Abstract/Notes: Phoebe Allen's article speaks for the early bonding of children to the natural world prior to the elementary class. She also suggests the continuing exploration of children at elementary age in the outdoors in order to build the necessary sense of wonder and love of the environment to overcome anxiety over the negative realities of the planet's future. The message is emphatic: Nature teaches best of all; inspire hope, not despair. [Reprinted from "The NAMTA Journal" 30,1 (2005, Winter): 107-113. This talk was presented at the NAMTA conference titled "Montessori Places: Stepping Stones to Society and the World," Austin, TX, October 14-17, 2004.]

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Abstract/Notes: Weaves theoretical concepts of Maria Montessori and Edith Cobb to suggest that a moral, meaningful life is influenced by early contact with nature in which adults draw children's attention to its value. Suggests that nature is the prepared environment fostering cosmic harmony and asserts that educators should provide opportunities for early encounters with nature and learning about global needs around the use and distribution of natural resources. (KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Combines insights from ecological research and Montessori theory and practice to portray the unfolding of childhood in natural places. Suggests that children's manipulation of the landscape results in optimal creative involvement. Maintains that the act of finding favorite places in all weather, combined with a positive role model, leads to lifelong appreciation, concern, and activism for the natural world. (Author/KB)

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Abstract/Notes: With delicate literary style and allusions, Louise Chawla combines her ecological research and Montessori background to portray the unfolding of childhood in natural places. Starting with "enchantment with the world" as the basis for nature education for the child under six, the article suggests that the "loose parts" in the landscape that children manipulate and use result in optimal creative involvement. The act of finding favorite places in all weather, combined with the companionship of an adult role model, leads to a lifelong appreciation, concern, and activism for the natural world. [Reprinted from "The NAMTA Journal" 28,1 (2003, Winter): 133-154. This paper was prepared for the NAMTA Conference titled "Montessori Education for Human Development: The Child and the Natural World," October 31-November 3, 2002 in Chicago, IL.]

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Abstract/Notes: Louise Chawla's autobiographical beginning of this article shows the integration of her world-famous science of the environment and its relationship to early and middle childhood development as it finds its roots in Montessori education. Her academic training brought her to Edith Cobb's writing and unveiled the origins of kinship to the natural world in the developing young human. Her own exploration of nature and culture caused her to return to Montessori writings with a fresh understanding of the natural world as a prepared environment. Louise Chawla stresses that children must frequently encounter "the natural world with empathy and delight" and the prepared environment supports them as they become creative citizens of humanity. [This paper was prepared for the NAMTA Conference titled "Deschooling Montessori" January 25, 2002, in Scottsdale, AZ. Reprinted from "The NAMTA Journal" 27.3 (2002, Summer): 131-148 (see EJ661570).]

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: Italian

Published: Roma, Italy: Fefè Editore, 2020

ISBN: 978-88-949471-7-5

Series: Pagine Vere , 47