NotesFAQContact Us
Collection
Advanced
Search Tips
Did you mean names?
Showing 1 to 15 of 17 results Save | Export
Peller, Lili E. – NAMTA Journal, 2013
Lili Peller's "The Children's House" essay begins where Maria Montessori left off in her description of space articulations. Peller does not name Montessori specifically as she always had a desire to become independent in her own right as a neo-Freudian child analyst. But the Haus Der Kinder founded in summer of 1922 suggests a total…
Descriptors: Montessori Method, Educational Facilities, Educational Environment, Psychiatry
Rogers, Jennifer – NAMTA Journal, 2015
Jennifer Rogers writes with apt and lyrical snippets from her perspective as a Montessori parent and from her long history as a primary guide. This short piece examines the word "grace" from multiple facets and serves as a meditation that uplifts and reminds us "that the life of a child is a gift."
Descriptors: Montessori Method, Montessori Schools, Spiritual Development, Religion
Peer reviewed Peer reviewed
Kahn, David – NAMTA Journal, 2003
Describes evolution of the Montessori perspective as Montessori adolescent programs attempt to reinforce the elementary and early childhood stages. Asserts that although development of these programs is experimental and undefined, a crystallization point around the whole of Montessori may occur amid diverse implementation. Asserts that Montessori…
Descriptors: Adolescent Development, Child Development, Educational Environment, Educational Principles
Peer reviewed Peer reviewed
Ludick, Pat – NAMTA Journal, 2001
Draws on a comparison of the characteristics of early childhood and early adolescence to comment on the culture of civility for adolescents. Discusses how Montessori adolescent psychology reiterates the role of the environment, the importance of work, the mindfulness of movement, the savoring of silence, the beauty of language, lessons in grace…
Descriptors: Adolescent Attitudes, Adolescent Behavior, Adolescent Development, Adolescents
Peer reviewed Peer reviewed
Rathunde, Kevin – NAMTA Journal, 2001
Delineates the mismatch between adolescent needs and school contexts, pointing out necessity for more hand-and- head work for better integration of abstract and concrete processes, sensory richness, and a variety of engagement opportunities. Suggests that schools move beyond the usual precollegiate over-emphasis on higher reasoning skills,…
Descriptors: Adolescent Development, Adolescents, Childhood Needs, Educational Environment
Peer reviewed Peer reviewed
Stephenson, Margaret E. – NAMTA Journal, 2000
Describes a combination day care/Montessori school in London during World War II to illustrate how Montessori principles of order, care, and respect can exist through the environment and throughout the day. Suggests a family-like situation for non- classroom time, discussing meals as social occasions, the importance of grooming, playtime, the use…
Descriptors: Child Development, Day Care, Early Childhood Education, Educational Environment
Peer reviewed Peer reviewed
Stephenson, Margaret E. – NAMTA Journal, 2000
Describes how the Absorbent Mind uses human tendencies during the first 6 years of life to construct one's own individual self. Maintains that the adult's task is to form the link between the child and the environment so that the human tendencies to explore, orient, order, work, repeat, control errors, be exact, create, invent, and communicate can…
Descriptors: Adult Child Relationship, Child Development, Early Childhood Education, Educational Environment
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
McDermott, Martha – NAMTA Journal, 1996
Makes an evocative plea for accepting children where they are developmentally and maintaining a vision of future possibility. Claims that adults are being guided and informed by children, and adjust their behaviors accordingly. Advocates encountering the child with a willingness to learn from the relationship, with the result that the educator…
Descriptors: Adult Child Relationship, Children, Cognitive Style, Educational Environment
Peer reviewed Peer reviewed
Gobbi, Gianna – NAMTA Journal, 1999
Considers the nobility of children's work, its relationship to human psychological health and peacefulness, its purposefulness, and its revelation of God's cosmic plan. Links Maria Montessori's cosmic view to the Catechists of the Good Shepherd and the Montessori community at large. (Author/KB)
Descriptors: Beliefs, Children, Educational Environment, Educational Philosophy
Peer reviewed Peer reviewed
Leonard, Gerard – NAMTA Journal, 1999
Uses classroom examples and literary allusions to examine the philosophy and practice of Montessori's Cosmic Education. Focuses on the use of non-theistic creation stories to create an educational environment that would foster the development of children's religious sentiment. (KB)
Descriptors: Children, Classroom Communication, Educational Environment, Elementary Education
Peer reviewed Peer reviewed
Wolf, Aline D. – NAMTA Journal, 1999
Challenges Montessori educators to assess how effectively a Montessori education achieves its spiritual goals in the formation of character. Maintains that the prepared environment may not be enough, given the assault of commercialism on the growing minds of children, especially in the form of advertising. (Author)
Descriptors: Advertising, Children, Educational Environment, Educational Philosophy
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
Waltuch, Margot – NAMTA Journal, 1996
Discusses the author's teaching experiences during the 1930s at "La Maison des Enfants," a Montessori school in Sevres, France. Provides photographs and descriptions of the school day, outdoor activities, gardening, cooking and eating, practical activities, and creative activities. (MDM)
Descriptors: Cooking Instruction, Creativity, Daily Living Skills, Educational Environment
Peer reviewed Peer reviewed
Verschuur, Mary B. – NAMTA Journal, 1998
Argues children's natural drive to discover is intrinsic and that adults cannot instill it from the outside. Dispels common myths about child motivation and describes the optimal conditions for self-motivated learning. Provides examples of how the Montessori-prepared environment makes the most of children's inborn curiosity, interest, and wonder.…
Descriptors: Academic Aspiration, Achievement Need, Childhood Needs, Curiosity
Previous Page | Next Page ยป
Pages: 1  |  2