Resiliency= Dealing with life

'A Child Called It' was a story about resilience, it was never about boo hoo hoo, it was about a kid that didn't quit.
Dave Pelzer
Read more at http://www.brainyquote.com/quotes/keywords/resilience.html#rCuAPFxLPLCVu5kL.99

'A Child Called It' was a story about resilience, it was never about boo hoo hoo, it was about a kid that didn't quit.
Dave Pelzer
Read more at http://www.brainyquote.com/quotes/keywords/resilience.html#rCuAPFxLPLCVu5kL.99

'A Child Called It' was a story about resilience, it was never about boo hoo hoo, it was about a kid that didn't quit.
Read more at http://www.brainyquote.com/quotes/quotes/d/davepelzer445457.html#GYtj8kkHMeExfm61.99

 The book A Child Called It is often described as a true story of an abused child, and it is, but the author Dave Pelzer wants people to see it as a story of resiliency.  What a strong man he is, his story proves that resiliency can win in the end, there might be healing moments that need to take place, but a child that goes through such a hard life can survive and be more than a victim. In Mr. Pelzer own words he said, 'A Child Called It' was a story about resilience, it was never about boo hoo hoo, and it was about a kid that didn't quit.”  I encourage you to read it or reread it with the thinking that it is not about abuse but a young boy’s resiliency.  I am going to do the same I bet it will teach me something new. Throughout our life resiliency is how we deal with life situations. I want to leave you with one more quote from Dave Pelzer that is in my opinion powerful!

"To help yourself, you must be yourself. Be the best that you can be. When you make a mistake, learn from it, pick yourself up and move on."

 

'A Child Called It' was a story about resilience, it was never about boo hoo hoo, it was about a kid that didn't quit.
Read more at http://www.brainyquote.com/quotes/keywords/resilience.html#qfDUFoqyqHzQtRG0.99

 

 



Blooms Taxonomy- German schooling examination

Bloom’s Taxonomy should be used when evaluating school agers. Bloom’s Taxonomy has different ways of thinking, critically  not just spitting out knowledge. I believe this is important because every student learns differently. Additionally, I feel that this will show more practical skills, and knowledge in action. Critical thinking will benefit students more when they get out in the real world. I have seen students that have great knowledge, but can't think critically or practically. It is debilitating when students do not have practical skills.

 



 http://www.educatorstechnology.com/2013/03/a-great-blooms-taxonomy-wheel-for.html

  

Germany

 

In Germany students are evaluated after 5th grade with a test called the Mittlere Reife examination. From their score they can either go to:

Secondary level

• Hauptschule
• Realschule
• Gymnasium

Students that score high go to the Gymnasium will eventually attend the university and are considered the smartest in the bunch. These students futures are determined by a test that is given after only 5 years of school. Can you imagine?

Description of schools taken from http://www.ukgermanconnection.org/schools-german-education-system.

Hauptschule
In the majority of the Länder (federal states), children spend five years at the Hauptschule (grades 5-9 or 10). The main objective of the Hauptschule is to prepare students for their entry into the world of work. From the first year of Hauptschule, all children learn English (sometimes French). They are also taught German, mathematics, physics / chemistry, biology, geography, history, religion (or a substitute subject), music, art, politics and sports, and are given an introduction to the world of work (Arbeitslehre). Once students have obtained their leaving certificate at the age of 15 / 16, they can go into practical vocational training, start work in the public service at basic or secretarial level, or attend a Berufsfachschule (full-time vocational school).

Realschule
Students attend Realschule for six years (grades 5-11). Unlike the Hauptschule, the Realschule gives children a broader general education and expects them to show greater independence. They also have a chance to learn a second foreign language (usually French), in addition to the first compulsory language (generally English). In comparison with the Gymnasium, the pupils are given a more vocationally-oriented education. At the end of their 10th year, successful pupils will obtain the Realschule leaving certificate. With this certificate, they have access to several training options: in-company vocational training, work in the public service at secretarial and executive level, further education in school at Secondary Level II or at a Fachhochschule. The Realschule is very popular in Germany.

Gymnasium
Those school students who leave the Grundschule and go straight on to the Gymnasium still have another 8 or 9 years of school education before they take their final examination (Abitur or Hochschulreife). The Gymnasium is designed to provide students with an education which will enable them, once they have passed their Abitur, to study at a German university or equivalent. Students receive intensive specialised instruction to prepare them for academic work at a higher level.
Secondary Level II, i.e. the last 2 or 3 years at the Gymnasium, consists of courses, which students select themselves, depending on certain conditions and on their own preferences (with certain restrictions). All pupils have to select 2 Leistungskurse (special subjects) - 3 in the Saarland and Rhineland-Palatine. Students following Leistungskurse have to attend five hours of classes each week. The Abitur is based on the assessment of the subjects chosen as Leistungskurse and of two other subjects.

The Gesamtschule (comprehensive school)

The Gesamtschule combines elements from the Hauptschule, the Realschule and the Gymnasium. This type of school was introduced later than all the other types, mainly on the initiative of the education ministers in Länder governed by the SPD (Social Democratic Party).
Children usually spend six years at the Gesamtschule, from the 6th to the 10th grade. Depending on their ability, they either obtain a Hauptschule or a Realschule leaving certificate. Pupils wishing to sit the Abitur attend school for another three grades.

 

Childhood Stressors

If I were to sit down with any person in this world, they would have something to say about how they grew up.  Growing up we all deal with things that may not be positive, but children are resilient and it becomes their normal.  In many third war countries, they deal with much more than I ever in my life would ever dream of dealing with or seeing.  However, we all have our battles, some may not be as big as others may but it is still our battle.

 Three things came up for me:

One is chaos, now when I refer to chaos it is not the kind of chaos as war or violence.  The chaos in my house was with four children.  We all had our personalities, schedules, and needs.  Things were not always peaceful. It did not harm me per say, it mainly strengthened my ability to multitask, handle disorder, and to find peace within myself.  As an adult now, I require alone time often, and you will know when I need it because I will get grumpy.  Many times, I lie down and cover up; it is my safe place.  Additionally, I am able to step back now from lots of practice and evaluate a situation outside of myself.

The second thing I dealt with is my father being in the military.  I had to move a lot.  I still struggle with friendships because I have been conditioned that they move away, or I move away.  I have now lived in Colorado for 12 years.  The longest I have ever lived in one place. It was my life, I adapted just like any other kid, and I just kept my distance.

When I was in 7^th grade was the first time my mom got sick. That was a very high stress in my life and during that time is when I gained weight…I have been fighting it ever since.  I am strong because of her, but I am also weak because of the situation. She died when I was 22 years old leaving behind five children, the youngest being 2 years old and me.

Malnutrition in Eastern and Southern Africa:

Eastern and Southern Africa have chronic malnutrition. Which is causing stunting. Stunting is irreversible; therefore, it is important to stop this symptom of malnutrition right away. UNICEF is aiding in the battle of malnutrition. One way is encouraging exclusive breast feeding, providing education, and providing nutritious food.

“Over the years, awareness of nutrition issues, particularly stunting, has increased, thanks to advocacy informed by researches. Sixteen out of the 21 countries in ESAR now have improved nutrition plans that no longer treat nutrition as a standalone sector, but one that needs to be integrated with health, agriculture, sanitation, welfare, education and others.Twelve countries are in the SUN partnerships, with Burundi and Kenya being the newest signatories. Ten countries have all or most of the provisions of the Code for Marketing of Breast milk Substitutes as law, with Kenya and South Africa having just recently passed this into legislation. Most countries in the region have bi-annual mass vitamin A supplementation as part of the Child Health Day campaign, together with other high impact interventions such as de-worming, immunization and distribution of insecticide-treated mosquito nets.Countries are increasingly recognizing Integrated Management of Acute Malnutrition as part of the minimum core package of nutrition interventions. Seventeen of the 21 countries in the region have begun to build national capacities to scale up this approach.”
http://www.unicef.org/esaro/5479_nutrition.html

Sadly, children are dealing with this and have no control over it. It is so important that we educate these countries and give them the knowledge they need to support their children's growth and development.

 

 

Breast-feeding

 Breastfeeding has been very important to me.  I feel that breast-feeding is a way to bond, nourish, and aid in my child's development.  Breast milk has been proved to have natural antibiotics that keep infants healthier. “Breast milk has the perfect combination of proteins, fats, vitamins, and carbohydrates.  There is nothing better for the health of your baby.  Leukocytes are living cells that are only found in breast milk.  They help fight infection.  The antibodies, living cells, enzymes, and hormones make breast milk ideal.  These cannot be added to formula” (American Pregnacy Association, 2013).  I was told how important breast-feeding was before I even got pregnant.  My husband completely heartily believed that kids that breast-fed were smarter.  I am not sure that is 100% correct, but in his experience, it was true.  I was so nervous that I was not going to be able to do it that I read many books on the subject before giving birth.  I realized when trying to breast feed it is all about being calm, patient, and drinking a lot of water.  Pressure is the evil of breast-feeding; you do better when you do not worry so much.  I feel that my children have developed a bond with me and a secure connection with me partly due to breast-feeding.  Often time’s women switch to formula because they cannot see how much their child is eating and feel uncomfortable with that.  More women need to continue to breast feed until a lactation specialist or doctor tells them to supplement.  Interestingly you can now buy breast milk online from milk banks, I even had a friend sell to a milk bank and later a friend buy from a milk bank.  Breast milk is so healthy for our babies. I will support mothers within my daily work by providing support and media to educate mothers about breast-feeding and its benefits. Additionally, I will provide an area for mothers to breast feed.

I did not look at one country and their culture on Breast-feeding.  I found the WBTI, which stands for World Breastfeeding Trend Initiative.  This initiative goes out worldwide to train, assist, and promote breast-feeding in at least 100 countries by 2012.  In 2012, they fell short, but had reached 88 Countries. Below is bullet points about their mission.

 

What is WBTi:

• Participatory, action oriented simple research
• Tracking, Assessing and Monitoring (TAM) the implementation of Global Strategy for IYCF
• Ensures uniformity,
• Objective is to reach about 100 countries by 2012.

The Need:

• The United Nations Millennium Summit for MDGs – MDG 4 (2000)
• The Global Strategy for Infant and Young Child Feeding (2002)
• WHA Resolution - Each country urged to develop, implement, monitor and evaluate a plan of action on IYCF
• Innocenti Declaration on IYCF (2005)

Basis:

• WABA’s GLOPAR 1993
• WHO’s tool “Infant and Young Child Feeding : A tool for assessing national practices, policies , and programs” (2003/4)

WBTi –How It Works?

• Phase one – National assessment
• Phase two – Ranking the country/region
• Phase three – Reassessment to analyze trends

Indicators Part-I

1.        National Policy Program and Coordination

2.        BFHI

3.        Implementation of the Code

4.        Maternity Protection

5.        Health and Nutrition Care

6.        . Mother Support and Community Outreach

7.        Information Support

8.        Infant feeding and HIV

9.        Infant feeding during Emergencies

10.     Monitoring

Indicators Part-II

11. Early Initiation Rates
12. Exclusive breastfeeding Rates <6months
13. Median duration of Breastfeeding
14. Bottle Feeding Rates
15. Timely Complementary feeding Rates

What Goes in?

1.        Coordination

2.        Training/orientation

3.        Organizing national consultations and discussions leading to national assessment

4.        Analyzing and publishing the country report cards

5.        Compiling and publishing state of world’s breastfeeding, nationally and regionally

6.        Publishing results through WBTi web tool

7.        Follow up and offer IBFAN services for capacity building in code implementation, planning and facilitation, training of workers, and other program related to IYCF

8.        Advocacy with the use of report cards at national, regional and global levels to gather support in bridging gaps in program and policy

 

http://worldbreastfeedingtrends.org/report/The-state-of-breastfeeding-in-33-countries-2010.pdf

http://www.worldbreastfeedingtrends.org/about.php

 

 

Poor African women gives birth on the Floor.

 

http://www.youtube.com/watch?v=8XKrIeMRNAA

 

 

 

I was amazed at the above women giving birth in her hut with her children playing outside. She cannot afford medical care; therefore she does it at home with a neighbors help. They lay plastic on the floor and the baby just falls out, she ties a string to tie off the umbilical cord, and then bathes her newborn. I could never do this.  This is a far cry from what I went through! I had the doctors involved with every aspect of my child's birth. This mother is more worried about how she will feed her 8 children, which could affect her children's development. I read a bit more about babies being born in Africa and it is absolutely a scary feat for these African women. There are more deaths of both mother and child then any other country due to young mothers, most women have a baby before they are 14. In addition they fight the risk of Malaria and HIV and AIDS. I am realizing how blessed I really am. I have learned that health care really is a need for a child to start life out with a better chance of survival and quality of life.



Birth of my Baby Girl!

 I had been waiting for years to have a baby, and finally I was blessed to get pregnant.  I was so excited and so was my wonderful husband Kevin.  I was so excited at 7 weeks I had not had any morning sickness.  Well I spoke to soon, at 8 weeks I began morning sickness and it didn’t stop until my baby girl was born…it was awful, yet everyone said if you are sick that is a good sign of a healthy baby!  WHAT????  I grinned and bared it.  I am an overweight…shall I say fluffy individual.  My doctor informed me I could only gain 10- 15lbs because of my obesity.  I only gained six.  (Sticking my tongue out!J)  I had little complications during my pregnancy until the very end.  They induced me on my due date due to my blood pressure. When I arrived for the induction, they immediately started the Pitocin.  My contractions would not pick up intensity.  I was not progressing as fast as they had hoped.  12 hours later, they took me off Pitocin, told me to eat a meal and they inserted the pill into my cervix that they should have done in the first place.  Overnight I got minimal sleep and at about 6am I knew something was happening, I made my way to the bathroom, when I felt sick and gaged I felt dripping down my leg.  My water broke; now remember this is already over 24 hours after my induction began.  There was meconium in my water.  I was very upset about it.  My husband left to shower and within 45 min, my contractions started strong, and I requested an epidural.  My husband came back, I received my epidural, and instantly my contraction not only were relieved but also stopped.  About 4 hours later, they realized they never turned the Pitocin back on.  It was turned, and we waited.  My husband went down to lunch and 10 minutes later, I knew something was about to happen.  The nurse came in and I told her I felt a lot of pressure.  She checked me and said, well that is because you are ready to push.  I called my husband crying that it was finally time to push.  He returned and 45 min later after four pushes my baby girl, 7lbs 4oz was born, 32 hours later!  They were having trouble getting her numbers up, and forty-five minutes passed and I still had not held my new baby.  I asked please could I hold my baby; finally they gave her to me and told me if her number got below a certain number to call the nurse.  The instant she was in my arms her numbers went up!  The nurse said, ahhh she just needed her mommy.

12 Characteristics of Effective Early Childhood Teacher

Twelve Characteristics of Effective Early Childhood Teachers

by:  Laura J. Colker

Great article to read or use when teaching early childhood educators.

http://www.naeyc.org/files/yc/file/200803/BTJ_Colker.pdf

Important traits in a Good Manager

Here are ten of the most important traits to look for in a manager for your business:

1. Self-Motivation. The person that you hire for the job has to be capable of doing the job without needing you to look over her shoulder all of the time. This individual needs to be capable of understanding the basic goals of the business and developing her own strategies for achieving those goals. She needs to be committed to putting her all into the job every day without the close supervision of a boss.
2. Great Customer Service Skills. No matter what type of business you are in, you can benefit from having a manager who is excellent in dealing with customers and clients. Ultimately this may not be a large percentage of the manager's job since the daily tasks of customer service will fall to other employees. However, when problems arise with customers, the manager is the one who has the potential to diffuse the situation or to exacerbate it. You want to hire a manager who is going to be capable of making even the most difficult customers happy so that you can retain customers and the business can grow.
3. Integrity and Trustworthiness. You want to hire a manager who is going to be someone that you think that you can trust. Of course, it's hard to tell this off the bat at an interview but asking the right questions can give you a general sense of the individual's basic integrity. By hiring someone that you believe is trustworthy, you will reduce the stress of placing the growth of your business in the hands of someone else.
4. Being a Team Player. The manager has to be someone who is committed to working with a team of people for the improvement of the whole business. This means that the manager isn't in the business solely for the selfish reasons of "getting ahead". Instead, he is interested in growing the business because it is going to be to his benefit as well as to the benefit of the other people working with him in the company. A manager is a middle-man who has to work with both the upper-level bosses and the lower-level employees so it's highly important that this person is really a team player.
5. Conflict-Resolution Abilities. Serving as this type of middle-man is also going to put the manager into the position of having to act as a liaison between people in the company. He will be the liaison between the lower-level and upper-level employees. He will also serve as the mediator for disputes between lower-level employees. In order to be able to do this position well, the manager that you hire is going to have to be capable of handling conflicts in the office place. He needs to be someone who can spot problems as they form and nip them in bud as well as someone who can deal with bigger conflicts when they do arise.
6. Knowledge of the industry. The manager is going to have to be someone who is capable of answering the questions of customers, clients and staff members. This means that she better know what she is talking about. Although you can certainly provide training in the industry to a good manager, the ideal person for the job is going to be someone who already has advanced or specialized experience in this industry. A thirst for more knowledge about the business is a plus.
7. Dependability. When it comes right down to it, you're going to need to have a manager that you can count on. A dependable manager is someone who always shows up to work on time, doesn't slack off on the job and is capable of being counted on to stay late when there are times at the office that require him to do so. You want to be able to ask this person to do something for you and know for sure that he is going to just go ahead and do it.
8. Ability to Remain Calm. The role of being a manager can be a tough position to be in. There is a lot of stress involved in the daily tasks of management. A number of problems will arise throughout the course of any given day and the manager is responsible for handling those things well. You want to hire a manager who is going to be able to remain calm more often than not. A calm manager will keep the entire office calm which will lead to increased productivity and a better workplace overall. This will ultimately grow your business.
9. Optimistic Attitude. You don't want a manager who is calm but indifferent. You want a manager who is going to approach each project and each work day with an optimistic attitude. You want a manager who will come in smiling and who will express genuinely good feelings about the work that she is doing with her team. This will help to keep morale in the business high which leads to satisfied employees, low turnover rates, higher rates of productivity and growth of the business.
10. Leadership Skills. Beyond all of the other things that you need to see in a manager, you need to immediately be able to see that he has strong leadership skills. He needs to be confident in his ability to lead a team. He needs to be a good public speaker, someone who can delegate tasks appropriately and a person that people will feel comfortable taking directions from. If you see these things in someone at an interview, it's a safe bet to guess that this person will probably make a good manager for your business.

http://kathrynvercillo.hubpages.com/hub/10-Traits-of-a-Successful-Manager

DEC Code of Ethic

I feel that professional development is very important when you are committed to a career.  the DEC have a code of ethics focused on professional development. It is important that ALL early childhood educators know that their training is never over because not only is the research in the field changing every year, but each child is different and requires us to find new ways to meet each child's needs.
PROFESSIONAL DEVELOPMENT AND PREPARATION

Is critical to providing the most effective services for

young children with disabilities and their families. Professional development is viewed and valued as an

ongoing process guided by high standards and competencies for professional performance and practice.

Professionals acquire the knowledge, skills, and dispositions to work with a variety of young children with

disabilities and their families within natural and inclusive environments promoting children’s overall growth,

development and learning, and enhancing family quality of life. Finally, professionals continually should seek

and interpret evidence based information for planning and implementing individually appropriate learning

environments linked to ongoing assessment and collaboration with parents and professional team members.

1. We shall engage in ongoing and systematic reflective inquiry and self-assessment for the

purpose of continuous improvement of professional performance and services to young children

with disabilities and their families.

2. We shall continually be aware of issues challenging the field of early childhood special education

and advocate for changes in laws, regulations, and policies leading to improved outcomes and

services for young children with disabilities and their families.

3. We shall be responsible for maintaining the appropriate national, state, or other credential or

licensure requirements for the services we provide while maintaining our competence in practice

and research by ongoing participation in professional development and education activities.

4. We shall support professionals new to the field by mentoring them in the practice of evidence and

ethically based services.

NAEYC- CODE of ETHICS

I really appreciate and respect the NAEYC code of ethics as a whole: however,  because of the position I hold now I really embraced the code for employees. I am proud to say that my staff retention is very good. I and at least 3/4 of my staff have been working at my school for 7-10 years. I believe this is because of us following the NAEYC  code of ethic without even really knowing it.

I enjoyed reading this because two of the schools I oversea are beginning the self Study step of NAEYC accreditation.

C—Responsibilities to employees

 

Ideals

I-3C.1

 

 

—To promote safe and healthy working conditions

and policies that foster mutual respect, cooperation,

collaboration, competence, well-being, confidentiality,

and self-esteem in staff members.

 

I-3C.2—To create and maintain a climate of trust and

 

 

 

candor that will enable staff to speak and act in the

best interests of children, families, and the field of

early childhood care and education.

 

 

I-3C.3—To strive to secure adequate and equitable

 

 

 

compensation (salary and benefits) for those who

work with or on behalf of young children.

 

 

I-3C.4—To encourage and support continual development

 

 

 

of employees in becoming more skilled and

knowledgeable practitioners.

 

Principles

 

 

 

P-3C.1—In decisions concerning children and programs,

 

 

 

we shall draw upon the education, training,

experience, and expertise of staff members.

 

 

P-3C.2—We shall provide staff members with safe and

 

 

 

supportive working conditions that honor confidences

and permit them to carry out their responsibilities

through fair performance evaluation, written grievance

procedures, constructive feedback, and opportunities

for continuing professional development and

advancement.

 

 

P-3C.3—We shall develop and maintain comprehensive

 

 

 

written personnel policies that define program

standards. These policies shall be given to new staff

members and shall be available and easily accessible

for review by all staff members.

 

 

P-3C.4—We shall inform employees whose performance

 

 

 

does not meet program expectations of areas of

concern and, when possible, assist in improving their

performance.

 

 

P-3C.5—We shall conduct employee dismissals for just

 

 

 

cause, in accordance with all applicable laws and

regulations. We shall inform employees who are

dismissed of the reasons for their termination. When a

dismissal is for cause, justification must be based on

evidence of inadequate or inappropriate behavior that

is accurately documented, current, and available for

the employee to review.

 

 

P-3C.6—In making evaluations and recommendations,

 

 

 

we shall make judgments based on fact and relevant to

the interests of children and programs.

 

 

P-3C.7—We shall make hiring, retention, termination,

 

 

and promotion decisions based solely on a person’s

competence, record of accomplishment, ability to

carry out the responsibilities of the position, and

professional preparation specific to the developmental

levels of children in his/her care.

 

 

 

P-3C.8—We shall not make hiring, retention, termination,

 

 

 

and promotion decisions based on an individual’s

sex, race, national origin, religious beliefs or

other affiliations, age, marital status/family structure,

disability, or sexual orientation. We shall be familiar

with and observe laws and regulations that pertain to

employment discrimination. (Aspects of this principle

do not apply to programs that have a lawful mandate

to determine eligibility based on one or more of the

criteria identified above.)

 

 

P-3C.9—We shall maintain confidentiality in dealing

 

 

 

with issues related to an employee’s job performance

and shall respect an employee’s right to privacy

regarding personal issues.

 

 

 

 

 

 

 

 

 

 

 

Department of Education

This website has a wealth of information with resources for teachers and parents. Information on policies and legislation with in our field can be viewed, research, helpful resource articles and much more. Viewing this website will be all consuming; therefore, make sure you set some time aside when you decide to view it.



http://www2.ed.gov/teachers/how/early/edpicks.jhtml

 

 

 

 

About ED: Overview and Mission Statement

ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.
ED was created in 1980 by combining offices from several federal agencies. ED's 4,400 employees and $68 billion budget are dedicated to:

• Establishing policies on federal financial aid for education, and distributing as well as monitoring those funds.
• Collecting data on America's schools and disseminating research.
• Focusing national attention on key educational issues.
• Prohibiting discrimination and ensuring equal access to education. 

 

 

 

 

 

 

Montessori Resources

Montessori has been part of my life for 10 years now. I am still learning everyday about the philosophy and Maria Montessori herself. These books are excellent resources for anyone interested in Montessori.

 
 

Montessori Play and Learn: A Parent's Guide to Purposeful Play from Two to Six

 by Lesley Britton

“We all want the best possible starts in life for our children, and one of the best possible starts in life, educationally, is the "method" pioneered by Maria Montessori and taught successfully today throughout the world.

Now, Lesley Britton, the leading Montessori practitioner in England for more than twenty years, will show parents how to bring Montessori home. If you would like to facilitate the development of your child's unique personality, make it possible for him to develop to his full intellectual capacity, and help him become socially and emotionally well adjusted, then this is the book for you.

Montessori Play and Learn is packed with ideas, activities, and games that can fit into your normal routine and help supplement preschool learning for your child. For planning your home, introducing your child to the supermarket or the neighborhood, and helping him discover other people and cultures, this book provides valuable tips and insights that help parents and children grow and learn together.
-- Create hundreds of learning opportunities from everyday life
-- Learn dozens of games and activities to help prepare children for mathematics, reading, science, and writing
-- Make your home environment as stimulating for your child as the best Montessori preschool. “

  

“The Montessori Method

Book by Maria Montessori

This book is Montessori's own exposition of the theory behind her innovative educational techniques. She shows parents, teachers and administrators how to "free a child to learn through his own efforts".

 

The Absorbent Mind

Book by Maria Montessori

“Based on the lectures given by Dr. Maria Montessori at Ahmedabad, during the first training course to be held after her internment in India, which lasted till the end of World War 2. In it, she illustrated the unique mental powers of the young child, which enable him to construct and firmly establish within, but a few years- without teachers, without any of the usual aids of education, nay almost abandoned and often obstructed all the characteristics of the human personality.”

 

Maria Montessori

The Secret of Childhood

Random House Publishing Group, Jan 12, 1982 - Psychology - 240 pages

“Maria Montessori describes the child with warmth and the exactness of a scientist. She also discusses the array of materials and techniques needed to release his learning potential.”

https://www.google.com/