NotesFAQContact Us
Search Tips
Did you mean names?
Showing all 12 results Save | Export
Peer reviewed Peer reviewed
Baker, Kay M. – NAMTA Journal, 2003
Asserts that although there are distinct characteristics to each of Montessori's planes of development, there is no separation, especially between early childhood and childhood. Suggests that these first two planes of education could fall under one "Children's House," and points to the path of responsibility and the steps toward living in society…
Descriptors: Child Development, Developmental Stages, Early Childhood Education, Educational Philosophy
Peer reviewed Peer reviewed
Ford, Terry N. – NAMTA Journal, 2003
Gives a personalized account of the individual development of one school administrator/founder in relation to a Montessori school's evolution. Suggests that the school must consider stages of development in teachers and parents. Discusses the expansion of services to a second charter school, identifying how failures can lead to success. Suggests…
Descriptors: Charter Schools, Children, Developmental Stages, Early Childhood Education
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
Montanaro, Silvana Quattrocchi – NAMTA Journal, 1994
Discusses the three "developmental crises" that take place during infancy and early childhood, namely birth, weaning, and opposition to parental authority. The latter crisis is best overcome by presenting toddlers with choices and working with them to demonstrate their importance in the family as independent human beings. (MDM)
Descriptors: Birth, Breastfeeding, Child Behavior, Childhood Attitudes
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
Dubble, Sharon L. – NAMTA Journal, 1996
Discusses the Montessori method. Evolves a new vision of the school based on Montessori principles and addresses the anxieties felt during times of transition as part of the natural growth process. Claims that these transitions are cyclical, and affect more than just the children--they also create concern for teachers, parents, and administrators.…
Descriptors: Anxiety, Developmental Stages, Emotional Adjustment, Individual Development
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
Montessori, Mario M.; Claremont, Claude A. – NAMTA Journal, 1998
Synthesizes the Montessori stages of life from birth to adulthood and provides an integrated description of Montessori educational principles. Examines the role of the teacher as learner, revolutionary, and scientist following the child through life. Identifies education as ongoing research on the laws of human development. (KB)
Descriptors: Child Development, Developmental Stages, Educational History, Educational Philosophy
Peer reviewed Peer reviewed
Stephenson, Margaret E. – NAMTA Journal, 1993
Discusses the four "planes of development" posited by Maria Montessori: (1) from birth to age 6; (2) from age 6 to 12; (3) from age 12 to 18; and (4) full maturity. Although Montessori schools have been successful in dealing with children during the first two planes, efforts need to be focused on adolescents at the third stage. (MDM)
Descriptors: Adolescent Development, Adolescents, Developmental Stages, Educational Development
Peer reviewed Peer reviewed
Loeffler, Margaret – NAMTA Journal, 1993
Reprints a talk presented to teacher trainers in 1990 that surveys thinking on language acquisition, specifically on the transition from orality to literacy, focusing on Montessori connections and applications. (HTH)
Descriptors: Child Language, Developmental Stages, Early Childhood Education, Language Acquisition
Peer reviewed Peer reviewed
Montessori, Mario M. – NAMTA Journal, 1998
Describes the founding of an experimental school in 1936 in Laren, Holland by Maria Montessori, which began to synthesize the cultural materials based on children's capacity for hearing and absorbing language. Discusses young children's responsiveness to learning scientific names for leaf forms. Cites this experience as evidence for her theory of…
Descriptors: Developmental Stages, Early Childhood Education, Educational History, Educational Practices
Peer reviewed Peer reviewed
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