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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
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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
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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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Cavalletti, Sofia – NAMTA Journal, 1994
Discusses young children's relationship with God and the place of religion in their lives, focusing on the role of adults in proclaiming the essential elements of Christianity to children. Argues that even very young children can understand the essence of religion. (MDM)
Descriptors: Childhood Attitudes, Christianity, Parent Child Relationship, Parent Role
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Kahn, David – NAMTA Journal, 1996
Discusses the theory of multiple intelligences and Montessori practice as interpreted by Torff, Dubovoy, Baker, Hilliard, Zener, and Sillick (PS 524 854-859). Claims that Gardner and Montessori both look beyond the notion of fixed IQ, and their joint perception of human potential tends toward the boundless, and the belief that each child can make…
Descriptors: Aptitude, Cognitive Ability, Cognitive Style, Early Childhood Education
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Torff, Bruce – NAMTA Journal, 1996
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…
Descriptors: Academic Achievement, Classroom Techniques, Cognitive Style, Educational Objectives
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Zeman, Mary – NAMTA Journal, 1996
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…
Descriptors: Developmental Psychology, Developmentally Appropriate Practices, Educational Philosophy, Individual Development
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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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Egan, Kieran – NAMTA Journal, 1993
Traces the richness of oral forms of expression used in nonliterate societies from ancient times to the present. Discusses the implications of research on orality for the early childhood curriculum and for methods of teaching young children. (BC)
Descriptors: Curriculum Development, Early Childhood Education, Language Acquisition, Literacy
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Furman, Erna – NAMTA Journal, 1993
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)
Descriptors: Classroom Techniques, Discipline, Discipline Policy, Early Childhood Education
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Montessori, Maria – NAMTA Journal, 1995
This reprint of a 1915 conference paper discusses the mother's role in the spiritual and moral development of her children, as well the right of all children to grow spiritually and morally, unimpeded by the power of adults. Stresses the civil rights of children, including their right to a nurturing, healthy environment. (MDM)
Descriptors: Child Health, Civil Liberties, Early Childhood Education, Moral Development
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Montessori, Maria – NAMTA Journal, 1995
This reprint of a 1915 conference paper discusses the significance of religion and truth in the context of the mental powers of children, focusing on the unique role of imagination in the psychology of young children. Stresses the importance of developing sound imagination built on the real and concrete models of young children's environment. (MDM)
Descriptors: Childhood Attitudes, Early Childhood Education, Educational Environment, Imagination
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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
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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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