Journal 2017 - 2018 page 139 that floats by poses a risk to the little one, the young person also has decreased stamina… |
Sequence 141The Toddler and the Teenager page 140 another age of “mneme”: indelible impressions Recent research coming out of the… |
Sequence 142AMI Journal 2017 - 2018 page 141 The Erdkinder may be the perfect “holding environment,” prepared especially for the… |
Sequence 143Work page 142 Work introduction Work. The word in Montessori is not used in the ordinary sense. Montessori raised the… |
Sequence 144AMI Journal 2017 - 2018 page 143 The child does work which is not important for the world but which is important to him. It… |
Sequence 145Work page 144 We can see the strange fact that all living things not only do the things to benefit themselves they also… |
Sequence 146AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 147Indirect Preparation: Old Vision; New Perspectives page 146 Indirect Preparation: Old Vision; New Perspectives This talk was… |
Sequence 148AMI Journal 2017 - 2018 page 147 related to the original encoding—i.e., what was first learned. Thus, the Montessori… |
Sequence 149Indirect Preparation: Old Vision; New Perspectives page 148 there is an increased likelihood of recall or remembering. The… |
Sequence 150AMI Journal 2017 - 2018 page 149 preparation that allows the Montessori child to learn from the “inside out.” At each step,… |
Sequence 151Psycho-Grammar page 150 Psycho-Grammar: Montessori’s Reflections on Grammar and Psychic Development This talk was presented… |
Sequence 152AMI Journal 2017 - 2018 page 151 necessary means of physical life” (Secret of Childhood 37). Observe a tiny baby or a very… |
Sequence 153Psycho-Grammar page 152 exposed negative, waiting to be slipped into developer fluid” (cited in Restak 56). We now know… |
Sequence 154AMI Journal 2017 - 2018 page 153 period for acquisition of language, including syntax, is to give psychological “impressions… |