Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Abstract/Notes: The use of the hand is a physiological sequence. The prehensile nature of the human hand is an evolutionary feature as is the freeing of the hands due to bipedalism. Kay Baker outlines of the human hand's significance to the mind as found in chapter 14 of the "Absorbent Mind." In this article, she has created lists that break down the implication of the hand as an expression of the mind, the hand as a companion to the mind, the hand that creates the handiwork of civilization, the hand as a way to social life through manual division of labor. The article also discusses how Montessori pedagogy utilizes the hand and its related capacities to allow the student to understand the nature of human work through the ages, and to see how the hand is the basis of Cosmic Education.

Language: English

ISSN: 1522-9734

Abstract/Notes: In this article, Kay Baker sets out to answer the questions, "What is observation? What is the nature of observation in the elementary class? How can observation help the adult guide the development of children?" She responds by listing the areas that can be observed in the elementary class (the prepared environment, the work of the adult, the work of the child, the society created by this group, outside explorations in the large society), and discussing what observations can be made in each of those areas. She concludes with a lovely summary of what it means to be a guide to the child. [Reprinted from "AMI Communications 2" (2008): 59-63.]

Language: English

ISSN: 1522-9734

Language: English

Published: Eagan, Minnesota, 2007

Abstract/Notes: This study was designed to explore the role of educational evaluation in three selected Montessori elementary classrooms; to characterize educational evaluation in these three classrooms in terms of an educational philosophical orientation and an evaluation model; and to analyze critically and interpret the observed role of educational evaluation within the framework of Montessori philosophy and methods. Three classrooms (two kindergarten-first and one second-third grade class) from two Montessori schools in the Newark-Wilmington, Delaware area comprised the sample of the study. Following a pilot study, arrangements were made to interview parents, teachers, and students. Other sources of data included 60 hours of classroom observation and three questionnaires that focused on educational philosophy and evaluation. Both qualitative and quantitative methods were used in the classrooms, but the emphasis was on the former approaches, such as observation and questioning. Problem-solving techniques were used, especially with regard to social conflicts. The instructional programs and evaluation primarily were individualized. The observed evaluative practices were consistent with Montessori philosophy and represented a logical outgrowth of the Montessori method. Evaluation was carried out in a positive, supportive way that focused on the individuals; however, the well-being of the class was also important. The observed evaluative practices observed were indicative of a liberal philosophical orientation. Reasons for this assessment include the emphasis on problem-solving, the importance of the individual and of the group as a social collective, the use of non-testing evaluation practices, the individualized nature of the evaluation activities, and the guiding/collaborative nature of the teacher's role. Quantitative methods were used, but served to confirm observations gathered by less formal means. For both teachers and children, the approach to evaluation was an individualized one. An aspect common to both teachers and children was the understanding and appreciation of others as individuals. Teachers sought information on which they could make decisions regarding individuals and the class as a social unit. Students were encouraged to become independent by learning how to evaluate their own work, to become their own best critics.

Language: English

Published: Newark, Delaware, 1989

Abstract/Notes: Asserts that although there are distinct characteristics to each of Montessori's planes of development, there is no separation, especially between early childhood and childhood. Suggests that these first two planes of education could fall under one "Children's House," and points to the path of responsibility and the steps toward living in society as the unifying approach that brings all of childhood together from birth as one experience.

Language: English

ISSN: 1522-9734

Language: English

Published: Duluth, Minnesota, 1983

Language: English

Published: Los Angeles, California, 1979

Language: English

Published: Hollidaysburg, Pennsylvania: Parent Child Press, 2002