The Absorbent MindSimon and Schuster, 25/03/2013 - 231 páginas The Absorbent Mind was Maria Montessori's most in-depth work on her educational theory, based on decades of scientific observation of children. Her view on children and their absorbent minds was a landmark departure from the educational model at the time. This book helped start a revolution in education. Since this book first appeared there have been both cognitive and neurological studies that have confirmed what Maria Montessori knew decades ago. |
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... birth, psychically speaking, there is nothing at all zero! Indeed not only psychically, for at birth the child is almost paralytic, he cannot do anything, he cannot speak, even though he sees all that happens around him. And behold him ...
... birth, psychically speaking, there is nothing at all zero! Indeed not only psychically, for at birth the child is almost paralytic, he cannot do anything, he cannot speak, even though he sees all that happens around him. And behold him ...
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... birth, follow him until he reaches adulthood; and provide him with means necessary for a good construction. We must remember that he is going to form that humanity which with its intelligence is building civilization. The child is the ...
... birth, follow him until he reaches adulthood; and provide him with means necessary for a good construction. We must remember that he is going to form that humanity which with its intelligence is building civilization. The child is the ...
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... birth to university age, there are in the course of development different and distinct periods. This conception is different from the one which was held previously and which considered that the human individual when young holds very ...
... birth to university age, there are in the course of development different and distinct periods. This conception is different from the one which was held previously and which considered that the human individual when young holds very ...
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... birth he was unable to do any of these things. Who has taught him then? Not the teachers, because, as we saw, during this period the child is excluded from school. It has never even entered their minds that there must be a very ...
... birth he was unable to do any of these things. Who has taught him then? Not the teachers, because, as we saw, during this period the child is excluded from school. It has never even entered their minds that there must be a very ...
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... birth, the child knows everything. It is not as if a child were born with a little bit of intelligence, with a little bit of memory, with a little bit of will which after a while grows. There is nothing! Individuality starts from zero ...
... birth, the child knows everything. It is not as if a child were born with a little bit of intelligence, with a little bit of memory, with a little bit of will which after a while grows. There is nothing! Individuality starts from zero ...
Índice
A Orientation V The Miracle of Creation Plan Method VI Mans Universality | |
The Psychoembryonic Life | |
The Conquest of Independence | |
Care to be taken at Lifes Beginning | |
Language | |
The Call of Language | |
Movement and Total Development | |
Intelligence and the Development and Imitation XV Development and Imitation | |
From Unconscious Creator to Conscious Worker | |
The Teacher | |
Further Elaboration through Culture and Imagination | |
Character and its Defects in Young Children | |
Normalization | |
Character building a Conquest not a Defence | |
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Palavras e frases frequentes
absorbent mind achieve acquired activity adaptation adult animals attraction become begins behavior birth called carry cell cerebellum chapaties character characteristics circulatory system concentration conquest consciousness consider construction control of error creation defects effort embryo embryology environment everything exercise experience expression fact feel freedom function germinal cell give given hands happened human idea imagination important independence individual instinct intelligence interest Karl Marx language live look man’s means mental merely Mneme Montessori mother movement muscles natural laws nature necessary nervous system newborn child normal obedience obey objects observation one’s ordinary organs perfection period person physical prehension prepared primitive cell problem psyche psychologists realize sensitive periods shows social society sort sounds speak spiritual subconscious takes place teach teacher things transformation unconscious mind understand walk whole words