This document discusses Maria Montessori's theory of the four planes of development. It describes the first two planes:
1) Ages 0-6, where children need independence, order, and sensory experiences to develop physically and socially.
2) Ages 6-12, where children undergo physical and psychological changes and desire more abstract knowledge about ethics and the world. They need outdoor experiences and social interaction beyond the family.
3) The second plane of development sees changes in independence, curiosity, and a desire for social interaction and physical challenges beyond the home environment.
The document discusses parenting styles and how they have changed over time. It describes different parenting styles identified by Diana Baumrind, including permissive, authoritarian, and assertive-democratic parenting. It notes that while parenting advice has changed, the basic job of keeping children safe and helping them grow remains the same. Effective parenting requires consistency but also adapting styles as children age and situations change. Communication, understanding boundaries, and adapting approaches are important for positive parenting.
This document summarizes an observation of the Love 2 Learn childcare center. The center cares for 16 infants and toddlers with 5 staff members. It has a philosophy of valuing each child, providing a safe and nurturing environment, and believing that children learn through hands-on interaction and play. The daily schedule includes activities like arts and crafts, outdoor play, circle time, and nap time. The observation checklist evaluates the center's safety, health practices, learning environment, support for children's development, relationships with families, administration, and staff qualifications. The conclusion is that the program provides a calm, organized and responsive environment.
This document contains Jamie Rowe's planning and coursework for an early childhood education competition. It includes a planning process, documentation of experiences such as lesson plans and philosophy papers, and evidence of skills and developmental knowledge. Some key points are:
- Jamie planned a science activity for 4-5 year olds on a given topic for the competition.
- Coursework includes guidance, licensing, and philosophy papers discussing views on child development and appropriate activities/punishment.
- Sample lesson plans show activities planned for preschoolers to develop music, social, and motor skills through a game of Duck Duck Goose.
1) Social facilitation occurs when an individual performs better on familiar tasks when others are present, due to increased motivation. However, performance declines on unfamiliar tasks due to pressure. Social loafing occurs when group members exert less individual effort than if working alone, reducing group productivity.
2) The author discusses how growing up in a competitive environment led them to experience social facilitation, working harder in the presence of classmates and when parents monitored their studies. However, the author's performance declined in less familiar subjects like Chinese when watched by teachers.
3) The author realized that social loafing can occur in close-knit groups, where members rely too heavily on each other. While some take on more work,
Observational learning occurs when people observe and mimic the behaviors of others, such as parents, siblings, teachers, or other role models. This type of learning is most common in childhood as young children learn about the world from observing those around them. However, observational learning continues throughout life as people unconsciously pick up habits and behaviors from frequent exposure and interaction with others. While observational learning can help children acquire positive behaviors from good role models, it also carries the risk that children may mimic undesirable behaviors without understanding the consequences.
When your child is special elaine l. wilmorejzamora3521
The document discusses inclusion of special needs students in mainstream classrooms from the perspective of a former teacher, principal, and parent of a learning disabled child. It outlines both the arguments for and against inclusion, and acknowledges that there are good reasons on both sides. It concludes that inclusion should be determined on a case-by-case basis considering the individual student's needs and the resources and support available to teachers.
The document discusses parenting styles and how they have changed over time. It describes different parenting styles identified by Diana Baumrind, including permissive, authoritarian, and assertive-democratic parenting. It notes that while parenting advice has changed, the basic job of keeping children safe and helping them grow remains the same. Effective parenting requires consistency but also adapting styles as children age and situations change. Communication, understanding boundaries, and adapting approaches are important for positive parenting.
This document summarizes an observation of the Love 2 Learn childcare center. The center cares for 16 infants and toddlers with 5 staff members. It has a philosophy of valuing each child, providing a safe and nurturing environment, and believing that children learn through hands-on interaction and play. The daily schedule includes activities like arts and crafts, outdoor play, circle time, and nap time. The observation checklist evaluates the center's safety, health practices, learning environment, support for children's development, relationships with families, administration, and staff qualifications. The conclusion is that the program provides a calm, organized and responsive environment.
This document contains Jamie Rowe's planning and coursework for an early childhood education competition. It includes a planning process, documentation of experiences such as lesson plans and philosophy papers, and evidence of skills and developmental knowledge. Some key points are:
- Jamie planned a science activity for 4-5 year olds on a given topic for the competition.
- Coursework includes guidance, licensing, and philosophy papers discussing views on child development and appropriate activities/punishment.
- Sample lesson plans show activities planned for preschoolers to develop music, social, and motor skills through a game of Duck Duck Goose.
1) Social facilitation occurs when an individual performs better on familiar tasks when others are present, due to increased motivation. However, performance declines on unfamiliar tasks due to pressure. Social loafing occurs when group members exert less individual effort than if working alone, reducing group productivity.
2) The author discusses how growing up in a competitive environment led them to experience social facilitation, working harder in the presence of classmates and when parents monitored their studies. However, the author's performance declined in less familiar subjects like Chinese when watched by teachers.
3) The author realized that social loafing can occur in close-knit groups, where members rely too heavily on each other. While some take on more work,
Observational learning occurs when people observe and mimic the behaviors of others, such as parents, siblings, teachers, or other role models. This type of learning is most common in childhood as young children learn about the world from observing those around them. However, observational learning continues throughout life as people unconsciously pick up habits and behaviors from frequent exposure and interaction with others. While observational learning can help children acquire positive behaviors from good role models, it also carries the risk that children may mimic undesirable behaviors without understanding the consequences.
When your child is special elaine l. wilmorejzamora3521
The document discusses inclusion of special needs students in mainstream classrooms from the perspective of a former teacher, principal, and parent of a learning disabled child. It outlines both the arguments for and against inclusion, and acknowledges that there are good reasons on both sides. It concludes that inclusion should be determined on a case-by-case basis considering the individual student's needs and the resources and support available to teachers.
5 Parenting Practices for a Peaceful Home, Week 3Krista Keintz
This document provides an overview of five parenting practices for a peaceful home. It summarizes the third workshop in a series, revisiting three established practices and introducing a new fourth practice of "training by training, not correcting." The established practices include creating regular check-ins to proactively manage family life, removing unnecessary tasks from difficult times, and creating structural consistency using frames to maintain routines and boundaries. The workshop encourages applying these strategies to improve consistency and foster a growth mindset in parenting.
Parents can instill good moral values in their children by leading by example in their own behavior, spending quality time with their children, and having open discussions about real-world issues and events. Spending time together helps foster strong relationships where children feel comfortable approaching their parents with questions. It is important for parents to demonstrate good priorities, morality, and beliefs through their own actions rather than just words. Leading by example and engaging children in discussions about societal and world issues provides children with guidance on navigating challenges as they grow into adults.
A Critical Analysis of the Principles of Nurture and its Impact on LearningBetty Wakia (白丽)
The nurture groups are small structured teaching or learning groups of 6 to 12 students that supported by two adults staffed to provide social, emotional and behavioral difficulties (SEBD) in a mainstream early years settings, primary or secondary schools. The nurture groups are known as a safe place for the unique developmental need of each child’s are met and continuously provides assessment through the Boxall Profile to modified curriculum in an environment based on the six principles. The purpose of this essay is to critically analysis the principles of nurture and its impact on learning in the classroom.
1) The document discusses the importance of making time for fun and play with children in order to lower their stress, build attachments, and promote healthy development. It notes that many parents get so busy with activities for their kids that they forget to have fun with them.
2) It describes the author's experience taking a relaxing holiday with her daughter, during which the daughter was able to fully relax and enjoy herself for the first time in years. The author reflects on how fun promotes bonding and positive emotions.
3) The author advocates for gently introducing fun to children and being aware that some children may find fun overwhelming at first due to anxiety or lack of experience with it. She shares stories of her daughter's early difficulties
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
This document provides a pedagogical narration and critical analysis of a child, Toddler H's, imaginative play involving pretending to take a shower. The narration revisits Part I after consulting with H's teacher, co-teacher, and mother to gain additional context. It then analyzes H's play in relation to the British Columbia Early Learning Framework, focusing on the areas of well-being and belonging, exploration and creativity, language and literacies, and social responsibility and diversity. The analysis concludes by reflecting on how to expand learning opportunities for H and other children to further develop their interests and play.
The aims of Wisdom are to improve the wellbeing of young carers through communication, bring young carers together within one virtual space and provide young carers with the tools to help them take back some control of their own lives.
The slides deals with the 4 types of parenting style and its features. in addition to that it also discusses few means to be a good parent and the do's and dont's of parenting
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Making Continous Provision good! Early yearsSammy Fugler
This short presentation is from the Rainbow Nursery Tel Aviv Staff meeting May 2019. It focuses on supporting children's free play, making the most of spontaneous learning opportunities and delivering effective continuous provision. This is relevant to working in the EYFS
This document discusses the homeschool movement as a potential solution to issues in the public education system. It explores why parents may choose homeschooling, such as dissatisfaction with academics, cultural lessons, or religious restrictions in public schools. Both benefits and criticisms of homeschooling are presented, such as increased parental involvement but lack of diversity exposure. The history and increasing popularity of homeschooling in the US are also summarized.
Although moving has become a common event for American families, it is a "moving" experience in more ways than one. No matter how often families change residence, moving brings with it a variety of emotions and situations.
One out of five American families moves each year, and most of those moves are within the same community or to a neighboring state. Moving can be an exciting adventure for families as they look forward to new places, friends, and neighbors. Many families find that the experience of moving often brings them closer.
But the general sense of confusion and disorder can make moving both physically and emotionally stressful. While packing, moving, dusting, and sorting take a toll on energy and attention, short tempers and chaos drain the emotions.
There is also an element of grief. No matter how eager you are to move, there will be places, things, and people you will miss. When moving is brought about by a death, divorce, or job loss, the sense of loss and sadness is more acute. Sometimes, a combination of the exciting prospect of moving and the sense of loss that the same change could bring produces a see-saw of emotions. Many family members experience emotional ups and downs.
Moving is a challenging and difficult experience for a family, especially for children. It is natural, therefore, for parents to be concerned about the effect of the move. Parents often wish to help ease the transition for their children and make moving a positive experience.
When faced with a move, it is important to remember that reactions from children will vary depending on their personality and developmental age. The personality of the child is important because it influences the time a child may take to adjust to the move. Some children are naturally outgoing and will be able to make friends immediately while some other children may take months.
Some aspects of the child's personality may tend to get more pronounced. For instance, if your child tends to worry and get nervous, you are likely to see more of this behavior until the child begins to feel more comfortable in the new surroundings. Roller coaster emotions are not uncommon. One day your child may be thrilled and excited, then blue and depressed the next.
Reprinted with permission from National Network for Child Care - NNCC.
Oesterreich, L. (1993). Moving to a new Home. In series *Understanding children* [Pm 1529g]. Ames, IA: Iowa State University Extension.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
This document discusses strategies for developing empathy, resilience, and grit in students. It provides principles for character education from Theodore Roosevelt and Rafe Esquith. Specific strategies are presented for cultivating empathy, including teaching emotional literacy, developing a moral identity, perspective taking, moral imagination, self-regulation, kindness, collaboration, and moral courage. Concrete strategies are outlined for raising caring children, such as looking face-to-face, using emotion words, praising caring actions, capturing caring moments, using real events and books, being a caring role model, and reflecting on kindness. Overall, the document promotes the development of empathy and character in students.
Many parents get stressed when their children misbehave. While friends and relatives offer advice, their solutions may not work. Parenting coaches help by providing tools to build healthy relationships and correct behavior. Coaches teach communication skills, how to respond appropriately, and help parents and children cope with life's challenges. Hiring a coach reduces stress and gives parents more time to enjoy life.
Parental Presence – Building foundations of change for our childrenJane mitchell
The document discusses several aspects of parental presence that are important for therapeutic parenting of children who have experienced developmental trauma. It discusses:
1) The importance of a calm physical presence to help children feel cared for, accepted, and begin developing trust. Simple physical presence can help regulate children's emotions.
2) Keeping children "in mind" when apart by using reminders like photos, notes, smells to reassure them of the parental bond. This helps children who struggle with separation due to inappropriate early care.
3) Providing a narrative by describing what you see in the child, to reinforce the messages of care, acceptance and that the child is important. This was how parents naturally interact with pre
The document contains short quotes from different fathers on their philosophies and approaches to parenting. Some common themes that emerge are providing love, respect and quality time for children, open communication, teaching life skills and values like responsibility, and being consistent while allowing children freedom to learn and grow.
The document discusses parenting styles in psychology based on a 1960s study. It identifies four main parenting styles - authoritative, authoritarian, permissive/indulgent, and neglectful/uninvolved - based on levels of demandingness and responsiveness. Authoritative parenting, with high expectations and open communication, tends to produce children with high self-esteem and independence. Authoritarian parenting has high expectations but little communication, and can lead to lower self-esteem. Permissive parenting has low expectations and avoids confrontation, resulting in impulsive children. Neglectful parenting has little interaction and leads to social and behavioral issues.
The document discusses several topics related to parenting and teaching children respect. It emphasizes that the most effective way to teach children respect is by treating them respectfully and being a good role model. Parents should communicate openly with their children without distractions, praise good behavior, and avoid verbal abuse which can damage children's development and self-esteem. A parent's role evolves as children grow into more independent individuals.
El documento describe varios protocolos de Internet fundamentales como HTTP, ARP, FTP, SMTP, POP, TELNET, ICMP, IGMP y UDP. Explica brevemente la función de cada protocolo, incluyendo el acceso a páginas web, resolución de direcciones, transferencia de archivos, correo electrónico y la detección y corrección de errores en la transmisión de datos.
This document lists 20 websites that provide various educational resources for kindergarten teachers, including puzzle makers, social networks, lesson planning tools, reading and phonics programs, and websites run by other teachers to share ideas and materials. Several of the sites listed provide specific online activities for students related to topics like animals, health, and stories that can be used to practice reading skills. Overall, the document presents a range of digital resources teachers can utilize for instruction and collaboration.
5 Parenting Practices for a Peaceful Home, Week 3Krista Keintz
This document provides an overview of five parenting practices for a peaceful home. It summarizes the third workshop in a series, revisiting three established practices and introducing a new fourth practice of "training by training, not correcting." The established practices include creating regular check-ins to proactively manage family life, removing unnecessary tasks from difficult times, and creating structural consistency using frames to maintain routines and boundaries. The workshop encourages applying these strategies to improve consistency and foster a growth mindset in parenting.
Parents can instill good moral values in their children by leading by example in their own behavior, spending quality time with their children, and having open discussions about real-world issues and events. Spending time together helps foster strong relationships where children feel comfortable approaching their parents with questions. It is important for parents to demonstrate good priorities, morality, and beliefs through their own actions rather than just words. Leading by example and engaging children in discussions about societal and world issues provides children with guidance on navigating challenges as they grow into adults.
A Critical Analysis of the Principles of Nurture and its Impact on LearningBetty Wakia (白丽)
The nurture groups are small structured teaching or learning groups of 6 to 12 students that supported by two adults staffed to provide social, emotional and behavioral difficulties (SEBD) in a mainstream early years settings, primary or secondary schools. The nurture groups are known as a safe place for the unique developmental need of each child’s are met and continuously provides assessment through the Boxall Profile to modified curriculum in an environment based on the six principles. The purpose of this essay is to critically analysis the principles of nurture and its impact on learning in the classroom.
1) The document discusses the importance of making time for fun and play with children in order to lower their stress, build attachments, and promote healthy development. It notes that many parents get so busy with activities for their kids that they forget to have fun with them.
2) It describes the author's experience taking a relaxing holiday with her daughter, during which the daughter was able to fully relax and enjoy herself for the first time in years. The author reflects on how fun promotes bonding and positive emotions.
3) The author advocates for gently introducing fun to children and being aware that some children may find fun overwhelming at first due to anxiety or lack of experience with it. She shares stories of her daughter's early difficulties
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
This document provides a pedagogical narration and critical analysis of a child, Toddler H's, imaginative play involving pretending to take a shower. The narration revisits Part I after consulting with H's teacher, co-teacher, and mother to gain additional context. It then analyzes H's play in relation to the British Columbia Early Learning Framework, focusing on the areas of well-being and belonging, exploration and creativity, language and literacies, and social responsibility and diversity. The analysis concludes by reflecting on how to expand learning opportunities for H and other children to further develop their interests and play.
The aims of Wisdom are to improve the wellbeing of young carers through communication, bring young carers together within one virtual space and provide young carers with the tools to help them take back some control of their own lives.
The slides deals with the 4 types of parenting style and its features. in addition to that it also discusses few means to be a good parent and the do's and dont's of parenting
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Making Continous Provision good! Early yearsSammy Fugler
This short presentation is from the Rainbow Nursery Tel Aviv Staff meeting May 2019. It focuses on supporting children's free play, making the most of spontaneous learning opportunities and delivering effective continuous provision. This is relevant to working in the EYFS
This document discusses the homeschool movement as a potential solution to issues in the public education system. It explores why parents may choose homeschooling, such as dissatisfaction with academics, cultural lessons, or religious restrictions in public schools. Both benefits and criticisms of homeschooling are presented, such as increased parental involvement but lack of diversity exposure. The history and increasing popularity of homeschooling in the US are also summarized.
Although moving has become a common event for American families, it is a "moving" experience in more ways than one. No matter how often families change residence, moving brings with it a variety of emotions and situations.
One out of five American families moves each year, and most of those moves are within the same community or to a neighboring state. Moving can be an exciting adventure for families as they look forward to new places, friends, and neighbors. Many families find that the experience of moving often brings them closer.
But the general sense of confusion and disorder can make moving both physically and emotionally stressful. While packing, moving, dusting, and sorting take a toll on energy and attention, short tempers and chaos drain the emotions.
There is also an element of grief. No matter how eager you are to move, there will be places, things, and people you will miss. When moving is brought about by a death, divorce, or job loss, the sense of loss and sadness is more acute. Sometimes, a combination of the exciting prospect of moving and the sense of loss that the same change could bring produces a see-saw of emotions. Many family members experience emotional ups and downs.
Moving is a challenging and difficult experience for a family, especially for children. It is natural, therefore, for parents to be concerned about the effect of the move. Parents often wish to help ease the transition for their children and make moving a positive experience.
When faced with a move, it is important to remember that reactions from children will vary depending on their personality and developmental age. The personality of the child is important because it influences the time a child may take to adjust to the move. Some children are naturally outgoing and will be able to make friends immediately while some other children may take months.
Some aspects of the child's personality may tend to get more pronounced. For instance, if your child tends to worry and get nervous, you are likely to see more of this behavior until the child begins to feel more comfortable in the new surroundings. Roller coaster emotions are not uncommon. One day your child may be thrilled and excited, then blue and depressed the next.
Reprinted with permission from National Network for Child Care - NNCC.
Oesterreich, L. (1993). Moving to a new Home. In series *Understanding children* [Pm 1529g]. Ames, IA: Iowa State University Extension.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
This document discusses strategies for developing empathy, resilience, and grit in students. It provides principles for character education from Theodore Roosevelt and Rafe Esquith. Specific strategies are presented for cultivating empathy, including teaching emotional literacy, developing a moral identity, perspective taking, moral imagination, self-regulation, kindness, collaboration, and moral courage. Concrete strategies are outlined for raising caring children, such as looking face-to-face, using emotion words, praising caring actions, capturing caring moments, using real events and books, being a caring role model, and reflecting on kindness. Overall, the document promotes the development of empathy and character in students.
Many parents get stressed when their children misbehave. While friends and relatives offer advice, their solutions may not work. Parenting coaches help by providing tools to build healthy relationships and correct behavior. Coaches teach communication skills, how to respond appropriately, and help parents and children cope with life's challenges. Hiring a coach reduces stress and gives parents more time to enjoy life.
Parental Presence – Building foundations of change for our childrenJane mitchell
The document discusses several aspects of parental presence that are important for therapeutic parenting of children who have experienced developmental trauma. It discusses:
1) The importance of a calm physical presence to help children feel cared for, accepted, and begin developing trust. Simple physical presence can help regulate children's emotions.
2) Keeping children "in mind" when apart by using reminders like photos, notes, smells to reassure them of the parental bond. This helps children who struggle with separation due to inappropriate early care.
3) Providing a narrative by describing what you see in the child, to reinforce the messages of care, acceptance and that the child is important. This was how parents naturally interact with pre
The document contains short quotes from different fathers on their philosophies and approaches to parenting. Some common themes that emerge are providing love, respect and quality time for children, open communication, teaching life skills and values like responsibility, and being consistent while allowing children freedom to learn and grow.
The document discusses parenting styles in psychology based on a 1960s study. It identifies four main parenting styles - authoritative, authoritarian, permissive/indulgent, and neglectful/uninvolved - based on levels of demandingness and responsiveness. Authoritative parenting, with high expectations and open communication, tends to produce children with high self-esteem and independence. Authoritarian parenting has high expectations but little communication, and can lead to lower self-esteem. Permissive parenting has low expectations and avoids confrontation, resulting in impulsive children. Neglectful parenting has little interaction and leads to social and behavioral issues.
The document discusses several topics related to parenting and teaching children respect. It emphasizes that the most effective way to teach children respect is by treating them respectfully and being a good role model. Parents should communicate openly with their children without distractions, praise good behavior, and avoid verbal abuse which can damage children's development and self-esteem. A parent's role evolves as children grow into more independent individuals.
El documento describe varios protocolos de Internet fundamentales como HTTP, ARP, FTP, SMTP, POP, TELNET, ICMP, IGMP y UDP. Explica brevemente la función de cada protocolo, incluyendo el acceso a páginas web, resolución de direcciones, transferencia de archivos, correo electrónico y la detección y corrección de errores en la transmisión de datos.
This document lists 20 websites that provide various educational resources for kindergarten teachers, including puzzle makers, social networks, lesson planning tools, reading and phonics programs, and websites run by other teachers to share ideas and materials. Several of the sites listed provide specific online activities for students related to topics like animals, health, and stories that can be used to practice reading skills. Overall, the document presents a range of digital resources teachers can utilize for instruction and collaboration.
This document provides an agenda and overview for a presentation on integrating technology like iPads into education. It introduces several presenters from Napa Valley Unified School District who will discuss their experiences using social media, gaming, and summer bridge programs with iPads for preschoolers. Details are provided on specific projects at different school levels, including using Twitter for classroom discussions, student reflective blogs, and a math gaming project to support conceptual learning. Preliminary results are promising but challenges remain in changing perceptions and fully implementing new approaches.
The document discusses research conducted on how young adults in New York City track their spending and manage their money. Interviews found that most track spending mentally rather than with tools like budgets or bank statements. Receipts are often discarded without review. The researchers propose an iReceipt app to address these issues. It would use receipt scanning and visual charts to help users easily understand their spending patterns over time and improve money management.
The document promotes the Pennsylvania State System of Higher Education universities by stating they aim high and give students a leg up through degrees in fast-growing, high-wage fields like healthcare, computer science, education, bioscience, math and business. More than 80% of PASSHE students major in the 15 occupations projected to grow the most, offering endless career possibilities for ambitious students seeking opportunities through higher education.
Este documento describe las redes P2P, o redes entre pares, que permiten el intercambio directo de información entre nodos que actúan simultáneamente como clientes y servidores. Las redes P2P tienen aplicaciones como el intercambio de archivos, sistemas de archivos distribuidos, telefonía por Internet y cálculos científicos. Se caracterizan por su escalabilidad, robustez, descentralización y distribución de costes entre usuarios. Pueden ser centralizadas, híbridas o totalmente descentralizadas.
The document describes a student's daily routine of going to school in the morning, where they enjoy learning new things, and spending afternoons in the park with friends, showing they have an active social life. It expresses positive messages about working together with others to help change the world for the better.
The document outlines various community engagement activities carried out by a group in Lyme, including celebrating with the community, providing facts on issues, suggesting actions, collaborating with local traders, broadening outreach using the "4 R's" of reduce, reuse, recycle, rethink, involving visitors and the media. Some achievements are noted, such as an 85% reduction in single-use carrier bags, 96% support of local traders, distributing over 2,300 cloth bags, and receiving awards for raising awareness and engaging the community. Future plans discussed include collaborating on a community orchard, transitioning to low carbon living, learning to love leftovers, holding a local food fair, operating a farmers market, further artwork related
Energy the carbon imperative - short versionJohn Shurtz
This document discusses energy and carbon in the context of green building. It begins with an introduction from Dr. Alexandra von Meier on the carbon imperative and sustainability. It then provides information on the natural carbon cycle and current CO2 emissions. Graphs show historical CO2 emissions and targets for reduction. Additional slides define energy, discuss the carbon cycle and combustion, energy resources and quality, energy units, electricity and gas rates, renewable energy challenges, and Chernobyl exclusion zone solar power potential. The document presents information on energy, carbon, and sustainability across multiple topics in a lecture format.
This document contains contact information for an individual named Frank Silver, including his phone number, email address, and social media profile on MySpace. It lists Frank Silver's phone number as 717.580.9710 and his email address as franksilver@gmail.com, along with his MySpace profile URL of myspace.com/silverfrank.
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
This document is the table of contents for Edition 8, 2010 of Future Living magazine. It provides an overview of the articles and topics that will be covered in the issue, including trends in technology and innovation, social networking, heritage building renewal, winning photography, regenerating derelict urban spaces, computer chaos, creative workspaces, future of travel, and the future of flying. The editor's introduction discusses how people, place, and workspace contribute to business success, highlighting features on creative agency workspaces and the connectivity between ideas and environments.
The document summarizes the process of creating a mural depicting the local Black history of Champaign County. It describes preparing the wall, gridding out the design, transferring the cartoon outlines to the wall, and painting each section over several stages. The finished mural depicts important themes and events in Black history from ancient Africa to slavery to moving forward.
The document contains one-sentence definitions or descriptions of various terms. It defines rumor, dictionary, college, ecstasy, office, yawn, etc., committee, classic, marriage, worry, experience, tears, atom bomb, philosopher, diplomat, optimist, pessimist, miser, father, criminal, boss, politician, and doctor in brief, humorous ways. It also includes a joke about software engineers being paid to read the definitions.
This document contains the text from a Jeopardy-style quiz covering topics in Earth Science, Biology, Physical Science, Negative Numbers, and Multiplication Facts. It includes the category, point value, question, and answer for each round. The questions cover topics like types of plants, factors for plant growth, forms of precipitation, cloud formation, soil composition, habitats, animal behaviors, energy transformations, energy types, math operations on negative numbers, and multiplication facts. The final Jeopardy question asks about a group of organisms living together in one area.
This document discusses the importance of grace and courtesy in Montessori classrooms. It explains that grace and courtesy helps create a calm environment by encouraging respectful behaviors like using polite words, taking turns, and welcoming visitors. These social skills are modeled by both teachers and older children, and reflected in everyday interactions. The document also previews a future article that will explain Montessori's view of the sensitive periods that guide child development.
Exchange 394These comments are translated and adapted fro.docxgreg1eden90113
Exchange 3/94
These comments are translated and adapted from a seminar
presented by Professor Loris Malaguzzi in Reggio Emilia,
Italy, June 1993.
There are hundreds of different images of the child.
Each one of you has inside yourself an image of the
child that directs you as you begin to relate to a child.
This theory within you pushes you to behave in
certain ways; it orients you as you talk to the child,
listen to the child, observe the child. It is very
difficult for you to act contrary to this internal image.
For example, if your image is that boys and girls are
very different from one another, you will behave
differently in your interactions with each of them.
The environment you construct around you and the
children also reflects this image you have about the
child. There’s a difference between the environment
that you are able to build based on a preconceived
image of the child and the environment that you can
build that is based on the child you see in front of you
— the relationship you build with the child, the
games you play. An environment that grows out of
your relationship with the child is unique and fluid.
The quality and quantity of relationships among you
as adults and educators also reflects your image of
the child. Children are very sensitive and can see and
sense very quickly the spirit of what is going on
among the adults in their world. They understand
whether the adults are working together in a truly
collaborative way or if they are separated in some
way from each other, living their experience as if it
were private with little interaction.
Posing Important Questions
When you begin working with children in the
morning, you must, as adults, pose questions about
the children, such as: “When are these children really
going to begin socializing?” And at the same time
the children will pose questions to the adults: “When
are the adults really going to begin socializing?” This
is a dialogue that needs to be continual between the
adults and the children. The adults ask questions
from the world of adults to the children. The
children will ask questions to the adults. The expec-
tations that the children have of the adults and the
adults have of the children are important. We must
spend some time talking about these expectations.
The family — mothers, fathers, aunts, uncles, grand-
parents — is also involved in this questioning. Daily
Your Image of the Child:
Where Teaching Begins
by Loris Malaguzzi
they need to ask: “What is this child doing in the
school?”
It’s very probable that once a day, maybe twice or
three times or many times a day, the children are
asking themselves: “What is my mother doing?”
“What is my father doing?” “What is my brother or
my sister doing?” “Are they having more fun than I
am?” “Are they bored?”
The school we are talking about is not the school you
are familiar with in the past, but it is something that
you can hope for.
Considering Each Child’s Reality
We can nev.
The document discusses Maria Montessori and her revolutionary educational philosophy and method. Some key points include:
- Montessori believed education is a natural process carried out by the child through experiences with their environment, not from direct instruction. The teacher's role is to prepare an enriching environment.
- She observed children in Rome who flourished in a specially prepared environment without direct teaching, showing their potential when free to learn naturally.
- Her method spread worldwide and transformed early childhood education, emphasizing mixed-age classrooms, hands-on learning, and child-led development.
Montessori schools provide an alternative educational option for early childhood learning. The Montessori Method was created by Maria Montessori in the early 1900s based on her observations of children's natural development. It focuses on hands-on learning through interactive materials in a specially prepared classroom environment. This allows children to develop concentration and independence through self-directed activity and discovery. The role of the teacher is to observe children's progress and remove obstacles rather than direct instruction.
This essay discusses suicide, particularly among adolescents. It notes that someone commits suicide every 18 minutes, and over 1/3 of youths aged 12-18 who think about or attempt suicide will succeed. Depression is a major risk factor for teen suicide, as it affects mood, thoughts, eating, sleeping, and self-image. Adolescence can be a stressful time due to physical, social and academic pressures, and events like divorce can trigger intense sadness. While depressed people may seem fine, signs may include changes in school performance, sleep, appetite and withdrawal from friends and activities.
Early Childhood Education Essay examples
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Gina Par EDEC 303 Method of teaching Paper MontessoriGina Par
Marie Montessori pioneered educational approaches that benefit all children regardless of attributes such as gender, socioeconomic status, disability, or age. Her methods focus on allowing children natural freedom to learn through hands-on materials and exploration. Montessori believed all children can learn and thrive given the proper environment. Her techniques are now implemented worldwide and have helped both typical students and those with special needs. Montessori's philosophy embraces learning through fun, independent processes tailored to children's natural development stages.
Identifying the Tenets for Socio-Emotional Learning (SEL) & Development of Pr...iosrjce
India struggling to come out of the developing nation is undergoing lots of changes. The
industrialization and urbanization has already brought a change in the society wherein the women also have
started to earn for a living which is not only because of ambition but in order to run their homes. The joint
families are breaking and more and more nuclear families are coming into existence. Thus in such changing
times it is the children who become the bait of parents struggle and stress. In such conditions the preschools
should offer something which provides them more then education. The researcher in this paper has tried to
come out with a solution that can provide kids with support, love and care and take care of their social and
emotional needs which they can get deprived off. The educationist, psychologists and theorists have given a lot
of principles on which today’s early childhood education is based on. All this literature is like a goldmine from
within which the present researchers can still extract lots of gold. The researcher has done the same. After
going through all these theories the researcher has tried to extract some tenets that can be applied for the social
and emotional development and learning. It is not so that these tenets will lead to only social and emotional
development but can also lead to holistic development of preschoolers.
Managing difficult behaviors show englishJoseCabassa
This document summarizes a parent workshop on managing difficult child behaviors at home. The workshop defined problem behaviors and provided strategies that schools use, such as nonverbal cues and praise notes. It discussed using positive methods to change behaviors and listed basic child behaviors that parents may find challenging. The workshop also covered factors that can contribute to behaviors and provided a social story template for teaching children when screaming is appropriate. Overall, the workshop aimed to help parents understand child behaviors and address them positively to prevent future issues.
Response 1I think that knowledge of the diversity topic I ch.docxwilfredoa1
Response 1
I think that knowledge of the diversity topic I chose which was behavioral problems within special education is something that is extremely topical right now. Children are being kicked out of school when teachers are unprepared to deal with their behaviors, and they are sent down a negative trajectory. In my area, this is something that happens so often I’ve literally made a practice out of it. Oftentimes, these children are in need of loving boundaries and socio-emotional scaffolding, and very often they have parents that are practicing negative parenting which leads to a lot of different pathologies across the lifespan.
If I was able to come up with a program to train teachers how to deal with kids that are acting up in class, I think it would have a positive effect on the entire class and the school climate in general. Teachers would feel better and they would be able to be the masters of their domain as opposed to exhausted. Teacher burnout is related to kids that have behaviors! Then we have the kids – who endure a lot of suffering when they are targeted by teachers, as kids that are presenting behaviors are also displaying the underlying dynamics – the behaviors are just the symptom of the problem. We need to be able to attend to them on both the behavioral and emotional levels in order to really attend to behaviors and help them stay on a positive life trajectory starting from an early age.
The family part of the intervention is also critical, because we know that negative parenting can account for a part of the behavioral issue. Either parents aren’t equipped to handle children that are able to push boundaries or they engage in negative parenting themselves, and either way an intervention needs to happen on that front as well in order to keep consistency across environments. The intervention is two-art and would contribute positively to social change because it would be helping families and especially children that may otherwise end up in worse institutions in their lives.
Response 2
Explain how knowledge of the diversity topic you chose could be used to enhance a social change initiative for children and adolescents.
· The diversity topic of choice for me is gender identity. Children and adolescents that are faced with gender dysphoria encounter so much. Not only are they shut out by the community but some are even shut out by their parents and family members. The mesosystem includes the interrelations between the major settings in which the youths find themselves, and subsequently the impact of these interrelations upon the youth. Major settings in the mesosystem include local economy and work environments, government, religion, neighborhood, and mass media (Mustanski. 2014). When a child or adolescent is experiencing gender dysphoria, the number one thing the need is to be supported. There does not need to be any biased or judgment. They need to understand that they are not "different" from their peers. One way to.
Similar to Unit1 the four planes of development (12)
This document is an introduction to F.W. Newman's Mathematical Tracts from 1888. It provides an overview of the contents which include discussions on the bases of geometry, primary ideas of spheres and circles, definitions of straight lines and planes, parallel lines, and volumes of pyramids and cones. The first tract focuses on ratios of incommensurable quantities and introduces the concept of variable quantities that increase uniformly to establish ratios. It then discusses primary geometric ideas including spheres, circles, poles, and parallel circles on a sphere. Finally, it defines straight lines as that which connects two points evenly and introduces the concept of a plane.
Methamorphosis Organization collaborates with the Montessori Peace Association. Maria Montessori, an Italian medical doctor and pioneer educator lived from 1870 to 1952, working principally in Italy, Spain, India, and the Netherlands during periods of war and political upheaval. Although displaced several times as a refugee, she continued studying children, establishing schools, giving lectures, and training teachers across three continents. Her philosophy focused on sensitive periods, the absorbent mind, and planes of development. She viewed the goal of education as developing complete human beings adapted to their environment, time, and culture.
Este documento describe la anatomía y función de los testículos y la espermatogénesis. Los testículos producen andrógenos como la testosterona que son indispensables para el desarrollo embrionario masculino, la espermatogénesis y las características sexuales secundarias. Los testículos contienen túbulos seminíferos que albergan las células germinales y de Sertoli, así como células de Leydig que producen testosterona.
1) La insulina glargina proporciona una absorción más lenta y prolongada que la insulina NPH, alcanzando niveles estables después de 2-4 días. Se metaboliza rápidamente en dos metabolitos activos.
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3) Los principales signos del pie diabético son úlceras, especialmente en pacientes mayores de 60 años con diabetes tipo 2 debido a la neuropat
Este documento discute el tratamiento y seguimiento de la monoartritis, incluyendo la gota y la artritis séptica. Explica que el tratamiento de la gota aguda incluye antiinflamatorios y colchicina, mientras que la profilaxis incluye colchicina e inhibidores de la xantina oxidasa como alopurinol. El tratamiento de la artritis séptica requiere drenaje de la articulación, antibióticos y rehabilitación. El seguimiento de ambas condiciones implica monitorear síntomas,
Este documento presenta el caso clínico de un hombre de 56 años con antecedentes de infarto de miocardio e hipertensión arterial que acude al médico por disnea y edema en las extremidades. A la exploración física se observa soplo cardíaco, plétora yugular, edema en las piernas y reflujo hepatoyugular. Se formula una serie de preguntas básicas sobre los términos médicos relevantes en el caso y se proporcionan respuestas concisas.
Este documento describe la anatomía de superficie de la pared abdominal. Se divide la pared en cuatro cuadrantes y nueve regiones usando planos horizontales y verticales. La pared abdominal está formada por capas de piel, fascia superficial, músculos y fascias profundas, fascia extraperitoneal y peritoneo parietal. Los principales músculos anterolaterales son el oblicuo externo, oblicuo interno, transverso del abdomen, recto del abdomen y piramidal.
This document is the preface and table of contents for Maria Montessori's 1912 book "The Montessori Method" which introduced her scientific pedagogical method. The preface discusses how Montessori's work in Rome providing education to young children in Casa dei Bambini (Children's Houses) has spread to America through translations and observations. The table of contents outlines 14 chapters that will explain Montessori's new approach to early childhood education, which focuses on careful observations of child development, engaging all the senses, and fostering independence through practical life exercises and freedom within structured environments.
This document discusses Maria Montessori's theory of the four planes of development. It describes the first two planes:
1) Ages 0-6, where children need independence, order, and practical activities to develop physically and socially.
2) Ages 6-12, where children undergo physical and psychological changes and seek intellectual understanding through abstract concepts and exploring ethics. They need a wider social environment beyond the home.
3) The third and fourth planes are not described in detail.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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THE FOUR PLANES OF DEVELOPMENT
by Dr. Maria Montessori
edited by Mario Montessori
This booklet is the text of a lecture given by Dr. Maria Montessori during the Montessori Congress in 1938 in
Edinburg, Scotland and from other one given in London, England in March 1939.
The Bulb’s image is adapted, colored and translated by July Henze, Metamorphosis, Transforming
Growth Possibilities and revised by Alan Evans.
GREETINGS
Special thanks to Nida Salim, who has edited this text as many times as I have requested; my dear
friend Zoe O. Paul, who has read my work and gave me her moral support since the beginning; to Mr.
Alan Evans, who recently is close to my work and, which has shared an special space on his net
where I have could post some of my Montessori presentations, as well as has been giving me his
time on reading my texts, although he's full of work every day; Muhammad Saeed Shahab for his
entirely support all this time.
July Henze
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Our method has been based on the fact that we have guided by themanifestations of
children at different phases of growth. Each of thesemay be considered at level or a plane.
On each different level of lifethere are different needs and there are different
manifestations. I amnot alone in saying this. The same has been stated by
manyeducationalists.
The child does not grow in a uniform way day by day, at the same rate.In growth there are
crises, somewhat like the metamorphosis of the insects.In the child the changes are not
so obvious but the process is similar.If in an educational approach one takes the child as a
guide, it isobvious that the educator is led by the child instead of bypreconceptions and
prejudices. In fact is the child himself who will bethe guide of education.
As I mentioned, I have found that in his development, the child passesthrough certain
phases, each of which has its own particular needs. Thecharacteristics of each are so
different that the passage from one phase to the other has been described by certain
psychologists as "rebirths."
It is something similar to passing to the larval to nymph-stage ininsects. The two stages
are completely different. Each lasts a period oftime; each has its own needs and mode of
behavior.
With regard to the child, education should correspond to them, so thatinstead of dividing
the schools into nursery, primary, secondary, anduniversity, we should divide education in
planes and each of these shouldcorrespond to the phase the developing individual goes
through.
Let us go into details. The first phase of the child’s developmentgoes from birth to, let us
say, six years of age. At this stage the childis partly at home, partly in school. The plane of
education should takeboth situations into consideration. Towards three years the child
isadmitted in an educational institution. He is the pink cheeked, curlyhaired gentle child
that we know so well. He is a being who needs loveand protection. On the part of the adult
there is no need of any specialpedagogical knowledge. By his very grace the child asks
and obtains thishelp. But it must be realized that beyond this, children must achievetheir
growth and that they do this by fulfilling certain vital needs. Thechild is passing through a
formative period, physiologically formativefrom the biological point of view. Our study has
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allowed us to seecertain facts that previously had not been observed. For instance,
thatthe child "valorizes" his personality. So, even when they are so muchyounger than
three years old, children need social life and a certain amount ofindependence. These are
serious needs in their lives.
This generally had not been understood; but the children have shownit. It is to correspond
to these needs that we have prepared anenvironment proportionate to the size and
intelligence of the children,where they could work and achieve independence. As one
studies them inthis environment, one sees that their need for activity and work
issomething fundamental. The child realizes that through his own efforts hecan be
independent and achieve things he has set his mind to. Andgradually we educators are
confronted with a simple but important fact:that to help is an impediment to the child.
Therefore he must be allowedto act freely on his own initiative in this free environment.
This statement must not be misunderstood however; liberty is not tobe free to do anything
one likes, it is to be able to act without help.What is this special environment? Those who
visit our schools see thatthey are like a furnished house, a "children’s house." And what
do thechildren do? It is what one does in one’s house. They carry out workwhich has a
practical aim, they sweep, dust, dress themselves, etc. Inthis house each one carries out
his own work independently from theothers; but if something occurs to one of them like
knocking over a cupfull of beads, or when there is any need for help in similar
accidents,the other children are quick to assist.
In this a great wisdom is shown. It is an example for us, becauseadults generally run to
help when is no needed, but if there is a real needthat would require sacrifice on their part,
they are not so quick torespond. Repeatedly the children have given us this example.
When theyhave chosen a task and adults go to help them thinking it is too hard,the
children defend themselves against this useless help. This is easilyunderstood because
the child, in order to grow, must be active in tasks,his intelligence tells him he can do it
and if people go to help thechild, they act instead of him.
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We can recount this in two sentences, the first actually said by achild to his teacher: "Help
me to do it by myself." The other is one wegave: "Every useless help is an obstacle to
development."
Children at this stage are spontaneously active. It is curious tonotice that while active in a
practical way, not only their movements butalso their intelligence develops greatly; they
learn things that wereconsidered beyond the possibility of their age. The longer we
experiment,the more we see that always at a younger age the child can learn thatwhich
was considered possible only for older children. For example, inthe beginning we saw that
children wrote at 4 1/2 years and read at 5years, that at 4 1/2 they begin to learn
arithmetic. We considered thisan extraordinary fact, but later experiments have shown that
the childcan write and read even earlier and that at 5 he can carry out the fourarithmetical
operations.
This has proved that given the possibility of being active, that childeven can do work that
was considered suited for older children.
Besides these facts that are merely scholastic there are others connected with social
behavior. Generally children are timid,recalcitrant when asked to greet people. In this
environment of freeactivity these children are kind and well-mannered. It is not only
asentiment; they like to learn all the courtesies of social life. If oneteaches them, they are
interested to know how to greet, how to excusethemselves when they pass in front of
other people, etc. Clothes are ofinterest to them, they like to see well-dressed people
around them, theylike to be well dressed and tidy themselves. It is because we
realizedthis, that we have given them this possibility by providing brushes,combs, low
mirrors, etc. The beauty of the environment also affects them,so they like to arrange
flowers, etc.
All this occurs because they feel - as it were - owners of a littlehouse. Then they are calm
they have dignity and independence. This calmof the children is a striking characteristic. It
was so impressive whenit first appeared that adults, who had suffered a loss and were
innerlyagitated, went to observe them in order to restore themselves. In thesenew
conditions the love of the children seems to expand. In Italy, wherethese phenomena first
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occurred, this was noticed by mothers when thechildren said their prayers. Repeating after
mother, they prayed for allthe members of their own family. There the mother stopped, but
thechildren continued to include their friends, the servants who assisted inthe house and
even their dog and cat. Also, children for themselves feelthe need of protection. This
enters into the local religious education.They need to feel protected, that there are forces -
beyond those theyare aware of in the world - that protect them, such as a
particularguardian angel that cares for each child.
These facts witnessed in the life of small children, led many to saythat this was an
expression of the Kingdom of Heaven on earth and thatadult society would be bettered if it
were modeled on this pattern.There are many such people in adult society. They are the
people who liketo be beautiful themselves and to live in a pleasant well-ordered
house.They enjoy social life and have always present in their minds the needsand lives of
those around them. Such persons are cultured, calm andactive. If they are religious, they
rely very greatly on the power ofGod. They, like the child, will pray that others may have
the peace andprotection that they themselves enjoy.
Perhaps it is true; perhaps a reform of humanity will begin thus.Perhaps one might
conceive for adults such an environment somewherebeautiful, peaceful and quiet. But the
form of existence lived would bethat corresponding to the development of a child less than
6 years. Ibelieve that the child must pass the first period of life in this way inorder that all
the next periods may be passed perfectly. But this is notthe final achievement of human
development, for the child at 7 years ofage changes completely. The one that fallows may
be called the secondphase of childhood. To correspond to it, education should pass to
anotherplane.
At 7 years begins a physical and psychological change. The child of 7years has a different
psychic attitude. Physically nature puts a signthat is obvious. The pearly teeth of the little
child fall out, they arereplaced by large, strong, deeply rooted teeth; the curly hair
becomesstraighter and darker; the fat chubby body become gawky and thinner.
Thesweetness of character gives way to certain hardness, so much so, thatthis phase of
life which continues till adolescence, has been called theage of rudeness.
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As I said, the psychological plane also changes. Let me give anexample that illustrates
this change clearly. In a school we werecarrying out experiments in biology; there was an
aquarium that wasaccessible to children from 3-9 years. One morning the fishes were
alldead. The little ones struck by this fact, ran to every newcomer toannounce that "the
fishes are dead," and then ran back to their formeroccupation. The older children stood
quietly around the aquarium saying:"Why are the fishes dead?" "Why? Why do this
happen, how do they comeabout?"
Their independence is in a different field and their aspirations havedifferent goals. They
want to know many things that, without wideningtheir activity, their mind actually would not
be able to hold. I do notsay that the child becomes a philosopher, but he develops feelings
towardthe abstract, just as in the first phase, he had feelings towards theconcrete.
We might say that the younger children take in things sensorialy. Thechild of 7 enters the
abstract field; he wishes to know the reasons. Itis curious to notice that one of the things
which preoccupies them iswhat is ethical in life: what is good, what is bad. If you tell
thelittle child that he is bad or good, he just accepts it. Whereas the 7-year-old wants to
know why he is bad, and what is to be bad, etc.
An example of this was given by a teacher who had a child who wasalways coming to her,
telling what naughty things other children haddone: "Is that good or bad?" "Telling on
others is not right," sheanswered finally. But he persisted in coming. Other times he
referred tosomething positive, always asking the same question. It was only laterthat the
teacher realized that this child was seeking to establish in hismind, as a guide to his own
behavior, what was good and what was bad inthe class. For when he had done so, he
stopped telling on others.
Another peculiarity of this phase is the attitude of detachment fromhome environment.
They like to have it pleasant but this is far from thevital need it was in the earlier phase.
Neither does the child worrywhether his is neat and clean. What he likes is to go out. The
limitationof home and its protection become irksome. This urge is so great that wethink
that at this age they should have part of their life out of homeand school. The previous
phase’s environment, a house full of smallfurniture and beautiful things, is no longer
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adequate or satisfying. Theeffort he made in the first phase to avoid help, to do things
byhimself,is no longer enough. He needs a different and greater effort. Thecontacts with
the school which, in the previous phase completed theexperiences he found at home are
not enough. He needs the feel ofsomething different; a more rigid environment with far
wider socialcontacts.
One of the experiments which seem to be a social response to the needsof the child
during this phase is seen in the Boy Scouts: What are BoysScouts if not persons seeking
for themselves a more exacting environment,wider social contact, wider experiences and
independence from theirfamilies? At this stage the child no longer requires an
environment onthe same model as in the previous, only more perfect. He requires
goingout into the world to make wider contacts with both nature and humansociety.
I think this instinctive form of exploration has to be used by theschool for furthering the
cultural development of the child. It is notenough to provide material for the child to work in
school. He demands togo out into the world. Besides material the school should provide
alsoguides so that the child can go and find the material for him. Wehave provided
schools and material; they are not enough, he requires exploring the physical world and
society. He no longer wants to be petted;he wants simple life, independence out of the
family circle and physicaleffort.
If a boy in this phase that leads to adolescence can say, "I can walkcarrying my pack on
my shoulders and I can sleep in the open," it showsthat his personality has undergone a
transformation from the dainty,delicate child of the previous phase.
If the tendencies of this transformation were conformed with and ifadded to this, there
were a guide to culture, so that the child couldabsorb culture in this vaster environment, it
would be a very greatcontribution. That is why fostering mental development in this phase
isvery important.
From my experience I believe that the culture given today in orthodoxprimary schools
should be vastly expanded. This outgrowth of culture inour primary schools is one of the
impressive facts that the child hasrevealed to us. Indeed we have come to the conclusion
that the basis ofall culture should be given in this period from 7 years to adolescence.
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Imentioned the fact that on this educational plane, giving material wasnot enough, but
material is none the less essential. On the previousplane of education the material helped
to build the essentials of theindividual personality; on this the educational material helps
theacquisition of culture. The children’s lack of response in orthodoxschools is perhaps
due to this, for it is difficult to give culture tothose who want to become conscious of the
reasons of things by their ownefforts. Everyone knows the difficulty of trying to teach the
7-year-old.Either he pays no attention or he does his best to remove himself fromthe
room. For in it he is a passive receiver, there is nothing for him todo which gives him
satisfaction. But the picture changes when a material is given. The children then work
indefatigably for they willpersist in order to find the causes, reasons and consequences
which heseeks. The children’s mental efforts are always accompanied by theactivity of the
hand which serves to fix the attention on the task. Ifhelped by the material many abstract
studies such as algebra are possibleat this age, because at this level the mentality is on
an abstract plane.
In the same way many other subjects generally taught in secondaryschools can, with
great advantage, be brought down to the primary school.Our experience has shown that
when material is available, the childrenwork, otherwise they seek to escape from the
school.
What do we see in the ethical field? It is their conscience thatstands out most and is of
great interest: what is good, just or unjust.They have a keen feeling towards injustice.
When the adult demands fromthe very young child something that he cannot give, it is
always the7-year-old that comes to his defense. This rebellion towards injustice isgeneral;
it extends even to animals. One could give many examples. I, forinstance, had an
interesting experience with a small goat that we have inthe garden of the school. I loved to
look at it standing on its hind legsto reach leaves of trees. One day I was giving it grass,
holding it inthe air to see how high the animal could stretch. A 7-year-old child camealong
to support its forequarters so it may reach its food withoutfatigue, remarking meanwhile
how cruel I was. One might say that thechild in this second phase of growth shows more
admirable traits than thechild of the earlier period.
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There are some adults who have the same traits and one prefers them tothose who reflect
the traits of the first phase. The former may not be sowell-mannered and well-dressed, but
they have more character; they have agreat sense of honesty, they cannot see an
injustice without intervening,they study seriously, they take long walks and enter into sport
withzest. There are certainly many such adults. Admirable yes, but theyreflect the
psychology of the child who has not got reached adolescence.There is something higher
than this. For always, after having reachedsome lofty plane, there are loftier ones that can
be reached from thelevel achieved by having lived through the former. Each plane must
belived through fully in order to pass masterly to the next. I believe thatpsycho-analysis
has similar conceptions, for it states that those whohave not lived through any plane return
to it later. For example theyoung man who has lacked maternal love and finds satisfaction
when hemarries a woman older than he.
The third phase begins with adolescence and it requires a third planeof education. Only a
passing reference can be given and I shall limitmyself to the social sentiments that come
in this phase. The childrenpass from sentiment towards the numerous individuals that
surround him inthis second vaster environment, in which he witnessed how the
physicalworld and the human society functioned, to an abstract social sentimentfor man in
general. They may feel and demonstrate for the class of depressed people for instance,
but generally they try to understand man’s behavior in the world as a whole, including the
past. A totallydifferent psychology now distinguishes the individual. He passes fromfeeling
for himself in relation with those with who he is in contact, tofeeling for others whom he
has never seen. It is an abstract love. It islove without retribution because it is directed
towards those never seenand whom he will never see because they are too numerous.
It is in this stage that vocation and militancy occur.
These children want to give their direct contribution to society andhave it recognized. It is
something new.
Everyone realizes that at this stage children have a great interest inhistory. But it is not the
study by assimilation one gets in orthodoxschools. At this stage they no longerassimilate
as they did earlier.They want to investigate and experience on their own. They
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areorientating and valorizing themselves in society. Assimilating studywhich ties them to a
school program should not be given at this stage.
Perhaps the failure of the secondary school is due to the fact that ituses methods of
assimilation that are no longer suited to the developmentof the child. The child should be
no longer restricted to the environmentof the school, to the vaster environment in which he
learned andunderstood the how and the why, nor be so close to the family from whichhe
depends financially; he wants to live society. He should go furtheraway.
I believe that because at this stage he becomes a prone totuberculosis, etc. as in the first
stage, he should work a great deal onthe land, etc. as well as continue with studies
guides.
I think that adolescents should not only work but also get money bytheir work. This may
sounds scandalous because money is considered assomething sordid. But self-respect
should be gained for the seriousnessof work done and a realization of what work and
money mean. For, to gainmoney by owns effort is a sign that one has done something
useful, otherwise money is just something that the family gives them and they
becomeparasites. And which self-respecting person wants to be a parasite? In theworking
class there are and there were innumerable adolescents whoworked. This may be
interpreted that they did it because they had to, butI have seen the desire to become
financially independent in other kindsof children of this age and how greatly they
appreciate the money thatthey have earned. There was the son of a millionaire in America
who ranaway from home to earn his own living. When he was eventually found hewas
working in ajazz-band. Previously he had lived in marvelous conditions, he had cars and
all the money he wanted, but how andimmensely satisfied he was to be earning $8 from
which he had to live.Why? That happened because he had acquired and felt the value of
his own personality.Did he continue in the jazz-band? No. But in this phase he required
toproduce on an experimental basis, social and experimental.
This is but one example. I and most people could give others. But itmust be realized that
at this stage the child must continue his culturaldevelopment by living the experiences of
whatever aspect of societyattracts him through methods of production, work and
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experiment. He mustbe able to create and orientate himself. Just as we called these
childrenin the first stage the furniture children - because it was the furniturebuilt to their
proportion that enabled them to reveal themselves – wemight call these the world children.
The corresponding types of adults -once they have become involved in their mission -are
those who occupythemselves with international politics, production and commerce. Such
menare not really the perfect types of humanity. As one might think, theyare transitional
and their traits belong to this stage of development.
We can think of a man bearing a great burden, who still has love forhis home, who is fond
of philosophical exploration, of production and ofcreation. To my view he is not yet an
adult man, he is only adolescent.
Beyond this phase there is one that should correspond to orthodoxuniversity. The
individual should be the man who knows how to make hisown choice of action, having
passed to perfection the preceding phases.
He should be as a live spark and aware of the open gate to thepotentialities of prospective
human life and of the own possibilities andresponsibilities. The aspiration of such a man
cannot limit itself topersonal advantage. The self becomes secondary. The tendency must
be forthe whole of humanity. He has passed through the different phases andproblems of
development and education. Now he has reached the problems of the final stage. Culture
and education have no bounds or limits; now manis in a phase in which he must decide
for himself how far he can proceedin the culture that belongs to the whole of humanity. No
matter what hechooses he must realize that culture never finishes. He should realize
thisfact at this stage, so as to keep up with evolving humanity. Educationshould continue
throughout life.
It is very necessary for the needs of humanity that there be such menconscious of their
powers and who have gone through all the experiencesand phases of development. All
desire that humanity be joined by mutualunderstanding, but this does not come easily. To
achieve this we mustraise a step further and attain a higher level of moral conscience
andresponsibility. To have attained it when one enters one’s own mission insocial life,
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there must have been a long moral preparation. It is notmerely by study and science that
one can reach this level. All the goodof all ages must have been absorbed and surpassed.
We might finish with the vision of what is needed in our times andsymbolize it by the figure
of Christ in the desert before he took on hispublic life. We must realize that Christ did not
meet God in the desert,he met the evil one. He faced that which is evil, he knew evil and
heovercame its temptations. This is the last stage prior the fourth planeof education. Love
of power, love of possession, love of an easy lifemust be overcome. This is impossible to
attain unless man has gonethrough all these experiences, for this detachment is
something that canoccur only in a fully developed man. It is not enough to say that
inhumanity there must be mutual understanding. Conditions must beprovided, so that man
can develop in such a way that he is capable ofmutual understanding.
We must take man himself; take him with patience and confidence,across all the planes of
education. We must put everything before him,the school, culture, religion, the world itself.
We must help him todevelop within himself that which will make him capable
ofunderstanding. It is not merely words; it is a labor of education. Thiswill be a preparation
for peace, for peace cannot exist without justiceand without men endowed with a strong
conscience and personality.