Search Inside Documents
Displaying results 5801 - 5900 of 40617
Sequence 221of the child at birth and the child at three years of age, what an immense differ- ence there is between them, what an… |
Sequence 222The first thing to do is to realize that Dr. Montessori was working for life, not mere! y for the educational process of life… |
Sequence 223with interest and with skepticism, in many areas of American life. But along with genuine interest and combined with real… |
Sequence 224The newspapers criticized; Dr. Maria Montessori was asked what she meant by her speech, and she writes that she scarcely knew… |
Sequence 225FOREWORD TO THE SECRET OF CHILDHOOD by Margaret E. Stephenson Margaret Stephenson's classic introduction to the root… |
Sequence 226Silver polishing, Laren, Holland, 1948 16 The NAMTA Journal • Vol. 25, No. I • Winter 2000 |
Sequence 227Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 228She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for… |
Sequence 229Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 230One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 231In 1915, Dr. Montessori traveled to California to attend the Panama Pacific International Exposition in San Francisco. She… |
Sequence 232This gave us our first insight into the unexplored depths of a child's mind. This little girl was at an age when… |
Sequence 233In The Secret of Cl1ildhood, Dr. Montessori writes about her discov- ery that children could choose their own occupations:… |
Sequence 234read from the Epistle of the Mass of the day, the Feast of the Epiphany-" Arise, shine; for thy light is come and the… |
Sequence 235This early discovery has continued to be a hallmark of the Montessori approach to child development. Dr. Montessori was… |
Sequence 236from reading aloud around the fireplace in the evening for entertain- ment to multimedia entertainment centers in the family… |
Sequence 237THE CASADEI BAMBINI: A CENTURY CONCEPT by Elizabeth Hall Elizabeth Hall walks readers through early Montessori history, from… |
Sequence 238Casa dei Bambini, San Lorenzo, Rome 4 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 239The NAMTA Jouma/ 3 |
Sequence 240noble aspirations of the human being and civilization. And underly- ing this coming into reality of the Montessori idea is… |
Sequence 241THE CASADEI BAMBINI: PRIMARY PERSPECTIVES THROUGH TIME AND SPACE by David Kahn The vision of San Lorenzo, the Casadei… |
Sequence 242MONTESSORI AND EARLY CHlLDHO0D EDUCATION: A CONTEMPORARY PERSPECTIVE… |
Sequence 1MONTESSORI' S POSITIVE PSYCHOLOGY: A LASTING IMPRINT by David Kahn Often it is difficult to create a cohesive… |
Sequence 2ics of a changing universe and natural world and the uniqueness of every individual's contribution and adaptation to the… |
Sequence 1Mihaly Csikszentmihalyi 4 The NAMTA Journal • Vol. 25, No. 2 • Spring 2000 |
Sequence 2POSITIVE PSYCHOLOGY: THE EMERGING PARADIGM by Mihaly Csikszentmihalyi Positive Psychology takes the focus off… |
Sequence 3THE POSITIVE PSYCHOLOGY MOVEMENT I will try to tell you a story-a real story, which is really the beginning of the historical… |
Sequence 4as quickly as possible, but I couldn't get a handhold on the rocks because they were slippery, and I kept getting slammed… |
Sequence 5We have to change the knowledge base; we have to look at things differently so we understand them differently. And the second… |
Sequence 6selected fifteen from those who were nominated, and we spent a week in Mexico, in Akumal, a small resort on the Caribbean… |
Sequence 7WHAT Is Pos1nvE PsYcHotoGY? I've told you what the movement is about, but what is the content? I can at this point only… |
Sequence 8Another interesting study was that by a young professor at the University of Virginia who has been studying what he calls… |
Sequence 9ously. He was always a great scholar. He loved to study everything and he still does, so I expected him to tell me about what… |
Sequence 10we want to cultivate, that we want to understand better so that we can implement them better. Of course, my own contribution… |
Sequence 11climber: Mountain climbers don't climb in order to get to the top of the mountain. The top of the mountain is the goal… |
Sequence 12todo the activity to the point that you don't have to think about your skills anymore. There is an expression in… |
Sequence 13FAITH IN POSITIVE PSYCHOLOGY The title for this second session is Faith in Positive PsychologiJ. Since I read this, I have… |
Sequence 14increasing, ever so slowly, the complexity of the material organization of the cosmos. At this point, the human brain and its… |
Sequence 15interest and people's tendencies towards politics to bring about a more unified approach to education? A: Well, I think… |
Sequence 16Q: If there's a Flow, does this also suggest that there's an ebb, and how do we prepare and strengthen ourselves for… |
Sequence 17Q:Then, as teachers, how do we counteract that, if that's the kind of home they're growing up in? A: Well, I think… |
Sequence 18percent of people, both here and in Japan and Germany, where they have also done research, say "No, I don't know… |
Sequence 19I think Flow is so useful in education because most children don't want to go to school. They want to learn on their own… |
Sequence 20And the obstacles, well, those are also legion. You can think of one particular thing that educators have control over, for… |
Sequence 21mathematics? What is fun about math?" And children are curious and they see that you are having fun, you are excited… |
Sequence 22Q: Do you think that a child absorbed in a video game is in Flow? A: Yes, they can be in Flow, and usually they stay in Flow… |
Sequence 1Annette M. Haines 26 The NAMTA Journal • Vol. 25, No. 2 • Spring 2000 |
Sequence 2MONTESSORI IN EARLY CHILDHOOD: POSITIVE OUTCOMES ALONG SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Annette M.… |
Sequence 3organized their personalities and optimized their potentialities: "Man builds himself through working, working with… |
Sequence 4itself according to the shape of that world. The logical process of structuring the personality must orient that personality… |
Sequence 5At birth all babies are pretty much alike; babies everywhere babble at six months, walk around twelve months, and talk around… |
Sequence 6Moreover, some unexpected tastes emerge from the social life of a Montessori classroom. The children come to prefer one… |
Sequence 7to Montessori' s plan, around the age of two and a half or three, children would enter a Casadei Bambini or Children… |
Sequence 8activity, children seem refreshed and satisfied. They demonstrate "higher social impulses" (Montessori,… |
Sequence 9• Children choose their own activities after they have been introduced to a certain material or procedure. • Since there is… |
Sequence 10ognize each other as individuals and "have a reciprocal feeling for each other's worth" (Montessori,… |
Sequence 11Conclusion Social outcomes of the first phase of life (birth to three) include: • individuation, the "birth"… |
Sequence 12an "animating human spirit" driven to take human form "in or- der to act, to express itself in… |
Sequence 13fear of disturbance by an unreasoning creature, combined with a proprietary sense where objects are concerned that might be… |
Sequence 14If the environment is warm and safe, however, and if adults deal "sweetly and kindly" with them (Montessori… |
Sequence 15active experience upon their surroundings was permitted, and where free exercise of their powers could nourish their minds.… |
Sequence 16improves: Digestion gets better, nightmares disappear, "greediness subside[s]" (Montessori, Absorbent Mind… |
Sequence 17those which are termed acts of obedience" (Montessori, Spontaneous Activity 104). To ensure a continuation of such… |
Sequence 18children; it is a technique human beings use to live together harmoni- ously. As such, it is a form of adaptation to social… |
Sequence 19• internalization of ethical behavior patterns, empathic attitudes, religious and positive cultural values, etc. In the next… |
Sequence 20to think lies at the heart of our very humanity (Stephenson, "First Plane" 21). The creation of intelligence… |
Sequence 21speech reflects the characteristic intonation, pronunciation, or dialect of a region. The infant memory, Montessori said, is… |
Sequence 22But at two and a half or three, the little child's mind is in a state of "heavy chaos" (Montessori,… |
Sequence 23assist them in sequencing, classifying, and organizing their impres- sions into frameworks for learning. Montessori believed… |
Sequence 24Absorbent Mind 104). Through the repetition of such experiences, perception, thought, and expression are integrated (… |
Sequence 25surable experience, neither frustrating nor burdening" (Mario M. Montessori, "Psychological Background&… |
Sequence 26The unconscious absorbent mind, paired with the sensitive peri- ods, creates the very mind of the human being in the first… |
Sequence 27opment. As she remarked, in the embryos of mammals, "the first organ to appear is the heart" (Secret 14) and… |
Sequence 28Mario M. Montessori, "Psychological Background" 17). They "become like the things they love&… |
Sequence 29At this later stage, children continue to be led towards maturity by the unconscious intelligence of the sensitive periods,… |
Sequence 30detaches himself from the world in order to attain the power to unite himself with it." (Montessori, Absorbent Mind… |
Sequence 31thing, saying: I did it all alone, you did not think I could have done that; I did it better today than yesterday" (… |
Sequence 32• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 33Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 34Montessori, Mario M.,Jr. Education for Human Development. NY: Schocken, 1976. Montessori, Renilde. "Human Education… |
Sequence 1DcM:IK.cfYI 9>0101'1Ll:Ulble o. RerwePenclill0n 60 The NAMTA Jouma/ • Vol. 25, No. 2 • Spring 2000 |
Sequence 2DEVELOPING A POSITIVE VISION FOR THE WHOLE SCHOOL by Sharon L. Dubble Dr. Dubble features one of the pivotal methodologies… |
Sequence 3The current challenge is to create a more cohesive, integrated school. As we enter a new century, Montessori schools are… |
Sequence 4In many cases, the pattern mirrors the way Dr. Montessori herself gradually broadened and connected her understanding of the… |
Sequence 5hances and expands the potential of the whole school community. The root of evaluate is value-and the process of evaluation… |
Sequence 6The Cycle of Evaluative Inquiry Ac:t"um/V~ 'Refl,ect"t,0t1,t Figure 1 In our schools we often short-… |
Sequence 7Child/Child with Teacher Montessori classrooms have many materials with a built-in control of error to encourage the natural… |
Sequence 8those observations, the teacher begins to see patterns of behavior in a child or in him- or herself. Recording observations (… |
Sequence 9the head of the school. The administrator not only acts as sounding board but also actively engages the teacher in a… |
Sequence 10create greater understanding of the program as a whole. For example, a parent has donated money to build a large climbing… |
Sequence 11space differently. Although all wish there were more space, individual teachers have a more comprehensive view of the outdoor… |
Sequence 12<lures, and plans. She guides, but does not control, the school's development. • The administrator leads by… |
Sequence 1Larry and Patricia Schaefer 72 The NAMTA Journal • Vol. 25, No. 2 • Spring 2000 |
Sequence 2A VISION OF CHILDHOOD TO ADOLESCENCE: THE SCHAEFER TRILOGY I nterpreting the changes in children as they progress toward… |
Sequence 1Maria Montessori 74 The NAMTA Journal • Vol. 25, No. 2 • Spring 2000 |
Sequence 2THE GENIUS OF MONTESSORI HISTORY by Larry Schaefer This keynote will focus on two things: Maria Montessori and her pedagogy… |
Sequence 3her powerful imagination, and her quick intuitive insights (that make up her unique feminine mind); but also ethnic "… |
Sequence 4- Maria Montessori's science background was deep and multidi- mensional. In 1907, she was thirty-seven years old, highly… |
Sequence 5But pedagogy ... has disdained to accept any contribution from anthropology; it has failed to see man as the mighty wrestler… |
Sequence 6This documented history was so absorbing that the chil- dren became entirely possessed by the situations. They started… |