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Sequence 51AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 55AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 65AMI Journal 2017 - 2018 page 105 materials of the region. They have enjoyed the flowers and would take some into their… |
Sequence 90The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
Sequence 140Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 151AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 3132 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 listen to the opinions of others and there is the silence of withdrawal… |
Sequence 11140 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 the Silence and to ask for the impossible.16 If the children are too… |
Sequence 1Claremont's Point of View: Literature and Grammar by Mrs. Francesca Claremont Transcribed and Edited by Jim and… |
Sequence 3When plays were just developing in the early days of the Italian theater, the audience came provided with a suitable… |
Sequence 4though abstract, something quite every day. So, we have the "spiritual noun", which is an abstract with a… |
Sequence 7many of the ballads are simply asking to be acted out. There's one which children - the little wretches - (heavy laughter… |
Sequence 10nominal vowels. We have them mark above the line of the poem on exer- cise sheets that we have typed out for them. They then… |
Sequence 1LITERATURE THROUGH HISTORY AND GEOGRAPHY by Francesca Claremont Transcribed and Edited by Jim and Frances Fitzpatrick The… |
Sequence 6dom to move each piece where one wishes, but on the rules which prescribe ela- borately that each kind of piece can be moved… |
Sequence 58 Chicago Board of Education. (1977). Options in Public education: a source document, Available from National… |
Sequence 2425 C. Discipline/Freedom/Independence Chandra, Rangit Sekhar. (1960). Naughty Child. Around the Child, 2• 34-3 7, (4).… |
Sequence 2526 Montessori, Mario. (1949, March). Freedom and its meaning. American Teacher,~. 14-16, (3). Montessori, Mario M.,… |
Sequence 42Ballard, Hartin. (1973). The old, old story of the "New Education--2" Teacher, 70, 142-49, (7). 43 Banta… |
Sequence 4344 Claremont, Claude. of Montessori. (1949, June 3). The activity school--The purposefulness Times Educational Supplement… |
Sequence 6566 Bronder, Ann Kenny. (1981). Lasting impressions: The Montessori approach. Momentum,.!±_, 36-37, (2). Brooklyn Eagle. (… |
Sequence 8788 C. Grannnar Akbar, Dilshad Ali. (1964). Grammar in the House of Children. Around the Child, 1, 24-31, (8). Akbar,… |
Sequence 88Rhymes and rhythm. (1960). Around the Child, 1, 55-56, (2). Selman, Ruth,. (1984). First words: Anecdotal observations of… |
Sequence 9394 Neubert, Ann B. (1972). A way of learning: A Montessori manual. New York: American Montessori Society. Perry, Celma… |
Sequence 94Didactic materials. (1919, November 6). Times Educational Supplement, p. 557, (2). Dwyer, Muriel. (1973). Operation solid… |
Sequence 113114 Woman as child trainer. (1912, January 22). New York Evening Post, (4), A woman pioneer in education. (1912).… |
Sequence 119120 Spectator, ( 1952). 188. 599, ( l). Tablet (London), (1952, May 23). 199. p. 405, (1). La Dotteresa, (1952, May 19… |
Sequence 161Chattin-McNichols, John P, (1981). The effects of Montessori school experience. Young Children, 36, 49-66, (18). Chattin-… |
Sequence 167Cardboard Model of an old Amsterdam house made by girl 9 1/4 years of age. (1925). Call of Education, !, 229-30, (2).… |
Sequence 180182 With Dr. Montessori in Barcelona. (1919, Hay 1). Times Educational Supplement, p.208, (2). Zimmerman, Carla L. (1974… |
Sequence 186188 SENSORlAL Barron, Marlene. (1983). Sensorial extensions: Helping the child move from being task specific to… |
Sequence 194196 Bronsil, Kenneth E. (1983). A letter to members of the AMS teachers' section. The Constructive Triangle, .!.Q_… |
Sequence 198200 Bashyal, R. P. (1969/70). Glimpses at the Indian Montessori training courses. Around the Child, 13, 105-110, (6).… |
Sequence 1From the Archives THE MONTESSORI APPARATUS. (1919) By Claude A. Claremont, B.Sc. Assistant to Dr. Montessori in her… |
Sequence 3CAT A LOGUE No. IO B. l?c=J D 0000 liilliil(0)1ta ii:e& II) i cdl ca Ct ll C (ADV AN CED SERIES) FOURTEENTH… |
Sequence 2THE :'.\10NTESSORI DIDACTIC MATERIAL. Section M. Fifteenth Edition. CATA.LOGUE of the Montessori Didactic… |
Sequence 89BUILDING CORRELATIONS: COSMIC EDUCATION AND MORAL DEVELOPMENT Part One by David Kahn Looking at the classical Montessori… |
Sequence 115"' A.M. Joosten "The Silence Lesson" in AMI Co1111111111icalio11~ 4:(19(i7) 27. "Tape… |
Sequence 3SOWING THE SEEDS OF THE SCIENCES Part I Origins of Montessori Sciences........................................... 1 The… |
Sequence 16ON BUBBLES AND SUCH by C. A. Claremont Dr. Clarernont's ability to personify aspects of physics, to isolate the… |
Sequence 139Personals: POSITIONS AVAILABLE ALASKA Fairbanks Montessori School, 2014 30th Ave., Fairbanks, AK 99701. 1 Teacher AM/PM $… |
Sequence 80rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 9educationalese all have a purpose. But in my estimation they represent exercises in minutiae-the kind of minutiae that… |
Sequence 96There are dozens of words that you can pick out to give to children. Bankrupt means someone whose bench has been broken (rupto… |
Sequence 97it. Here are the symbols for the ~ansitive and the intransitive, the infinitive, and the verb to be for auxiliary use. Of… |
Sequence 102my school like the plague one year. Do you know it? There was a youth and a well-beloved youth And he was a squire's son… |
Sequence 107Never more; Miranda Miranda Never more. Only the high peak's hoar; And Aragon a torrent at the door. No sound In… |
Sequence 109FOLK TALES, FAIRY TALES, AND HISTORY USES AND CLASSIFICATION by Francesca Claremont 'Jbe article that follows is… |
Sequence 115hadn't got. So he retired and went back to Germany. That is the scale. Of course, it is very, very important from a… |
Sequence 33You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 99and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 1enges 111,m,dty: Evolving 1~i1-llil1Ewt•Adulfs,Jm,tring Children Kohn die hlmly and tbe School: The Importance or adce In… |
Sequence 6Future Challenge: Public School Montessori MONTESSORI HEAD START IMPLEMENTATION BRIEF .............. by Alcillia Clifford and… |
Sequence 93CLAUDE CLAREMONT' S CONTRIBUTION TO THE HISTORY OF SCIENCE AND ENGINEERING by Harvey R. Hallenberg Claude A. Claremont… |
Sequence 94the Montessori educational community, yet he made most of his discov- eries in his own classroom working with a group of… |
Sequence 95great chasms and mighty rivers but also the trusses that support the roofs of our houses. Spanning space continues to be an… |
Sequence 96The elementary student is especially sensitive to historical context. The sense of time and duration crystallizes out of a… |
Sequence 171FunmE CHALLENGE: TEACHER DEVELOPMENT Professional development for Montessori teachers requires more depth and sequencing… |
Sequence 173TRAINING THE MONTESSORI TEACHERS by Claude A. Claremont, PhD STUDIO HOUSE IN WAR-TIME "It's an ill wind that… |
Sequence 174residence for the principals (Mr. and Mrs. Claremont), garden ameni- ties including a large field or paddock, very suitable… |
Sequence 203Montessori History: Cosmic Perspectives, Real Implementation cap- tured the imagination of participants in Orlando in March. A… |
Sequence 182When something is amiss in our classroom, in our school, among the parents, or within ourselves, why not take Montessori'… |
Sequence 201independence in the child's life. Dr. Sears states, "Independence is not, in itself, one of our most important… |
Sequence 179Figure 4: Persons in Community We must make a plan of development with the guide that the child gives us through the powers… |
Sequence 1THE Vol. 23, No. 2 Spring 1998 NAMTA Mario Montessori: In Search of a Deeper Freedom Introduction by David Kahn Respect… |
Sequence 4MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM ...1,1 INTRODUCTION… |
Sequence 70London, England MONTESSORI AND THE DEEPER FREEDOM by Mario M. Montessori and Claude A. Claremont I am inclined to think that… |
Sequence 75These sudden outbursts, which Dr. Montessori aptly terms "explo- sions," are prepared not just by growing,… |
Sequence 109The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 5!)~------------ THE SPIRITUAL DEVELOPMENT OF THE CHILD: KEEPING THE BALANCE by David Kahn Montessori learned from observed… |
Sequence 8center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 128The human is a great collaborator. And nature welcomes a gentle intervention. The trees' wounds will heal, and the maple… |
Sequence 147CLASSIFIEDS Alaska Island Montessori School in Ju- neau, AK, is looking for an AMI cer- tified primaryguideforthc 1999-2000… |
Sequence 53REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 247NAMTANEWS MONTESSORr/Csn<SZENTMIHALYI RESEARCH PROJECT DEFINES GENERAL PARAMETERS Mihaly Csikszentmihalyi, well… |
Sequence 9POSITIVE PSYCHOLOGY: THE EMERGING PARADIGM by Mihaly Csikszentmihalyi Positive Psychology takes the focus off… |
Sequence 61• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 214Presenters at the Innovation within Limits Seminar E. Thomas Casey, registered architect, came to the Taliesin Fellowship in… |
Sequence 13Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 562Erikson, E. H. Young Man Luther. New York: W.W. Norton & Company, 1958. Gardner, H. Creating Minds. New York: Basic… |
Sequence 66The fundamental disagreement between attachment parenting and Montessori philosophy lies in the definition and importance of… |
Sequence 72THE Gooo WORK by Mihaly Csikszentmihalyi INTRODUCTION Dr. Csikszentmihaly incisively defines soul "as a person… |
Sequence 64"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 93THE EVOLVING NATIJRE OF WORK by Mihaly Csikszentmihalyi Beginning with a definition of work built around a systems view of… |
Sequence 114THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 14REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 19for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 26Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 111LS. Clasen,A.W. Toga,J.L.Rapoport,&P.M. Thompson. "Dynamic Mapping of Human Cortical Development during… |
Sequence 43And Dr. Claremont, quoting Maria Montessori in his Translator's Note to The Absorbent Mind, says, "We know how… |
Sequence 51• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 120off the roof will be collected in large cisterns for watering the gardens and washing. We also chose to use straw bale… |
Sequence 166Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 132Montessori, Maria. Ed11catioJ1 and Pence. 1949. Trans. Helen R. Lane. Oxford: Clio, 1992. Montessori, Maria. Educazio11e e… |
Sequence 105Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 103accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 120projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 39REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |