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Sequence 19She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for… |
Sequence 148Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 75<lures, and plans. She guides, but does not control, the school's development. • The administrator leads by… |
Sequence 124REFERENCES Gross, Michael. Montessori' s Concept of Personality. Diss. U of Nebraska, 1976. Livingstone, Richard.… |
Sequence 127purpose. That means precisely that history and its purpose cannot make sense to a community without a purpose. If there is no… |
Sequence 186REFERENCES Eliot, Lise. What's Going On in There? How the Brain and Mind Develop in the First Five Years of Life. New… |
Sequence 199burden for a child to be "bad" or "good." We must relieve every child of that burden and… |
Sequence 153REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 183Graves, Donald. "Making Meaning Clear: The Logic of Revision." Journal of Basic Writing (1981, Fall/Winter… |
Sequence 43ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 116together and pull other people into their goals such as Greenpeace. Do you know how efficient recycling would be if only one… |
Sequence 1554. To encourage the students to explore their widening world and to consider themselves as responsible citizens of our… |
Sequence 194• Values and Attitudes Having worked with all of the above models that explore Place as Pedagogy, it is easy to applaud the… |
Sequence 326really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 428THE FUTURE OF ERO KINDER The school where the children live, or rather their country homes, can also give them the… |
Sequence 22physical environment and our attitudinal environment. Once chil- dren pass their first birthday, we generally treat them… |
Sequence 49who is psychologically healthy with a strong sense of self, a strong sense of who and what they are and what they can do. We… |
Sequence 182Hopefully this weekend has given you a little renewal of this vision. I want to give you two quotes. One is from E.M. Standing… |
Sequence 191and three. But what we need to do is assess the ones that are develop- mentally appropriate in our assessment of this child… |
Sequence 61REFERENCES Cavalletti, Sofia. II potenziale religioso tra i 6 e i 12 anni. Trans. Rebekah Rojcewicz. Rome: Citta Nuova… |
Sequence 133REFERENCES Berry, Wendell. Sex, Economy, Freedom and Community. New York: Pantheon Press, 1992. Berry, Wendell. Recollected… |
Sequence 153Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 108out the process that there is really only one core objective that you should seek to realize: Incorporate as wide a variety as… |
Sequence 111This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 116The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 209should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 210is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 45REFERENCES Brazelton, T. Berry, & Stanley I. Greenspan. The Irreducible Needs of Children: What Every Child Must Have… |
Sequence 109esteem emerge within the child. We know that the child's referring to herself and taking action is going to depend very… |
Sequence 117into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |
Sequence 62ourselves when we make mistakes. We want our politicians and industrial leaders to learn from their mistakes. We all should do… |
Sequence 100homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 386Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 387Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Oxford: Clio Press, 1992. Seneca, Lucius Annaeus. Ad… |
Sequence 26REFERENCES Carlyle, Thomas. 011 Heroes, Hero-Worship n11d the Heroic i11 History. 1865. Berkeley: U of California P, 1993.… |
Sequence 30humans as children that lends a sense of the cosmic to Montessori's thinking. This cosmic sense pervades all of… |
Sequence 45whole and that his actions contribute to the welfare of this larger whole. From such experiences stems the feeling of… |
Sequence 64of self-observation, of looking first to ourselves when we observe certain behaviors in the environment is essential to our… |
Sequence 159149 Allen • The Elementary Child’s Place in the Natural World prepares its environment. A marvelous, mysteri- ous, and… |
Sequence 302292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 6559 Chawla • The Natural World as Prepared Environment Montessori, M. To Educate the Human Potential. 1948. Ox- ford: Clio… |
Sequence 133127 Mosher • Into the City a references Kahn, David. “The Unfolding Drama of the Montessori Adolescent in America.” The… |
Sequence 174168 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Enhance Young Children’s Reading Comprehension.” Journal of Educational… |
Sequence 253247 Luborsky • Occupational Therapy and Montessori—Kindred Spirits www.crayonrocks.net www.funandfunction.com Lap pads,… |
Sequence 6560 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Brown, John Seely & Thomas, Douglas. A New Culture of Learning:… |
Sequence 1913 Ewert-Krocker • Scaffolding for Discovery in the Third Plane ronment. We see the outcomes in maturity, responsibility,… |
Sequence 291285 Massie • Helping Children with Attentional Challenges Danner, N. & Fowler, S.A. “Montessori and Non-Montessori… |
Sequence 77Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 127The Power of Montessori’s Positive Psychology in an Expanding Universe page 126 references Csikszentmihalyi, Mihaly. “Flow… |
Sequence 170AMI Journal 2017 - 2018 page 169 Reflections by Colleagues on the AMI Editorial Board My first memory of Annette was as a… |
Sequence 4845 Leonard • Cosmic Stories and Contemporary Science Marsh, George P. The Earth as Modified by Human Action: Man and Nature.… |
Sequence 6360 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Second, these words from Teilhard de Chardin: The day will come, when… |
Sequence 1414 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 Without observation, regular, practiced, intentional observation, we can… |
Sequence 6262 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 62 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 REFERENCES… |
Sequence 67dinghy (our only means of getting to and from shore) to the stern of the boat with a painter. And for every rope and role… |
Sequence 9090 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 90 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 REFERENCES Conway… |