Abstract/Notes: Based on taped 1999 interview

Language: English

ISSN: 1054-0040

Abstract/Notes: Providing opportunity for musical exploration is essential to any early childhood program. Through music making, children are actively engaged with their senses: they listen to the complex sounds around them, move their bodies to the rhythms, and touch and feel the textures and shapes of the instruments. The inimitable strength of the Montessori classroom is the focus on child-centered learning. Music stimulates the senses, and guided by the teacher's direction, children begin taking ownership of their music making and, in turn, share their experiences with their peers. Montessori clearly recognized the importance of music education for young children as she integrated methods of instruction throughout her curriculum. Montessori believed that music was a necessary part of a complete education, one that supported sensorial education and child-centered learning. Most importantly, it was her intense belief that all teachers can, and should, integrate music education into their classroom.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: IN THE SUMMER OF 1950, TEENAGERS ELVIRA BUSINELLI AND DELFINA TOMASSINI EMBARKED UPON A TEACHER TRAINING COURSE AT THE ITALIAN UNIVERSITY FOR FOREIGNERS, IN PERUGIA, ITALY-TAUGHT BY MARIA MONTESSORI. [...]it shaped and guided my professional life, because I obeyed her teachings and advice and applied her Method. To truly learn how to teach children was something that was difficult to understand at that time. Having met Maria Montessori, who spoke magnificently about the physical and psychic development of children, I learned the reason why children can learn in a particular way, and each one within his own time frame. [...]in my years of teaching, I saw in practice that the Method is valid, using specific materials to make kids grow autonomously, without oppressing them.

Language: English

ISSN: 1054-0040

Abstract/Notes: To help the child who learns differently, when the usual presentation is not helping a student, Montessori educators can use several techniques: * reduce the difficulty of an activity * use more tactile-kinesthetic input * create control charts * focus on the development of oral language * increase the structure for the child with impulse control difficulties, assuming the necessity to help the ADHD child to sustain attention, teaching how to make work choices and how to develop a cycle of work * combine Multisensory Structured Language techniques with Montessori Language presentations. Note: If the child is not holding the pitcher correctly, the lesson may have to become how to hold a pitcher and work up to pouring. * Dressing Frames: lesson reduced to a first presentation of untying, unbuttoning, unbuckling, etc., with each step presented in separate lessons working toward the final step of mastering the direct purpose of the lesson * Cutting bananas and bread before cutting more solid foods, like carrots * Attaching language to the name of the presentation and all of the materials used in the lesson that is at the level of the child's oral language development SENSORIAL: * Pink Tower: Reduce the number of cubes to use every other cube, beginning with the largest, thereby increasing the discrimination to a 2 cm difference. LANGUAGE: * Since oral language skills may be a weakness for many students with learning differences, it is usually necessary to add a program of oral language development assessment and instruction to enhance vocabulary and verbal expression. The MACAR Oral Language Development Manual is one such program (Pickering, 1976). * Written language, which includes reading, spelling, composition, and handwriting, requires the combination of Montessori language materials and the therapeutic techniques of a multisensory structured language (MSL) approach (e.g., Orton-Gillingham, Sequential English Education (SEE), Slingerland, Spalding, or Wilson Language). * Use additional phonological awareness shelf activities (pat out each sound in a word; place a small floral stone or disk on a picture card for each sound in a word). * Present the Sandpaper Letters in the sequence taught in the therapeutic program. * Use the decoding pattern of blending the beginning sound to the word family of short and long vowel word family words.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Did you know that one benefit of your AMS membership is representation at the United Nations, the Children's Defense Fund, the Council for American Private Education (CAPE), the National Council for Private School Accreditation (NCPSA), and other coalitions that advocate for children and education? Through our affiliation with NCPSA, AMS is recognized in many states as an approved accrediting body-a status that grants our public and private accredited schools advantages such as exemption from specific state requirements, access to funding streams, and/or favorable recognition within a state's Quality Rating & Improvement System. Additionally, NCPSAs recognition by the federal government allows its accredited schools (including AMS-accredited schools) to participate in the Student and Exchange Visitor Program (SEVP), which permits schools to accept foreign students into the U.S. Only schools certified by SEVP can participate in this program-a benefit that AMS-accredited public and private schools enjoy thanks to our affiliation with NCPSA.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1071-6246

Abstract/Notes: Includes sidebar, "My Favorite Memory of My Years as a Student at Barrie"

Language: English

ISSN: 1071-6246