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Sequence 104child'.s experience with seeing patterns and the ability to predict what may happen or what should happen. Planning means… |
Sequence 216THE INTEGRATED SCIENCE AND MATHEMATICS OF DR. CLAUDE CLAREMONT, DISCIPLE AND COLLEAGUE OF MARIA MONTESSORI by Harvey R.… |
Sequence 217Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 218By his own accounting, he was the only English-speaking man to do so. Maria Montessori must have quickly recognized the poten… |
Sequence 219tary and secondary students, it could be used as an introduction to architecture since almost all architectural efforts… |
Sequence 220to produce our own towers with nothing more than rulers, pencils, scissors, construction paper, some sguares of cardboard (for… |
Sequence 221The essential lesson learned by the students during this activity was that all of the buildings had internal skeletons that… |
Sequence 222backed steel rulers be used for making geometric drawings, thanks to Dr. Claremont's urgings. Dr. Claremont knew that the… |
Sequence 223the elevated edge becomes a trap for a pencil point that is held too obliquely with respect to that edge. The director/ guide… |
Sequence 225The third step in Dr. Claremont's drafting regimen involved connecting the intersecting points where the circle crossed… |
Sequence 229CONSTRUCTING THE GOLDEN SPIRAL Two of the three boys remembered that something called the Golden Spiral is a fundamental… |
Sequence 232points of 90 degrees north and 90 degrees south, the north and south geographical poles respectively. The meridians of… |
Sequence 233144 degrees of arc, three fifths equal 216 degrees of arc, four fifths equal 288 degrees of arc, and five-fifths equal 360… |
Sequence 235Dr. Claremont was always full of surprises. One day at Ashdun Hall in Atlanta, when I was showing some young elementary… |
Sequence 239CLAREMONT THE TINKERER One further example of Claude Clarernont's genius that is re- lated to the discoveries of Thales… |
Sequence 241last lecturec, and formally examine the students. She would also personally sign the diplomas of the students who passed their… |
Sequence 242We take for granted that the water flowing from a faucet will have satisfactory pressure to fill a bathtub or a basin. Water… |
Sequence 243Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 4SCIENCE, SCIENTIFIC PEDAGOGY, AND THE IMPORTANCE OF MONTESSORI STRUCTURE ScrENCE, SclENTIFIC PEDAGOGY, AND THE !MPORTANCE OF… |
Sequence 98SPANNING SPACE by Claude A. Claremont Claude Claremont's little treasure book Spanning Space is a11 imagina- tive… |
Sequence 100How are bridges paid for? The need for them is evident, but who is to put them up? Time was when the builder of a bridge was… |
Sequence 110recent times; so, generally speaking, the wider and flatter the arch, the more modern the bridge. Every bridge has a… |
Sequence 208Kahn, David. "Normalization and Normality across the Planes of Development." Tlte NAMTA Jo11r11a/ 22.2 (1997… |
Sequence 132Docu111c11/s, ed. Austin Flannery, op (New York: Costello Publishing Company, 1975), p. 917. 12. Maria Montessori, I… |
Sequence 177171 Lillard • Playful Learning and Montessori Education ———. (1948) 1976. From Childhood to Adolescence Including “Erdkinder… |
Sequence 221215 Sackett • “The Lines That Make the Clouds” a references Devlin, Keith. The Math Gene: How Mathematical Think- ing… |
Sequence 5446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 5547 O’Shaughnessy and Patell • Interview on the History of Observation at the right time, you will get the right result.” But… |
Sequence 308300 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 3. I had not attempted to conduct a scientific, quantitative study.… |
Sequence 333325 Parker • The Essential Is Invisible to the Eye adventure by undertaking your own qualitative research. The op-… |
Sequence 2721 Andrews • The Myth of the “Perfect” Child a Montessori, Maria. (1949). The Absorbent Mind. Claude A. Claremont trans.… |
Sequence 143137 Lebitz • Creative Engagement: Handwork as Follow-Up Work Music: models of antique or historical instruments, dioramas or… |
Sequence 20AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 31Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 81The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
Sequence 106AMI Journal 2017 - 2018 page 105 materials of the region. They have enjoyed the flowers and would take some into their… |
Sequence 116AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 120AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 146AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 132132 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 listen to the opinions of others and there is the silence of withdrawal… |
Sequence 140140 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 the Silence and to ask for the impossible.16 If the children are too… |
Sequence 30Claremont's Point of View: Literature and Grammar by Mrs. Francesca Claremont Transcribed and Edited by Jim and… |
Sequence 32When plays were just developing in the early days of the Italian theater, the audience came provided with a suitable… |
Sequence 33though abstract, something quite every day. So, we have the "spiritual noun", which is an abstract with a… |
Sequence 36many of the ballads are simply asking to be acted out. There's one which children - the little wretches - (heavy laughter… |
Sequence 39nominal 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 17LITERATURE THROUGH HISTORY AND GEOGRAPHY by Francesca Claremont Transcribed and Edited by Jim and Frances Fitzpatrick The… |
Sequence 10dom to move each piece where one wishes, but on the rules which prescribe ela- borately that each kind of piece can be moved… |
Sequence 138 Chicago Board of Education. (1977). Options in Public education: a source document, Available from National… |
Sequence 3225 C. Discipline/Freedom/Independence Chandra, Rangit Sekhar. (1960). Naughty Child. Around the Child, 2• 34-3 7, (4).… |
Sequence 3326 Montessori, Mario. (1949, March). Freedom and its meaning. American Teacher,~. 14-16, (3). Montessori, Mario M.,… |
Sequence 50Ballard, Hartin. (1973). The old, old story of the "New Education--2" Teacher, 70, 142-49, (7). 43 Banta… |
Sequence 5144 Claremont, Claude. of Montessori. (1949, June 3). The activity school--The purposefulness Times Educational Supplement… |
Sequence 7366 Bronder, Ann Kenny. (1981). Lasting impressions: The Montessori approach. Momentum,.!±_, 36-37, (2). Brooklyn Eagle. (… |
Sequence 9588 C. Grannnar Akbar, Dilshad Ali. (1964). Grammar in the House of Children. Around the Child, 1, 24-31, (8). Akbar,… |
Sequence 96Rhymes and rhythm. (1960). Around the Child, 1, 55-56, (2). Selman, Ruth,. (1984). First words: Anecdotal observations of… |
Sequence 10194 Neubert, Ann B. (1972). A way of learning: A Montessori manual. New York: American Montessori Society. Perry, Celma… |
Sequence 102Didactic materials. (1919, November 6). Times Educational Supplement, p. 557, (2). Dwyer, Muriel. (1973). Operation solid… |
Sequence 121114 Woman as child trainer. (1912, January 22). New York Evening Post, (4), A woman pioneer in education. (1912).… |
Sequence 127120 Spectator, ( 1952). 188. 599, ( l). Tablet (London), (1952, May 23). 199. p. 405, (1). La Dotteresa, (1952, May 19… |
Sequence 169Chattin-McNichols, John P, (1981). The effects of Montessori school experience. Young Children, 36, 49-66, (18). Chattin-… |
Sequence 175Cardboard Model of an old Amsterdam house made by girl 9 1/4 years of age. (1925). Call of Education, !, 229-30, (2).… |
Sequence 188182 With Dr. Montessori in Barcelona. (1919, Hay 1). Times Educational Supplement, p.208, (2). Zimmerman, Carla L. (1974… |
Sequence 194188 SENSORlAL Barron, Marlene. (1983). Sensorial extensions: Helping the child move from being task specific to… |
Sequence 202196 Bronsil, Kenneth E. (1983). A letter to members of the AMS teachers' section. The Constructive Triangle, .!.Q_… |
Sequence 206200 Bashyal, R. P. (1969/70). Glimpses at the Indian Montessori training courses. Around the Child, 13, 105-110, (6).… |
Sequence 53From the Archives THE MONTESSORI APPARATUS. (1919) By Claude A. Claremont, B.Sc. Assistant to Dr. Montessori in her… |
Sequence 9Treasure Article 2017 page 8 tional Montessori Training Course, London, 1946, p. 48 —, From Childhood to Adolescence (New… |