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Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 20Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 21Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 28Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 145Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 28Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 1973 McNees • Exploring the Adolescent’s Creative Pathways and the guide has been extracted from most of our schools. As well… |
Sequence 25Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 102Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 219Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 187Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 7973 McNees • Exploring the Adolescent’s Creative Pathways and the guide has been extracted from most of our schools. As well… |