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Sequence 121In The Secret of Childhood, Dr. Montessori said, "The adult's envi- ronment is not a life-giving environment for… |
Sequence 122Ponds were identified as the home of frogs or the home of the turtles. A massive solitary rock on the edge of a garden was a… |
Sequence 123THE CHILD AND THE NATURAL ENVIRONMENT by Molly O'Shaughnessy Molly O'Shaughnessy has written a definitive article… |
Sequence 124La Maison des Enfants, Sevres, France, 1930s 118 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 125The NAMTA Journal 117 |
Sequence 126preparing the person for the meditative side of life. Isn't this what contributes to a better society? Isn't this… |
Sequence 127The Game itself calls upon the will of each individual to birth silence, carry it to another place, and hold it once in the… |
Sequence 128Very many become interested in a fact which they have never before observed, namely, that there are so many noises which they… |
Sequence 1298. Passing a bell silently 9. Striking one bell and listening until there is no sound 10. Striking a gong and listening until… |
Sequence 130it is natural to extend one's arms, so carrying an item some- times helps center the body. Posture changes as the child… |
Sequence 131obstructed. In other words, it should always be available. It should be used for its intended purpose, which is movement. It… |
Sequence 132We offer these exercises for life so that the children grow into individu- als who are poised, natural, and authentic. It is… |
Sequence 133• The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 134The timing is essential. If we can anticipate the need, the child feels our thoughtfulness. He is grateful for the lesson… |
Sequence 135Small Groups The exercises require skill in gath- ering and directing a small group of children in a role- play exercise… |
Sequence 136For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 137• lndirectly prepare for Inter academic work. Mathematical con- cepts are explored, such as estimation and calculation; geo-… |
Sequence 138The implications are these: l. respect for the child's capacity and abilities; 2. change in attitude about Practical… |
Sequence 139than product allows the child to work for the sake of the intrinsic joy that one has when one's focus is on the movement… |
Sequence 140Our children have the right to experience the Casa as a sanctuary where being in the present moment is the perfect blissful… |
Sequence 141NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 142LOO The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 143The NAMTA Joumal 99 |
Sequence 144Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 145Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 146such as posture and gross and fine motor coordination, the devel- opment of directionality and laterality, and the development… |
Sequence 147Children with a specific language learning disability can profit from this carefully programmed and cumulative sequence of… |
Sequence 148One example would be learning the function of the article. The materials are a plastic box containing assorted small objects,… |
Sequence 149When a child can read back the words he or she has made with the moveable alphabet, the teacher introduces the Phonetics… |
Sequence 150to make a new one, such as deleting the rn from smack. In each case, after the children say the word or sound, they take the… |
Sequence 151writing is an essential point that has been overlooked in education and has surfaced only recently in language research.… |
Sequence 152of quality and contrasts; e.g., colors are graded according to tint and to richness of tone, silence is distinct from non-… |
Sequence 153Montessori viewed graphic, or written, language as offering to a child an Children from birth to two years are exposed to… |
Sequence 154between noise and sound as apart from silence. Since this training starts with strongly contrasting differences and passes on… |
Sequence 155Lesson," which was originally used by Seguin, to obtain the as- sociation between an object or quality and its… |
Sequence 156differ only in height; in the second series, the only difference is in diameter; in another, there is a graduated difference… |
Sequence 157Isolation of a single quality in the material helps children focus their attention on the stimulus. In many exercises, the… |
Sequence 158SENSORY EDUCATION The sensorial materials are designed to attract children's a tten- tion, to "educate the… |
Sequence 159rice or liquids, carrying various apparatus, cutting, working with the dressing frames, all assist children to develop good… |
Sequence 160such as listening and marching to music, playing with balls, bean- bags, swings, etc. may be included. The children like… |
Sequence 161mathematics. Sensorimotor development occurs primarily in the first two to four years of life, but later academic learning… |
Sequence 162direct preparation for writing and reading. In an era when education was stereotyped and discipline in the schools was almost… |
Sequence 163THE MONTESSORI PRESCHOOL: PREPARATION FOR WRITING AND READING by Sylvia 0. Richardson Dr. Richardson brings together her… |
Sequence 164Sylvia 0. Richardson 78 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 165The NAMTA Journal 77 |
Sequence 166Children of the World, Judy Maloney and Martha McDermott, both of the U.S. There was no easy way to take care of them.… |
Sequence 167opportunity to see what sort of work level the children were achieving in the Montessori class. In the Montessori class,… |
Sequence 168In her response to the theory reports that each member of the class did, she expressed gratitude. She said that by bringing… |
Sequence 169disadvantaged child?," she asked. And she answered herself with the distinctions of social development that… |
Sequence 170she could get a permanent teaching position in the city in a good school and get out of the rural schools where new teachers… |
Sequence 171Graduation, Summer, 1999. Seated at the left: Anca Stanisoara, Director of the Alternative Pedagogical Association; Martha… |
Sequence 172Marcel, the Romanian professor who got Children of the World interested in doing Montessori in Romania, was and still is… |
Sequence 173Romanian Montessori Association to celebrate the 90th birthday of its founder, Dr. Ilie Sule-Firu. Dr. Sule-Firu was an ardent… |
Sequence 174Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 175Six-year-old girls dressed in white aprons and scarves are making no-bake cookies in the public kindergarten class of… |
Sequence 176First a little political and geographical orientation: Romania is an Eastern European country. It is surrounded by the Black… |
Sequence 177they knew that there was more than Practical Life, Art Expression, Spoken Language, and Music. But the materials got there… |
Sequence 178MONTESSORI TO ROMANIA: PROJECT UPDATE by Rita Schaefer Zener Rita Zener' s continuing dedication to Romania has brought… |
Sequence 179"Our aim," said Maria Montessori, "is to study the child from the point of view of his potential… |
Sequence 180form their own organization for mutual support, the Montessori Teachers' Association of Pennsylvania, which they did.… |
Sequence 181When we began the course, we were given a corridor in the dormitory of the high school as our place. We had no secretary, so… |
Sequence 182assimilated from the environment, without any need for direct instruc- tion." As you know, Montessori could be… |
Sequence 183something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 184Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 185cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 186essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 187Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 188medley of backgrounds among us. We come with a variety of gifts but, I believe, essentially the same spirit. We want to help… |
Sequence 189As you all know, being a Montessori teacher is a very simple and at the same time a very complicated business. First of all we… |
Sequence 190But turning the matter over in my mind, I realized that the magic that drew me first to Montessori almost forty years ago is… |
Sequence 191THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 192Mother Isabel Eugenie, r. a., 1971 50 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 194REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 195They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 196sibilities it brings-expands that introduction to include the whole physical and biological world. This is all we need to do… |
Sequence 197culture-not as units of study but rather as part and parcel of that world which we give to the child. WEAVING THE WEB And… |
Sequence 198The child's mind between three and six can not only see by intelligence the relations between things, but it has the… |
Sequence 199The use of language opens up entirely new worlds of thought. This is because once we can represent things in terms of strings… |
Sequence 200established in the mind. Our symbolic systems-most of language and all of mathematics-are ways of describing and managing… |
Sequence 201BASIC LEVEL I Chair \ SUPERORDINATE LEVEL Furniture SUBORDINATE LEVEL Recliner Figure 1 zation provides containers for… |
Sequence 202which has the ability to think, i.e., they can order their thoughts into classes. There are no sharp boundaries in the natural… |
Sequence 203(l) others (m) those that have just broken a flower vase, and (n) those that resemble flies from a distance We could provide… |
Sequence 204works, to lay down foundations that will be open and amenable to later learning. The Sensorial area provides the child with a… |
Sequence 205participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 206whose study of native creolized languages has led him to some surprising conclusions. It seems thatcreolized languages,… |
Sequence 207By three years of age, the young child has created what Dr. Montessori called Man. This little man of three years has created… |
Sequence 208It was Maria Montessori' s insight that the child had within an "inner teacher" that dictated a &… |
Sequence 209made with the invention of writing, but even so, the accumulation of knowledge remained painfully slow over centuries of time… |
Sequence 210And the adult human, says Bronowski, in The Ascent of Man, is "a singular creature. He has a set of gifts that make… |
Sequence 211THE CASA DEI BAMBINI: p ATHS TO CULTURE by Annette Haines Jn an attempt to reunify science, geography, history, music, and… |
Sequence 212"Give the world to the small child.' Maria Montessori 30 The NAMTA Journal • Vol. 25, No. I • Winter 2000 |
Sequence 213The NAMTA Joumal 29 |
Sequence 214help that consists in setting the child free to move along the path of normal human development, in allowing the nature of man… |
Sequence 215illustrated for us the deep spiritual meaning and significance of "the secret of childhood." She prepared… |
Sequence 216tendencies. Only when we know the child's needs can we begin to learn how to cater for them. In Chapter 6 of The Secret… |
Sequence 217the school and public library; the child who, after a lesson on rainfall in England, came to say that she had discovered that… |
Sequence 218furnish examples of these. "Excuse me," said a child to a visitor commenting in a classroom that this was… |
Sequence 219father, space pilot, dog, when one does not yet know what it means to be one's self? Again, as Montessori is based on… |
Sequence 220In whatever country a child may be born,he is endowed with what Dr. Montessori called "the absorbent mind."… |