| BIRTH/INFANCY/KODAIKANAL
AND MONTESSORI
Part I
The Child from Birth to Three
Part II
The Kodaikanal Experience
(origins… |
| EDITOR
DAVID KAHN
Managing Editor
Barbara Kahn
Assistant Editor
Maribeth Ebner
Karen Hahn
Editorial Advisory Board… |
| BIRTH/INF ANCY/KODAIKANAL
AND MONTESSORI
PART I The Child From Birth to Three
Montessori Birth Assistance
by G. Honegger… |
| Montessori Birth Assistance
by G. Honegger Fresco
translated by Luigi Messineo
Montessori begins at birth is more than a… |
| opened toward the renewal of ways and means related to pregnancy, delivery and the
child's early period of life.
Thus… |
| situation of the three real protagonists of every birth: father, mother, child. The
organization of the maternity wards is… |
| ,._
f') A Tribute To The Infant Class Tradition
P 2_ by Rita Messineo
A photo essay
Jµfant,.._clQS!eJ are prcjlif~ra~… |
| Child Getting Dressed
For the infant class, getting dressed and
undressed is part of their school work. It
may take anywhere… |
| 10
~
Food in the Infant Oass
Snack is an occasion for presenting the
child with techniques for eating. The
Italian food… |
| 8 |
| 9
Individual Work
Care of self is really much different for the
young child. With brushing of the hair,
hair never comes… |
| Mystery Bag Group Exercises
Unique objects of interest such as a mirror
or top are placed in a bag for individual
selection… |
| "The Prepared Environment of the infant class has to create
the right conditions for the young child's… |
| ''A child is not born a human being; it must become a
human being. To become a human being a child needs
special… |
| On Becoming a Human Being
Kahn-Montanaro Interview
As an outgrowth of the AMI National Conference at Tarrytown, New York, Dr… |
| preschool or toddler class. The symbiosis is past. Now what is the role of the
Montessori teacher and also of the parent to… |
| enlarge hjs environment. So if we could choose, I would wait until that time. Of course,
you can bring the little one to the… |
| development. And if his relationship with his parents is a good one, he can go back
home and not be deprived of anything.… |
| care situations. Is it a danger to prescribe a nursery school situation for unenlightened
parents? What becomes of a child who… |
| Montanaro: My first advice is to take your time. It is much better to wait and to be
ready to do all the things you are… |
| Up From Helplessness
by Jerome Bruner
Jerome Bruner translates infant behavior into an anthropological overview which
takes… |
| Sucking and Looking
The human infant is notorious for his helplessness, but one thing he can do from
birth is suck. Sucking… |
| resemblance to organized reflex responses than to athetoid behavior (the wormlike
movements of fingers, toes, hands and feet… |
| he raises the cup. By 27 months, the choppiness is gone, and the child keeps the rim of
the cup horizontal in a smooth… |
| Day-Care Centers: Red Light, Green Light or Amber Light
by Humberto Nagera
Dr. Nagera 's well documented critique of… |
| its ideal potential without the essential contribution of environmental factors. This
environmental contribution is in the… |
| vascularization pertaining to that area of the brain controlling the function. Craigie,3
for example, found that the
... more… |
| Significantly, by two years the child's brain would have trebled its weight. In other
words, it would have reached 900-… |
| group (children of professionals growing up at home) showed a developmental quotient
of 133 as the average for the first four… |
| automatically by innate, in-built mechanisms in the brain that trigger off adaptive
responses after the reception of the… |
| a situation where the infant is not excessively subjected to undesirable forms of stimuli
either. Thus, in the earliest stages… |
| child something is disruptive and makes the mastery of the tasks more difficult, con-
fusing and hopeless.
This simplified… |
| anybody else but the child's mother. (5)
I believe that this type of interaction has a chain effect: such slates of… |
| he cannot handle separations from his mother (or his primary objects) without in most
cases being overwhelmed by anxiety of… |
| response and, since the child's ego is very easily put out of action by anxiety during the
second year of life, it… |
| her presence and refuse substitutes, even those with whom he has a good relationship
generally speaking. Bedtime, frequently… |
| access to nurses' services and pediatricians; a good provision of appropriate milk, food,
bottles and other utensils, as… |
| half years of age. The qualifications of other staff is totally unspecified, one implication
being that day-care centers will… |
| provide constancy of objects, the babies are, of necessity, handled by at least two staff
plus the mother. The development of… |
| tainty. Careful design of day-care centers and extensive and sound training of their
staff may go a long way in the right… |
| care centers desirable. Here innovative solutions are required and some have been pro-
duced. I recall a television program… |
| communication by Meers) that after some 25 years of experience these different coun-
tries are quickly changing and modifying… |
| REFERENCES
'Cone/, J.L. The Brain Structure of the Newborn and Consideration of the Senile Brain. Res. Publ Ass. Nerv.… |
| REFERENCES Cont.
''Supra I/.
''Meers. D.R. lnrerna1ional Day Care: A Seleclil'e Review and Ps_1•… |
| Part II
The Kodaikanal Experience
the origins of Cosmic Education
The Kodaikanal years were from late 1942 to March, 1944, a… |
| "Yes it is wrong the way the natural sciences are given
in training ... Because what the trainees are getting is
how… |
| The Kodaikanal Experience - Chapter I
Kahn-Wikramaratne Interview
David Kahn: The KodaikanaJ experience was instrumental to… |
| Kahn: This was the Dewey environment.
Wikramaratne: Yes. One day, I made my fellow teachers furious. I challenged the idea
of… |
| that. They gave us pieces of paper, the diplomas, after the course and I said I didn't
want it; I have to come back to… |
| children to see this actually happening. I want to see the spontaneous activity. I
wanted to see it happening.
Kahn: How old… |
| Amazing, isn't it? And of course, my father thought I was crazy, all these children in a
little cottage. So he leased the… |
| What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu-
lum derived from Mrs. Joosten's… |
| the same lecture that I sent my trainees. The lecturers told me that my children were
better than the adults, because the… |
| Wikramaratne: l did it with my own children in Sri Lanka up to the 15-year-olds.
Kahn: Did you have to make materials all over… |
| off together to find a new work - to collaborate with the child once again - the child
in nature, in Sri Lanka, and we found… |
| ''If you take all the charts and timelines and call it
cosmic education, that is ridiculous. It goes much
further… |
| The Kodaikanal Experience - Chapter II
Kahn-Montessori Interview
David Kahn: You once alluded to Kodaikanal as a community in… |
| Kahn: Any particular activities?
Montessori: In particular, they observed and detected different aspects of the plants.
Kahn… |
| come back each day and talk to your mother and she would make comment.
Montessori: Yes, the idea would grow. Animals and… |
| Montessori: Well, they do get an illustration of the facts, and if they don't have this
kind of sentiment, they should… |
| Announcement I
Consultation in the Eighties.
by Margot R. Waltuch
Margot Waltuch is National Consultant for AMI at both the… |
| This reminds me of the time when Maria Montessori visited the school in Laren,
Holland. The children were working in the… |
| Announcement II
NAMTAPRESENTS:
JEROME BRUNER
IN
LECTURE
Dr. Jerome Bruner, Harvard, Oxford Professor of Psychology and… |
| Announcement III
NAMTA MUSIC MATERIALS TO ENHANCE
YOUR CLASSROOM
Music Through History
These 7•inch, 33 rpm piano… |
| Announcement IV
Project Recruit
If every member recruited
two new members, NAMT A
would:
•expand its status quo… |
| National MonteHorl Media Center - Part I
MonteHorl Talks To Parents
MONTESSORJ TALKS TO PARENTS 18 A D0-IT-YO<JRSELF… |
| National Monteaaorl Media Center - Part II
Film Library
Toe Media Center will begin to take film bookings for the following… |
| REGISTRATION AND FILM ORDER FORM
Neme:
School:---------------------------------------
Home Address… |
| NAMTANEWS
NAMTA REVAMPS WORKSHOPS
Long needed refonn in workshop formats, creating new options and more
variety of fare is… |
| Personals:
POSITIONS A VAILABLE:
AMI trained Primary teacher to take over 3rd
year class and AMI Junior teacher to begin a 6… |
| AMI trained teacher. Fully equipped classes.
Natural food program. Position open to enthu·
siastic, dedicated individuals.… |
| A NAMTA WORKSHOP
FOR THE NORTHWEST
PORTLAND, OREGON FEBRUARYB-9, 1980
Contact: Nancy Hildick
4920 S.W. Vermont St.… |
| nienhuHo •
monleaoori
uoa
Nienhuis
Montessori,
Inc., the
world-wide authorized manufacturer of
Montessori apparatus… |