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Haines, Annette M. – NAMTA Journal, 2000
Describes in operational terms the benefits of Montessori's developmental perspective for children from birth to 3 years, and from 3 to 6 years. Identifies optimal outcomes for social, moral, cognitive, and emotional development to be used in educational and psychological research and for child assessment. (KB)
Descriptors: Child Development, Children, Cognitive Development, Early Childhood Education
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Stephenson, Margaret E. – NAMTA Journal, 2000
Discusses the four planes of development and the periods of creation and crystallization within each plane. Identifies the type of independence that should be achieved by the end of the first two planes of development. Maintains that it is through individual work on the environment that one achieves independence. (KB)
Descriptors: Child Behavior, Child Development, Children, Cognitive Development
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Baker, Kay M. – NAMTA Journal, 1996
Contextualizes the mathematical intelligence as revealed in the human tendencies, as supported by the extended family, and facilitated by choice within a responsive environment. Reviews the function of Montessori materials, including mathematical materials, and emphasizes that the personal intelligences are integral to all activities simply…
Descriptors: Cognitive Development, Cognitive Style, Early Childhood Education, Educational Environment
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Hilliard, Asa G. – NAMTA Journal, 1996
Describes the view of intelligence in Montessori education and dismisses a variety of limited and dehumanizing models of education. Refers to the Montessori model as a "human metaphor" that actually responds to who children are and what they need, and extends that metaphor to the world community at large, encompassing the author's spiritual…
Descriptors: Childhood Needs, Cognitive Development, Cognitive Style, Educational Theories
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Spellman, Rilla – NAMTA Journal, 1993
Discusses the developmental process that takes a child from Montessori's "absorbent mind" period to the period when the child creates interior cognitive structures. Suggests practical ways for teachers and parents to support the six- and seven-year old's need to design projects and accomplish goals. (HTH)
Descriptors: Child Development, Child Psychology, Cognitive Development, Developmental Stages
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Dubovoy, Silvia C. – NAMTA Journal, 1996
Emphasizes the intrinsic unity of all the intelligences as well as the inseparable nature of the interpersonal and intrapersonal. Emphasizes the theories of both Gardner and Montessori as a whole, and looks at common features in intelligence profiles and educational environments described by both. (MOK)
Descriptors: Cognitive Development, Cognitive Style, Community Involvement, Educational Environment
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McNamara, Anne – NAMTA Journal, 1996
Claims that Matthews sees independence as moving freely and being able to function apart from the adult, leading to competence and cognitive development for life. Reiterates the importance of emotion, relationships, and the mother as the central part of the child's prepared environment. (MOK)
Descriptors: Cognitive Development, Individual Development, Infants, Montessori Method
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Grazzini, Camillo – NAMTA Journal, 1996
Presents two charts designed by Maria Montessori to illustrate the four planes of development. Claims that Montessori's meticulously researched commentary signals an emerging organic vision of the developmental continuum from birth to adulthood that is relevant to the educational needs of our time. (MOK)
Descriptors: Adolescent Development, Adolescents, Child Development, Children
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Delattre, Edwin J. – NAMTA Journal, 1993
Suggests that the formation of habits is the basis of character and morality. Supports this suggestion with citations from Henry James and other writers, and with examples of intellectual diligence from the lives of Helen Keller and Anne Frank. (HTH)
Descriptors: Child Development, Children, Cognitive Development, Ethics
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Healy, Jane – NAMTA Journal, 1994
Highlights the crucial role of language in child development, including intellectual development and the development of the brain. Describes the types of messages children receive from their parents' words, the importance of talking with children and exposing children to words without pictures, and ways schools can help parents develop children's…
Descriptors: Caregiver Speech, Child Language, Cognitive Development, Cultural Influences
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Haines, Annette – NAMTA Journal, 1999
Relates Montessori theory of development with the concept of connection to the universe and natural world, noting Montessori education's role in nurturing reestablished connection with the natural world. Describes events leading to a fulfilled life as part of psychological normalization, noting the importance of identifying positive tendencies of…
Descriptors: Child Development, Cognitive Development, Elementary Education, Ethical Instruction
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Hatch, Thomas; Gardner, Howard – NAMTA Journal, 1996
Presents a summary of the theory of multiple intelligences in the context of developmental learning. Emphasizes the implications of the theory for assessment, including a strong argument against standardized testing. Describes various methods to engage and assess the pluralistic abilities of each individual and cites practical examples such as…
Descriptors: Cognitive Development, Cognitive Style, Developmental Stages, Evaluation Methods
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Zener, Rita Schaefer – NAMTA Journal, 1996
Examines verbal/linguistic and visual/spatial intelligences and their relationship to Montessori education. Aligns Gardner's philosophy of these two intelligences with Montessori's specific counterparts in the prepared environment. Defines assessment in light of observation and the definitive clarity of Montessori activities. Suggests that…
Descriptors: Cognitive Development, Cognitive Style, Educational Philosophy, Language Acquisition