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Sequence 1DEVELOPING THE MATHEMATICAL MIND by Kay M. Baker Referring to contemporary developmental psychologists, Kay Baker builds a… |
Sequence 2think of multiple talents, potentialities, or manifestations of intelli- gence than a fragmented intelligence." With… |
Sequence 1Kay M. Baker, PhD 98 The NAMTA Journal • Vol. 21, No. 2 • Spring 1996 |
Sequence 2THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 1OPTIMAL DEVELOPMENTAL OUTCOMES FOR THE CHILD AGED Six TO TWELVE: SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Kay… |
Sequence 4challenged by highly articulate and stimulating "contexts for learn- ing" implicit to the prepared… |
Sequence 2THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 2RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
Sequence 1Kay M. Baker 42 The NAMTA Journal • Vol. 34, No. I • Winter 2009 |
Sequence 2HISTORICAL VIEW OF THE PLANES OF DEVELOPMENT AS DEVELOPMENTAL OUTCOMES by Kay M. Baker Dr. Baker defines l/llma11 nature… |
Sequence 15hours spent playing with my dolls under the weeping willow tree whose branches hung to the ground making the perfect hideaway… |
Sequence 18McCarty, W. "Keys to Healing and Preventing Foundational Trauma: What Babies Are Teaching Us." Bridges-ISSS£… |
Sequence 1THE MATHEMATICAL LENS: A MONTESSORI KEY FOR A THEORY OF EVERYTHING by Kay Baker Mathe111ntics ns n le11s is n powerful… |
Sequence 21in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 1the significance of the hand for the elementary years by Kay Baker The use of the hand is a physiological sequence. The… |
Sequence 369 Baker • The Significance of the Hand for the Elementary Years from the time of his first appearance upon the earth traces… |
Sequence 571 Baker • The Significance of the Hand for the Elementary Years of obedience, has no initiative, and seems lazy and sad” (… |
Sequence 773 Baker • The Significance of the Hand for the Elementary Years If the idea of the universe is to be presented to the child… |
Sequence 975 Baker • The Significance of the Hand for the Elementary Years passed down knowledge to us for our greater comfort and… |
Sequence 1177 Baker • The Significance of the Hand for the Elementary Years The fundamental needs of human beings are a focal point for… |
Sequence 1379 Baker • The Significance of the Hand for the Elementary Years At Home. The child at home is functioning as a member of… |
Sequence 1581 Baker • The Significance of the Hand for the Elementary Years Be Aware of and Knowledgeable of the Content of the Work… |
Sequence 1783 Baker • The Significance of the Hand for the Elementary Years tion of the teacher. The teacher needs to be well-versed in… |
Sequence 1985 Baker • The Significance of the Hand for the Elementary Years Possibility of various activities that can be done •… |
Sequence 2140 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 learning and its potential for peace was shared by my classmates and… |
Sequence 10148 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 may harbor stereotypes and unaware prejudices that they don’t want their… |
Sequence 2048 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Group flow participants are the highest performers. Cross, R., &… |
Sequence 2149 Sawyer • Group Flow and Group Genius Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass… |
Sequence 1QuesTiOn and answer: ObservaTiOn in The eleMenTary classrOOM by Kay Baker In this article, Kay Baker sets out to answer the… |
Sequence 3269 Baker • Question and Answer: Observation in the Elementary Classroom With this background theory as a general guide to… |
Sequence 5271 Baker • Question and Answer: Observation in the Elementary Classroom These observations help the guidance of the child… |
Sequence 7273 Baker • Question and Answer: Observation in the Elementary Classroom and engenders responsibility toward others. These… |
Sequence 1idenTifying True norMaliTy in The eleMenTary child by Kay Baker Kay Baker offers a look at the needs and manifestations (… |
Sequence 3101 Baker • Identifying True Normality in the Elementary Child develoPMenT: observaTion assisTs Pedagogy The goal here is… |
Sequence 5103 Baker • Identifying True Normality in the Elementary Child Ttl FOUR LANES OF DEVELO MEN11' H BULB I I I I… |
Sequence 7105 Baker • Identifying True Normality in the Elementary Child opmentally, a need for understanding phenomena observed in our… |
Sequence 9107 Baker • Identifying True Normality in the Elementary Child What Is the Associated Pedagogy? Looking ahead to the second… |
Sequence 11109 Baker • Identifying True Normality in the Elementary Child As further support, the child is guided to become aware • of… |
Sequence 13111 Baker • Identifying True Normality in the Elementary Child development. In effect, Montessori’s approach is through the… |
Sequence 15113 Baker • Identifying True Normality in the Elementary Child children. The response of the prepared adult in a prepared… |
Sequence 17115 Baker • Identifying True Normality in the Elementary Child How can we force the child to be interested when interest can… |
Sequence 19117 Baker • Identifying True Normality in the Elementary Child effort. The absorbent mind had been a great help to the child… |
Sequence 21119 Baker • Identifying True Normality in the Elementary Child Giving up control is what is needed. What the adult • cannot… |
Sequence 5THE MONTESSORI MOSAIC: THE HUMAN PERSON THE CONTRIBUTION OF MARIA MONTESSORI by Mario M. Montessori Jr… |
Sequence 89DEVELOPING THE MATHEMATICAL MIND by Kay M. Baker Referring to contemporary developmental psychologists, Kay Baker builds a… |
Sequence 8think of multiple talents, potentialities, or manifestations of intelli- gence than a fragmented intelligence." With… |
Sequence 104Kay M. Baker, PhD 98 The NAMTA Journal • Vol. 21, No. 2 • Spring 1996 |
Sequence 105THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
Sequence 13Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 76OPTIMAL DEVELOPMENTAL OUTCOMES FOR THE CHILD AGED Six TO TWELVE: SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Kay… |
Sequence 8challenged by highly articulate and stimulating "contexts for learn- ing" implicit to the prepared… |
Sequence 61THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 65RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
Sequence 1Volume 34 Number 1 Winter 2009 N·A·M·T·A J 0 u The First Three Years of Life from All Developmental Perspectives R N A… |
Sequence 5THE FIRST THREE YEARS OF LIFE FROM ALL DEVELOPMENTAL PERSPECTIVES THE FIRST THREE YEARS OF LIFE FROM ALL DEVELOPMENTAL… |
Sequence 48Kay M. Baker 42 The NAMTA Journal • Vol. 34, No. I • Winter 2009 |
Sequence 49HISTORICAL VIEW OF THE PLANES OF DEVELOPMENT AS DEVELOPMENTAL OUTCOMES by Kay M. Baker Dr. Baker defines l/llma11 nature… |
Sequence 145hours spent playing with my dolls under the weeping willow tree whose branches hung to the ground making the perfect hideaway… |
Sequence 172McCarty, W. "Keys to Healing and Preventing Foundational Trauma: What Babies Are Teaching Us." Bridges-ISSS£… |
Sequence 106THE MATHEMATICAL LENS: A MONTESSORI KEY FOR A THEORY OF EVERYTHING by Kay Baker Mathe111ntics ns n le11s is n powerful… |
Sequence 219in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 7367 Baker • The Significance of the Hand for the Elementary Years the significance of the hand for the elementary years by… |
Sequence 7569 Baker • The Significance of the Hand for the Elementary Years from the time of his first appearance upon the earth traces… |
Sequence 7771 Baker • The Significance of the Hand for the Elementary Years of obedience, has no initiative, and seems lazy and sad” (… |
Sequence 7973 Baker • The Significance of the Hand for the Elementary Years If the idea of the universe is to be presented to the child… |
Sequence 8175 Baker • The Significance of the Hand for the Elementary Years passed down knowledge to us for our greater comfort and… |
Sequence 8377 Baker • The Significance of the Hand for the Elementary Years The fundamental needs of human beings are a focal point for… |
Sequence 8579 Baker • The Significance of the Hand for the Elementary Years At Home. The child at home is functioning as a member of… |
Sequence 8781 Baker • The Significance of the Hand for the Elementary Years Be Aware of and Knowledgeable of the Content of the Work… |
Sequence 8983 Baker • The Significance of the Hand for the Elementary Years tion of the teacher. The teacher needs to be well-versed in… |
Sequence 9185 Baker • The Significance of the Hand for the Elementary Years Possibility of various activities that can be done •… |
Sequence 9387 Baker • The Significance of the Hand for the Elementary Years |
Sequence 145140 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 learning and its potential for peace was shared by my classmates and… |
Sequence 153148 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 may harbor stereotypes and unaware prejudices that they don’t want their… |
Sequence 5448 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Group flow participants are the highest performers. Cross, R., &… |
Sequence 5549 Sawyer • Group Flow and Group Genius Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass… |
Sequence 275267 Baker • Question and Answer: Observation in the Elementary Classroom QuesTiOn and answer: ObservaTiOn in The eleMenTary… |
Sequence 277269 Baker • Question and Answer: Observation in the Elementary Classroom With this background theory as a general guide to… |
Sequence 279271 Baker • Question and Answer: Observation in the Elementary Classroom These observations help the guidance of the child… |
Sequence 281273 Baker • Question and Answer: Observation in the Elementary Classroom and engenders responsibility toward others. These… |
Sequence 283275 Baker • Question and Answer: Observation in the Elementary Classroom |
Sequence 10599 Baker • Identifying True Normality in the Elementary Child idenTifying True norMaliTy in The eleMenTary child by Kay… |
Sequence 107101 Baker • Identifying True Normality in the Elementary Child develoPMenT: observaTion assisTs Pedagogy The goal here is… |
Sequence 109103 Baker • Identifying True Normality in the Elementary Child Ttl FOUR LANES OF DEVELO MEN11' H BULB I I I I… |
Sequence 111105 Baker • Identifying True Normality in the Elementary Child opmentally, a need for understanding phenomena observed in our… |
Sequence 113107 Baker • Identifying True Normality in the Elementary Child What Is the Associated Pedagogy? Looking ahead to the second… |
Sequence 115109 Baker • Identifying True Normality in the Elementary Child As further support, the child is guided to become aware • of… |
Sequence 117111 Baker • Identifying True Normality in the Elementary Child development. In effect, Montessori’s approach is through the… |
Sequence 119113 Baker • Identifying True Normality in the Elementary Child children. The response of the prepared adult in a prepared… |
Sequence 121115 Baker • Identifying True Normality in the Elementary Child How can we force the child to be interested when interest can… |
Sequence 123117 Baker • Identifying True Normality in the Elementary Child effort. The absorbent mind had been a great help to the child… |
Sequence 125119 Baker • Identifying True Normality in the Elementary Child Giving up control is what is needed. What the adult • cannot… |