Abstract/Notes: Marc Prensky coined the term "digital native" in 2001 to describe those who have grown up with a constant interaction of technology, including television, video games, and the Internet (Prensky, 2001). For these people, many of them now in their twenties, life has always included the presence of screens--televisions, cell phones, iPods, video games, and computers. Additionally, digital natives tend to believe they can use many of these devices at the same time and do it very well (multitasking). For years, scientists and psychologists have believed that the most vital brain development takes place between birth and 6 years. Maria Montessori herself believed that major sensitive periods during the first 6 years include order, language, writing, and culture, and discussed sensitive periods of development in detail in "The Secret of Childhood" and "The Absorbent Mind". Studies have shown that the use of technology can interfere with one's understanding of the micro-muscle movements and associated behavioral cues. Media has brought an unparalleled access to information; however, children in today's world need adults who can balance the benefits of technology with its shortcomings. In this article, the author discusses how to create balance in the new age of technology. Suggestions for more balanced technology use are presented. (Contains 24 resources.)

Language: English

ISSN: 1054-0040

Abstract/Notes: Because we experience the trauma of global tragedy in a much more immediate and unfiltered way than we used to, it is more difficult for us to shield ourselves and our children from the barrage of sensationalized and politicized images flooding our environment. To achieve this, I looked for articles that: * were Montessori-compatible in that they had at their center the experience of the child, aligned with our understanding of the planes of development, and spoke to the human tendencies toward orientation, gregariousness, order, communication, exploration, and self-perfection; * were parent-friendly in that they were easy to read and digest, offered practical advice, and did not put added pressure on parents to be more perfect or blame parents for not being able to control children's media exposure; * were accurate from a child development and psychology perspective, and offered a realistic view of how media are produced and disseminated; * came from sources that are reasonably reputable and proactive in their management of other social issues; * put the onus on the adult, not the child, to create an environment in which resilience can be developed (in essence, furthering the spiritual preparation of the teacher). "According to the UN, young people, including children, are the largest group of people affected by disasters across the world. " "Talking to Children about Violence: Tips for Parents and Teachers," by the National Association of School Psychologists (bit.ly/2rFWIsK) This article presents 7 tips to support children in dealing with the aftermath of violent events, along with a list of talking points to use that will reassure children while maintaining a realistic outlook.

Language: English

ISSN: 1054-0040

Abstract/Notes: At first glance, the tower of pink wooden blocks looks uncomplicated, like any other child's toy. But these blocks aren't just meant for stacking. Eventually, they will be used to learn about depth perception, cubing, and even the decimal system. The "Pink Tower," as it's called in Montessori schools, is part of a meticulously orchestrated program of materials, curriculum, classroom setup, and freedom of choice that is dedicated almost exclusively to hands-on learning. As traditional schools set out to incorporate more hands-on learning under the Common Core standards, they can gain insight from an alternative education system that has been perfecting the practice for nearly 100 years.

Language: English

ISSN: 1091-2622

Language: English

ISSN: 0571-1142

Language: English

Language: English

Language: English

Language: English

Language: English

Language: English