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Sequence 2Children were pre- and posttested on measures of cognitive skills, curiosity, self-concept, and spontaneous language.… |
Sequence 5Table 2 Summary of Findings: Do Low Socioeconomic Children Benefit from Less Than Three Years of Preschool? YES NON-… |
Sequence 2Method of Instrumentation The sample consisted of 96 Montessori students and 48 school stu- dents, their parents and teachers… |
Sequence 3Competency Measure (Persistency and Eagerness to Continue) slightly favored the comparison group. Further, there were no… |
Sequence 6References Banta, T.J. Tests for the evaluation of early childhood education: The Cincinnati Autonomy Test Battery (CATB). In… |
Sequence 4tions of the social deficits education ought somehow co repair. Before then, cognitive issues had been in the foreground for a… |
Sequence 6ethnic groups struggling for popular control over the schools. In the midst of ugly strike and turmoil, there appeared quiet… |
Sequence 3THE CHILDREN'S GARDEN by Carrie Driver-Johnson, Mark Johnson, and Lori Butler The idea for the MacDowell Montessori… |
Sequence 10tals, homes, schools-where children who have been rescued from dangerous environmental settings can be nurtured in safety.… |
Sequence 14REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 11have defined and refined what were originally Montessori ideas through empirical research and clarified them through critical… |
Sequence 14DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 13DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 16have defined and refined what were originally Montessori ideas through empirical research and clarified them through critical… |
Sequence 13The opportunity to learn and play cooperatively appears to be beneficial even for those raised in Western-style households.… |
Sequence 14erable research has established that cooperation also enhances children's ability to take the points of view of other… |
Sequence 20Feshbach, Norma Deitch. "Studies of Empathic Behavior in Children." Progress in Experimental Personality… |
Sequence 9"Mamie, what is Anna saying?" "She's telling you she cut celery at school." I said… |
Sequence 15But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 14Surprisingly, in some cases median administrator salaries are actually lower than the median salaries of teachers with… |
Sequence 34alike must target the care and longevity of the Montessori teacher, which not only creates security and elicits commitment… |
Sequence 9In addition to these basic connections between the views of Montessori and optimal experience theory, Montessori' s many… |
Sequence 33Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 8Another unexpected outcome of participating in an experiment that required dedicated, consistent, and documented observation… |
Sequence 13Johnson and Myklebust tell us that children with a disturbed spatial perception find it difficult to learn from everyday… |
Sequence 21We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 3because it facilitates student experiences of deep engagement and interest that have been referred to as flow (… |
Sequence 17proaches. A third aspect of the prepared school environment-the importance of connecting body and mind-better fits this… |
Sequence 28Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 29Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 19ideas about gover- nance, social justice, and sustainability. Psy- chology helps students All disciplines are appropriate… |
Sequence 42using the primary (3-6) level as an example. Median salaries at the 3-6 age level are shown for teachers employed at schools… |
Sequence 36Faber Taylor, A., & F.E. Kuo. "Children with Attention Deficits Concentrate Better after Walk in the Park.… |
Sequence 34REFERENCES Bronson, Po & Ashley Merryman. N11r/11res!tock: New TJ,i11ki11g About CJ,i/dre11. New York: Hatchette Book… |
Sequence 22Monteuori National Curriculum Framework Mooney C G 2000. Theones of childhood: an introduction to Dewey, Montesson. Erikson,… |
Sequence 7Figure 4 And where do we store this identity that we create on the ba- sis of our spiritual heredity? Our social history that… |
Sequence 8Figure 5a • • I I ,t T I I' T 1 # l .,., .... ,, .. " ....... , ..... . • 14 • .. •#••t•ll.-it ♦ ,_C.AT… |
Sequence 2252 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 from the past to the future.” (J. Palakiko, Personal Communication,… |
Sequence 2AMI Journal 2017 - 2018 page 59 Thus the primary quality of early development which sets it apart from later learning is “… |
Sequence 6AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 2The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |
Sequence 5AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 3Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 6AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 3Psycho-Grammar page 152 exposed negative, waiting to be slipped into developer fluid” (cited in Restak 56). We now know… |
Sequence 5Psycho-Grammar page 154 understood by children until they have mastered logical language (Discovery of the Child 244).… |
Sequence 15Psycho-Grammar page 154 understood by children until they have mastered logical language (Discovery of the Child 244).… |
Sequence 17Psycho-Grammar page 152 exposed negative, waiting to be slipped into developer fluid” (cited in Restak 56). We now know… |
Sequence 58AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 61Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 84AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 87The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |
Sequence 106AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 110AMI Journal 2017 - 2018 page 59 Thus the primary quality of early development which sets it apart from later learning is “… |
Sequence 16Psycho-Grammar page 154 understood by children until they have mastered logical language (Discovery of the Child 244).… |
Sequence 18Psycho-Grammar page 152 exposed negative, waiting to be slipped into developer fluid” (cited in Restak 56). We now know… |
Sequence 59AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 62Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 85AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 88The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |
Sequence 107AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 111AMI Journal 2017 - 2018 page 59 Thus the primary quality of early development which sets it apart from later learning is “… |
Sequence 3132 Stimulation and fatigue. (1919, September 18). Times Educational Supplement, pp.475-76, (4). Thompson, s. R. (1924).… |
Sequence 3940 Jensen, M.A. (1980). Young Child, 36, 61. Johnson, J.E. (1982) Bookmen' s #27633, ~. 130. Kedarvoi, G. (1983).… |
Sequence 50Chattin-McNichols, John. (1982). Counterpoint to Campbell's computer article. The Constructive Triangle, 2, 7-8, (… |
Sequence 66Cohen, Sol. (1972). Montessori comes to America, 1911-1917. Notre Dame Journal of Education, 1, 358-372, (14). Cook,… |
Sequence 6970 Holmes, H. W. (1912). The Montessori methods. Education, 33, 1-10, (6). Holmes, Henry w. (1913). Promising points in… |
Sequence 172174 Hutchinson, Lily. (1924). Call of Education,!, A review of the Montessori movement in England. 68-73, (6). Ingle,… |
Sequence 173175 Kinel, Lola. (1924). Montessori system as applied in the Mary Crane Nursery of Chicago. Visual Education, 1, 6-7, (2… |
Sequence 190192 Gitter, Lena L. (1973). Montessori method of indirect preparation for reading and wr1t1ng. Journal of Special… |
Sequence 71Children were pre- and posttested on measures of cognitive skills, curiosity, self-concept, and spontaneous language.… |
Sequence 114Table 2 Summary of Findings: Do Low Socioeconomic Children Benefit from Less Than Three Years of Preschool? YES NON-… |
Sequence 68Method of Instrumentation The sample consisted of 96 Montessori students and 48 school stu- dents, their parents and teachers… |
Sequence 69Competency Measure (Persistency and Eagerness to Continue) slightly favored the comparison group. Further, there were no… |
Sequence 72References Banta, T.J. Tests for the evaluation of early childhood education: The Cincinnati Autonomy Test Battery (CATB). In… |
Sequence 118Pittsburgh on 37 acres, country setting, ro min- utes from the cultural cent.er ol the city. Classes: two toddler; three… |
Sequence 24tions of the social deficits education ought somehow co repair. Before then, cognitive issues had been in the foreground for a… |
Sequence 26ethnic groups struggling for popular control over the schools. In the midst of ugly strike and turmoil, there appeared quiet… |
Sequence 1THE Vol. 17, No. 3 Summer 1992 Rediscovering The Outdoor Environment: A Montessori Approach Editorial: The Montessori… |
Sequence 5MAKING TRAILS by Laurie Ewert-Krocker ......................................... PYTHAGORAS AND THE GARDEN by Laurie Ewert-… |
Sequence 107THE CHILDREN'S GARDEN by Carrie Driver-Johnson, Mark Johnson, and Lori Butler The idea for the MacDowell Montessori… |
Sequence 165tals, homes, schools-where children who have been rescued from dangerous environmental settings can be nurtured in safety.… |
Sequence 169REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 231have defined and refined what were originally Montessori ideas through empirical research and clarified them through critical… |
Sequence 234DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 200The opportunity to learn and play cooperatively appears to be beneficial even for those raised in Western-style households.… |
Sequence 201erable research has established that cooperation also enhances children's ability to take the points of view of other… |
Sequence 207Feshbach, Norma Deitch. "Studies of Empathic Behavior in Children." Progress in Experimental Personality… |
Sequence 67"Mamie, what is Anna saying?" "She's telling you she cut celery at school." I said… |
Sequence 73But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 18Surprisingly, in some cases median administrator salaries are actually lower than the median salaries of teachers with… |
Sequence 38alike must target the care and longevity of the Montessori teacher, which not only creates security and elicits commitment… |
Sequence 20In addition to these basic connections between the views of Montessori and optimal experience theory, Montessori' s many… |
Sequence 44Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 231Another unexpected outcome of participating in an experiment that required dedicated, consistent, and documented observation… |
Sequence 18Johnson and Myklebust tell us that children with a disturbed spatial perception find it difficult to learn from everyday… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 192because it facilitates student experiences of deep engagement and interest that have been referred to as flow (… |
Sequence 206proaches. A third aspect of the prepared school environment-the importance of connecting body and mind-better fits this… |
Sequence 217Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |