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Sequence 3LITERACY AND THE ORAL FOUNDATIONS OF EDUCATION by Kieran Egan Drawing upon scholarship in the classics and in anthropology,… |
Sequence 14The people he observed had a highly developed set of techniques for learning and remembering, and their apparent incapacity… |
Sequence 15a charge of emotional identification that greatly enhanced social cohesion and control. Myth stories also, of course, have… |
Sequence 26Rhyme, metaphor, and stories are, of course, found in adult cul- tures as well. This in no way under- mines their… |
Sequence 30one, with distinctive forms of thought and understanding. They must prepare children for particular kinds of scientific… |
Sequence 31meaningful, and educationally valuable than the typical content of the social studies curriculum. Such a presentation of… |
Sequence 33If we see the educational task as simply to put literacy in place, we risk undermining the very founda- tions on which a… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 37Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 7that are real and necessary in order to take the path to maturity. Thus, for the purposes of introducing the Story of… |
Sequence 1CHARACTERISTICS OF STIJDENTS' IMAGINATIVE LivEs, AGES EIGHT TO FIFTEEN by Kieran Egan, PhD Kieran Egan's profound… |
Sequence 4We can first note that the story struc- ture that engages the older group is more complex than that which appeals to younger… |
Sequence 11of things. A person familiar with awe is less likely to be a victim of surprise at the way life happens to clobber out events… |
Sequence 20References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 5has commented, "Despite the implications of its name, literature does not seem to have been the invention of literate… |
Sequence 7from local artists, and for many stories, she has two sets-one that she uses when telling a story, and another less delicate… |
Sequence 35Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 23a time there was a child, and the child asked why, and we told the story of why. And once upon a time there was an adolescent… |
Sequence 16Smith. New York: Cambridge University Press, 1991. 126-152. Arbuckle, T. Y., Vanderleck, V. F., Harsany, M., & Lapi… |
Sequence 58Winship, A, E. (1913). Montessori-McClure. Journal of Education, 78, 662-63, ( 2). 59 Winship, A. E. (1913, February 6).… |
Sequence 148MASSACHUSETTS THE HARBORLIGHT MONTESSORI SCHOOL of Beverly, MA needs: infamlroddler teacher (0 to 3) and primary teacher (… |
Sequence 115riculum includes CnrecltesisofrheGood Shep- herd. SETON ACADEMY MONTESSORI. PO Box 5192, River Forest, IL 60305. MARYLAND… |
Sequence 17LITERACY AND THE ORAL FOUNDATIONS OF EDUCATION by Kieran Egan Drawing upon scholarship in the classics and in anthropology,… |
Sequence 28The people he observed had a highly developed set of techniques for learning and remembering, and their apparent incapacity… |
Sequence 29a charge of emotional identification that greatly enhanced social cohesion and control. Myth stories also, of course, have… |
Sequence 40Rhyme, metaphor, and stories are, of course, found in adult cul- tures as well. This in no way under- mines their… |
Sequence 44one, with distinctive forms of thought and understanding. They must prepare children for particular kinds of scientific… |
Sequence 45meaningful, and educationally valuable than the typical content of the social studies curriculum. Such a presentation of… |
Sequence 47If we see the educational task as simply to put literacy in place, we risk undermining the very founda- tions on which a… |
Sequence 49its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 51Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 49References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 183NAMTANEWS NAMTA Membership Reaches Record High NAMTA's individual member- ship is approaching just under 2000 for a… |
Sequence 188October 21-23, 1993 San Jose, California Montessori: Theory into Practice October 28-30, 1993 Baltimore, Maryland Language… |
Sequence 157olds, literature and peace, etc., with options for primary and elementary teachers. Starts: Reception, Thursday, October 28… |
Sequence 63that are real and necessary in order to take the path to maturity. Thus, for the purposes of introducing the Story of… |
Sequence 71CHARACTERISTICS OF STIJDENTS' IMAGINATIVE LivEs, AGES EIGHT TO FIFTEEN by Kieran Egan, PhD Kieran Egan's profound… |
Sequence 74We can first note that the story struc- ture that engages the older group is more complex than that which appeals to younger… |
Sequence 81of things. A person familiar with awe is less likely to be a victim of surprise at the way life happens to clobber out events… |
Sequence 90References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 91has commented, "Despite the implications of its name, literature does not seem to have been the invention of literate… |
Sequence 93from local artists, and for many stories, she has two sets-one that she uses when telling a story, and another less delicate… |
Sequence 121Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 144a time there was a child, and the child asked why, and we told the story of why. And once upon a time there was an adolescent… |
Sequence 226Smith. New York: Cambridge University Press, 1991. 126-152. Arbuckle, T. Y., Vanderleck, V. F., Harsany, M., & Lapi… |
Sequence 66Winship, A, E. (1913). Montessori-McClure. Journal of Education, 78, 662-63, ( 2). 59 Winship, A. E. (1913, February 6).… |