Asserts that adults are not only responsible for preparing the Montessori environment, but more importantly constitute a living environment in and of themselves. Urges Montessori teachers to be an effective link between the child and the environment by manifesting a genuine interest in each developing child and creating a psychological atmosphere…

Uses metaphor of the dance to suggest reciprocity, harmony, and a mutual exchange of leadership as key components of adolescent-adult relationships. Suggests that adolescents have high expectations of adult's character and competencies; therefore, teachers should elicit the highest values and behaviors from their students. (KDFB)

Discusses the reciprocal relationship between the Montessori child and teacher that provides spiritual rejuvenation to the teacher. The key to teachers' spiritual development can be found in Montessori's insights into the true nature of the child. (PAM)

Discusses ways in which the conscience of young children can be activated, anger can be mitigated, aggression can be mediated without guilt-producing punishment, and reparations can be made for wrongdoing. Also presents ways to prevent disciplinary problems from occurring. (MDM)

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)

The three lectures reprinted here, given in 1957 London Elementary course, integrate the Montessori perspective on the Elementary child and Cosmic Education: (1) differences between children before and after 7 years of age; (2) characteristics of children 7 years and older; and (3) the adult role in responding to children in the second stage of…

Discusses emerging characteristics of early adolescents from a Montessorian perspective. Considers adolescents' revelations related to cosmic education, their need to serve, their need to think and to feel, and their need to know the cosmos through finding one's place in it. Discusses samples from students' cosmic autobiographies. (KB)

Describes components of Lake Country School's junior high school Montessori program in relation to the developmental characteristics of adolescents, their needs, and their noble aspirations. Maintains that healthy environments where young adults are challenged to act constructively and creatively will help develop youth who are integrated,…

Claims that each educator must discover the potentials of the learner and build on the individual's specific assortment of strengths. Presents Howard Gardner's theory of multiple intelligences, with practical implications, emphasizing that the intelligences are integrated at the application level by activities and remain separate only at the…

Defines "normalized school" and claims that faith in the child and courage to see the truth provide a firm foundation for any Montessori school community. Claims that in order for normalization to truly occur, adults in the community must be as concerned with the value and vitality of their own growth as they are for those of their…

Discusses the implementation of Montessori principles in an all-day setting, noting that children's emotional and physical needs require more attention in an all-day setting than in a half-day program. Also focuses on the important role of the teacher as a communicator with both the children and their families. (MDM)