MONTESSORI CENTRE INTERNATIONAL 18 Balderton Street‚ London W1K 6TG‚ United Kingdom Tel 00 44(0) 20 7493 8300 Fax 00 44 (0) 20 7629 7808 www.montessori.org.uk TITLE SHEET for Distance Learning Students Is English your first language: Yes (please delete as applicable) STUDENT NAME: STUDENT NO: NAME OF MARKER: DATE OF SUBMISSION: ASSIGNMENT NO: 0B NO. OF WORDS:
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History of childcare In this report I will be looking at the history of the childcare industry on how children had been looked after back in the day to today’s industry. In history the first day care centre appeared in France about the 1840‚ and the societe des crèche was recognised by the French government in 1869.organising in Europe in the late 18th and early 19th century day cares were established in the United States by private charities in the 1850’s. The first being was the New York day
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Montessori referred to the young child (from birth to six) as having an absorbent mind‚ in that children literally absorb information of all kinds from their environment effortlessly‚ much like a sponge. Montessori believed that‚ to develop the full potential of a young child‚ one must appeal to his instinctive love of and need for purposeful activity. She
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purposes. To help the children retain their connection to nature and to appeal to their developing senses‚ the Montessori equipment‚ materials‚ and activities involve as much as possible natural materials such as plants‚ wood‚ water‚ and sand. When teachers and children are working with these and other materials‚ teachers can link the materials to their origins. For example‚ the Montessori Thermic Tablets‚ which are made of stone‚ wood‚ steel‚ and fabric‚ can be described as coming from different kinds
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Communication Competence in the Workplace Communication is an essential piece of daily life; it is found everywhere you look in either verbal or nonverbal form. The workplace is no different‚ every person in every workplace uses some form of communication constantly throughout the day‚ it is important that each person is aware of the signals that are being sent out‚ verbally and nonverbally‚ to coworkers‚ superiors‚ clients‚ customers‚ etc. According to Donald Baack‚ “Communication may be defined
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Theoretical Approaches to Development and Learning Assessment Reports 1‚ 2 and 3 Karen Lindsay Psychosocial Theories of Erik Erikson Erik Erikson was born in Frankfurt‚ Germany in 1902. His association with Psychology began when he met one of our most renowned theorist’s daughters‚ Anna Freud‚ daughter of Sigmund. He was an artist and teacher who through persuasion from Anna went on to study child psychoanalysis at the Vienna Psychoanalytic Institute. He continued his studies in the United States
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the food industry and interact with different people. EDUCATIONAL ATTAINMENT: College: Two-Year Associate in Hotel and Restaurant Year: April 2010 Management Our Lady of Manaoag Montessori College San Juan‚ Balagtas‚ Bulacan Secondary Level: Taytay United Methodist Christian School Year: 2002-2005 Apollo St.‚ San Isidro‚ Taytay Rizal Bethel Christian Academy Year: 2005-2006
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approaches to work with children in the early years has influenced current provision in the UK All of the UK nations develop framework in a different way. Approaches that have had a great impact on early years curricula are‚ Reggio Emilia‚ High/scope‚ Montessori and Steiner. Reggio‚ influences the EYFS in many ways like practitioners providing the children initiated play‚ also enabling environment that prompts practitioners to think about how rich the environment is for the children as well as emphasis
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Week 1 / Lecture Notes Welcome to Early Childhood Development. You are about to begin a journey that will take you through the early childhood and elementary years of growing‚ thinking and learning. The following notes will help you through the chapter. Each subsequent week‚ you will find lecture notes to help focus your learning. Chapter 1 Developmentally Appropriate Practice (DAP) is a key term that will be used throughout this course and other child development courses. This term is vitally
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necessary for later development and activity is established. The child now embarks on a new mission‚ the development of his mental functions. ‘Before three‚ the functions are being created; after three‚ they develop’ ” (Montessori (1964) in Polk Lillard‚ 1972‚ p37). Montessori writes‚ “Thus it happens that at the age of three‚ life seems to begin again; for now consciousness shines forth in all its fullness and glory. ... Only with the advent of consciousness do we have unity of the personality
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