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Maria Montessori (1870 1952), Italian Physician And Educationist, Born In Rome, The First Woman In Italy To Receive A Medical Degree (1894), She Founded A School For Children With Learning Disabilities (1899 1901), And Developed A System Of Education For Children Of Three To Six Based On Spontaneity Of Expression And Freedom From Restraint. The System Was Later Worked Out For Older Children, And Applied In Montessori Schools Throughout The World. She Opened The First Montessori School For Children In The Slums Of Rome In 1907.
Three-year old Emily greets her grandfather at the front door: "We're having a surprise party for your birthday! And it's a secret!" We may smile at incidents like these, but they illustrate the beginning of an important transition in children's lives--their development of a "theory of mind." Emily certainly has some sense of her grandfather's feelings, but she clearly doesn't understand much about what he knows, and surprises--like secrets, tricks, and ties all depend on understanding and manipulating what others think and know. Jean Piaget investigated children's discovery of the mind in the 1920s and concluded that they had little understanding before the age of six. But over the last twenty years, researchers have begun to challenge his methods and revise his conclusions. In The Child's Discovery of the Mind, Janet Astington surveys this lively area of research in developmental psychology. Sometime between the ages of two and five, children begin to have insights into their own mental life and those of others. They begin to understand mental representation--that there is a difference between thoughts in the mind and things in the world, between thinking about eating a cookie and eating a cookie. This breakthrough reflects their emerging capacity to infer other people's thoughts, wants, feelings, and perceptions from words and actions. They come to understand why people act the way they do and can predict how they will act in the future, so that by the age of five, they are knowing participants in social interaction. Astington highlights how crucial children's discovery of the mind is in their social and intellectual development by including a chapter on autistic children, who fail to make this breakthrough. "Mind" is a cultural construct that children discover as they acquire the language and social practices of their culture, enabling them to make sense of the world. Astington provides a valuable overview of current research and of the consequences of this discovery for intellectual and social development.
Dr. Whitfield provides a clear and effective introduction to the basic principles of recovery. This book is a modern classic, as fresh and useful today as it was more than a decade ago when first published. Here, frontline physician and therapist Charles Whitfield describes the process of wounding that the Child Within (True Self) experiences and shows how to differentiate the True Self from the false self. He also describes the core issues of recovery and more. Other writings on this topic have come and gone, while Healing the Child Within has remained a strong introduction to recognizing and healing from the painful effects of childhood trauma. Highly recommended by therapists and survivors of trauma.
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.
Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.
A family of slaves escapes their plantation. Chased by the whites they run into a cabin, The family locked inside the cabin nowhere to go. The whites torch the cabin and up it goes in flames. The Blacks cannot contain the smoke nor the fire so they hide and cover run into the closet. The smoke fills creeps underneath the door causing them to choke. They continue to back up till there was no more room to back up. The father covering his family tears falling because his family is about to die. All of a sudden there was a silence no spell or fir no smell of smoke. For they are now in 2018! WARNING ADULT SEXUAL CONTENT INSIDE INCLUDING LANGUAGE
Few events in American history have shaped the nation like the Lewis and Clark Expedition. It opened the American West for settlement. It redrew the map of the United States. It identified an array of native peoples, spectacular places, fascinating creatures, and extraordinary flora unknown in "civilized" America. It defined the American nation as a land stretching from coast to coast-and it launched the spread of population in a mighty frontier migration unlike anything ever witnessed in America before or since. Lewis and Clark on the Trail of Discovery contains 19 chapters, detailing the expedition chronologically. A "museum in a book," this fascinating volume contains re-creations of original documents such as diary entries, letters, maps, and sketches-all meticulously reproduced so that the reader can actually handle and examine them. Among the documents included in the book are: The actual letter of credit Jefferson wrote to Lewis committing the U.S. government to pay for the expedition. The code Thomas Jefferson provided to Lewis for sending secret messages. Clark's sketch of the technique some Indians used to flatten their heads, a sign of prestige. Clark's letter of gratitude to Sacagawea, a Shoshone teenager who helped the expedition. A newspaper account of the expedition's return to St. Louis.
This is the latest edition of Garry Landreth’s comprehensive text on creating therapeutic relationships with children through play. This book details Child-Centered Play Therapy (CCPT), an evidence-based model, which stresses the importance of understanding the child’s world. Professors who have taught a course based on the previous editions will be pleased to find the core message intact but updated with a comprehensive review of rigorous contemporary research demonstrating the strong evidence base for CCPT across cultural groups and presenting issues. Expanded to cover additional topics of interest, this new edition includes a model of the change process in CCPT and 13 new Rules of Thumb that help clarify the CCPT relationship, and discusses deeper issues in CCPT, such as recognizing emotional blocks in play therapy, being culturally responsive, discovering meaning when there seems to be no meaning, and more. This new edition offers essential help to play therapists who respond to sensitive issues at every stage of the therapeutic process.