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Sequence 4the reading. Our older children are trained in writing process confer- ences; they begin with positive comments, and only… |
Sequence 5my students how they found a practice audience: *"My little brother and sister." *"My morn when… |
Sequence 6projects, ranging from elaborate drawings of Bronze Age armor to an animated cartoon, from epic poetry to a detailed… |
Sequence 1THE EVOLUTION OF A CHILD-CENTERED CURRICULUM by Leelavati M'Rao In the history of education, educationists had in their… |
Sequence 2present, the oriental peoples were tied to the past and it was therefore called "education by recapitulation.&… |
Sequence 3tell the young because anything that he receives into his mind at that age is likely to become indelible and unalterable; and… |
Sequence 4Plato's educational proposals also arouse distrust because to preserve the unity of the State, he destroys the family as… |
Sequence 5given to childhood. Quintilian divides the training of an orator into three stages: (a) the early stage of home education up… |
Sequence 6women, though from his saying that both the parents should be cultured we may draw the conclusion that girls also were to be… |
Sequence 7education to the sixth year, he formulates certain principles for the education of children at home by the mothers who ought… |
Sequence 8Jean Jacques Rousseau More than proclaiming the rights of man, Rousseau was the champion of the rights of childhood. Before… |
Sequence 9place in the sequence of human life, the man must be treated as a man, and the child as a child. Give each his place;'… |
Sequence 10Negative Education Rousseau says, "let him be disposed to respect the individual, butl to despise the multitude&… |
Sequence 11abilities, that were entirely absent from the schoolroom in the previous ages. Consequently, attention of educationists was… |
Sequence 12the whole man completely for manhood. Manliness implied the training of hand, head and heart. The pw-pose of education is not… |
Sequence 13importance of this principle is fully recognized in modern methods of Nursery Education. Pestalozzi deserves the credit for… |
Sequence 14"apperception-masses." The aim of education is to present the new material in such a way that it can be… |
Sequence 15stages, namely (a) preparation; (b) presentation; (c) comparison and abstraction; (d) generalization; and (e) application.… |
Sequence 16the work of the classroom. His principles of correlation and concentra- tion are adopted in modern educational practice.… |
Sequence 17forming of the given material. For example, the first gift is a box containing six woollen balls of different colors. The… |
Sequence 1THE THREAD OF LIFE Children Who Have Cancer by Monique Baudet Preface by Dr. R. Calle Epilogue by Dr. J.M. Zucker… |
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Sequence 3THE THREAD OF LIFE by Monique Baudet PREFACE by Dr. R. Callee The thread of life: if it holds, it takes on a shape of its… |
Sequence 4The sick body draws itself, the "body without organs" of the philoso- phers illustrates itself, evicted,… |
Sequence 5Children, Art And Illness A few moments after the opening of the play room at the Curie Insti- tute, where children who have… |
Sequence 6David (age 5, drawing No. 1) the day before he left the hospital, with a nasal tube still in place, draws a picture for the… |
Sequence 7Georges (age 3½, drawing No. 2) a little blond, tanned boy, speaks only Portuguese. In the evenings, when he leaves, his… |
Sequence 8Abdallah (age 6, drawing No. 3) draws a picture of himself but because his hips and one leg are in a cast and he is unable to… |
Sequence 9No.5 \ f P. (age 8, drawing No. 6) draws an 18-month-old child to whom he has grown very close and who has had an eye… |
Sequence 10No.7 "I can't seem to get well again; I want to, but I can't .... " Shortly thereafter, I… |
Sequence 11Nadaine (age 16, drawing No. 8), who was under treatment, drew a magnificent, well-proportioned tree in a setting full of… |
Sequence 12No. 10 fr ' ~ ' .. . ' rJ (;:.-....._ . ~ f -<=-=-...... Boumlod (age 5, drawings Nos. 10, 11… |
Sequence 13Then, as he recovers and returns for regular check-ups, he mainly draws Spiderman or Superman "who fight and win;… |
Sequence 14Jean-Etienne (age 7, drawing No. 13), after several months' treat- ment, brings us this drawing in which "even… |
Sequence 15No.14 Serena (age 8, drawing No. 14). In the playroom where she sits, four children, two of them teenagers, a boy and a girl… |
Sequence 16RADIOTHERAPY I would also like to illustrate through graphic art the impact of radio- therapy treatment on children. These… |
Sequence 17No.15 0 Natalie (age 7, drawing No. 15), begins to specify what surrounds her. However, the face has no features. The lead… |
Sequence 18No.17 Olivier (age 5, drawing No. 17) feels he is very tiny on the table. No.18 Ali (age 6, drawing No. 18) seems strongly… |
Sequence 19No. 19 Geraldine (age 7, drawing No. 19) drew the sun to represent the machine. She's smiling. She was one of the few… |
Sequence 20No.21 L 7 Daniel (age 8, drawing No. 21) drew himself from the back, seen from above, because he was receiving radiation on… |
Sequence 21No.23 D I ' I ..... -. . .. ;) . ~ Jerome (age 9, drawing No. 23) drew all the machine's technical details as… |
Sequence 22No.25 Laurent (age 7, drawing No. 25) shows the apparatus as if it were about to crush him, small and weak in the face of a… |
Sequence 23Patrice(age 10, drawing No. 27) does a very neutral, "aseptic;' precise drawing, without any color when the… |
Sequence 24Emmanuel (age 9, drawing No. 28) is a child who does not like to discuss his illness, at least most of the time. He needed to… |
Sequence 25No.29 Nathalie (age 12, drawing No. 29), who has her leg in a cast for the moment to avoid possible fractm·e, included her… |
Sequence 26Jean-Alain (age 13, drawing No. 31) had only one wish all through his treatment-to go back home. He draws no enclosures,… |
Sequence 27No. _j 0 Franck (age 13, drawing No. 32) draws an overall view of the room. All through his treatment he refuses to be… |
Sequence 28No.34 ·.-NEf'TVNE 1' ➔ H A ~ ) --,. E I ~ , A r Philippe (age 15, drawing No. 34) did a very colorful and… |
Sequence 29Christophe (age 12, drawing No. 36) resumed in comic strip form what radiotherapy is like. The last picture shows his return… |
Sequence 30EPILOGUE by Dr. J.M. Zucker The variety and richness of the drawings proposed in this collection give evidence not just of… |
Sequence 1TO BE OR NOTTO BE MONTESSORI by David Kahn Profound differences in thmry are never gratuitnus or invented. They grow out of… |
Sequence 2The whole issue of assimilation is a very critical one, it seems to me. As Kramer says, to call it Montessori is important -… |
Sequence 3education, in 1990 Montessori is being systematically introduced into the public sector. Here the crisis regarding the… |
Sequence 4that comes from small-scale private schools that have made Montessori both successful with children and in demand by the… |
Sequence 5and thereby engage the whole teacher with a guide to what to expect and principles of how to proceed. Montessori pedagogy must… |
Sequence 6educational community in its search for real solutions to serious and sometimes incapacitating societal problems. When… |
Sequence 1NORMALIZATION by Chulanganee Fernando Ms. Fernando J>resents an in-depth mew of the genesis of the i,dea of… |
Sequence 2newspapers, and magazines. People began to speak of the "Discovery of the Child," and the discovery of the… |
Sequence 3be represent.ed by a rigid line, but by a broad band allowing fluctuations through time and space. It is not a razor's… |
Sequence 4forms of life we should ask, "Fbr what purpose?" Only human beings can be conscious of their purpose. To the… |
Sequence 5Dr. Montessori was convinced that there was one human nature, but that it manifested itself at a superior level or lower level… |
Sequence 6Do not focus on specific, individual deviations. Do not label the child. Do not overemphasize. Deviations are like a sickness… |
Sequence 7Education is the help we must give to life so that it may develop in the greatness of its powers. Our plan is to help life to… |
Sequence 8So the character traits that we call virtues spring up spontaneously. We cannot teach this kind of morality to children of… |
Sequence 1MOVEMENT by Constance Corbett Constance Corbett presents a comprehensive view of movement, it,s relatwnship to inwllectual… |
Sequence 2photo by P.aul Biwer 16 |
Sequence 3takes place without any voluntary effort on the part of the child. It is a time when children project themselves, by activity… |
Sequence 4sensorially, they are simultaneously absorbing the world into them- selves. Children build their conception of self and… |
Sequence 5intellect. Junes believed that all consciousness is motor. Whatever holds the attention determines action. Interest in an… |
Sequence 6comparison, and choice, and since their interest is held by the movement provided by the apparatus, they are motivated to act… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 2cerebellum is so small as to be completely covered by the rest of the brain and is virtually unnoticeable. At six months, the… |
Sequence 37 years especially) love to sit on the ground or floor placing the weight upon the whole length of their legs or upon the… |
Sequence 4therapists is one of approach. Physical therapists generally deal with undeveloped or damaged muscular systems. Their approach… |
Sequence 5reveals an emphasis on the development of equilibrium or the kinesthe- tic sense. In the exercise of washing a table, for… |
Sequence 6control of movement." In these exercises, the child first focuses on the mechanics of walking - with natural steps,… |
Sequence 7APPENDIX I DR. STEPHAN WEISZ' EXPERIMENTATION WITH NORMALLY DEVEWPED CHILDREN ... I should like to summarize briefly… |
Sequence 8already present in them so that the ext.ension and abduction of the lifted leg were to be observed with displacement of the… |
Sequence 1INCARNATION byPearlVcmderwall Pearl llinderwalls colorful, anecdot,a,l style brings t.o life the com:pre- hensive nature of… |
Sequence 2The constructions of the subconscious mind throw a great deal oflight upon the functions of the conscious mind at a later… |
Sequence 3speaking it will initiat.e a conversation. The mother tongue is not learned by memory. It is something great.er and bigger… |
Sequence 4THEHORME We have considered the mneme of the child which corresponds to the memory of our conscious mind. Memory is, as it… |
Sequence 5In days gone by, it was very important to have a child well mannered by eight years of age. Now we are concerned with the… |
Sequence 6This urge for order is present only at this early age. So if we want to teach the child to be orderly, this is the time. There… |
Sequence 1OBSTACLE HUNTING: A "PRACTICAL" FOR TEACHERS by Nikki Hughes Ms. Hughes gives a li,ghthearted examinat:ion… |
Sequence 2get out of the way. However, dealing with obstacles is integral to training successfully and is one important aspect of… |
Sequence 3It's easy for clutter to accwnulate - too many pictures on the wall; constant additions to the bulletin board with too… |
Sequence 4sitting in a chair that allows your feet to rest comfortably on the floor. Then try it sitting on a chair that is too high… |
Sequence 5praise. Parental expectations can supersede the child's true needs. Production also engenders competition. Interruption… |
Sequence 6More and more day care children will be coming into ow-classes in the next few years. It is a situation we need to address now… |
Sequence 1MONTESSORI AND SUZUKI by Linda K. Thompson "'1ierever there is Mon-tessori, there are usually Suzuki Institutes… |
Sequence 244 |
Sequence 3study the work of Itard and Seguin. After her return, she began working with these children developing materials and making… |
Sequence 4builds from the concrete to the abstract. Suzuki method teachers paral- lel this approach in their ordering of the pieces… |
Sequence 5process is internalized. There are no limits on how far a child may advance in an area. The third similarity is that both… |
Sequence 63. The student demonstrates automatic execution of the skill. E.g: Can you tell me how "0 Come Little Children&… |
Sequence 7Lillard, Paula Polk. (1972) Mant.essori a modern approach. New York: Schocken Books. Orem, R.C. (1974) Montessori her method… |
Sequence 8Renilde Montessori and Margo Waltuch Photo by Paul Biwer. MONTESSORI DIVERSITY IN THE PUBLIC SECTOR "Multicultural… |
Sequence 1MULTICULTURAL DIMENSIONS OF MONTESSORI: PHIWSOPHY AND METHOD by Alice Renton Alice Renton presents a comprehensive view of… |