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Sequence 120AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 167The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 41 Kahn • Preface David Kahn introduces Baiba Krumins Grazzini at NAMTA’s 2018 Cleveland conference. PreFACe Photo by… |
Sequence 63 Kahn • Preface The Cleveland conference was presented in the perfect venue for its message: within the walls of the… |
Sequence 1411 Chawla and White • Place-Based Education and Citizen Science Children, Youth and Environments – special issue on “Place-… |
Sequence 106106 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 106 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 REFERENCES Bailey… |
Sequence 112112 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 people are in a natural en- vironment. Sara L. Warber, profes- sor of… |
Sequence 113Robbins • Ecopsychology 113 However this growing field might be defined, it is gaining momentum. In a recent paper, 26… |
Sequence 155Kahn • NAMTA - AMI Legacy 155155 NAMTA–AMI LEGACY: WINDOWS OF CHANGE 1975-2020… |
Sequence 156156 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 156 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 stitute, The AMI… |
Sequence 159Kahn • NAMTA - AMI Legacy 159 they were carefully nurtured and handed on to those who followed, providing meaning and… |
Sequence 162162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 using a grandiose… |
Sequence 21Herbert Ratner: Working with Parents Ratner-Kahn Interview For over 35 years, Herbert Ratner with anecdotal humor and gifted… |
Sequence 22of children but the actual mothers themselves who are bonded to their chil- dren in special ways: genetically, by the… |
Sequence 23period of time which gave us the rich experience of educating a second generation of parents: the children of the first… |
Sequence 24Kahn: Loving for the sake of others is an idealistic principle. What do you say to parents with regard to practical cases?… |
Sequence 25Ratner: I am not concerned about making people feel guilty. To realize that you have done something wrong in the past gives… |
Sequence 26able fact is that the parent's "own thing" is the care of the child. The parent is no different than… |
Sequence 41Interview: Rita Kramer: A Voice in a Continuing Dialogue Rita Kramer's biography inspired a personal visit to New York.… |
Sequence 42Kramer: I don't think it is fair to compare Montessori to the handful of minds - Freud, Darwin, Marx - whose thinking had… |
Sequence 43Certainly many features of the Casa could be used to help these children, but really cognitive stimulation is not the only… |
Sequence 44Kahn: You have said too that Montessori's mystical outlook was sim- plistic. Wouldn't it be more appropriate to say… |
Sequence 37Interview: Mae Gadpaille: Montessori Daycare in the Roxbury Ghetto Mae Gadpaille has worked in the heart of Roxbury,… |
Sequence 38grade the children couldn't read and write. Then I realized what Dr. Mon- tessori had said - it begins at the beginning… |
Sequence 39Kahn: Do you anticipate with this pending federal legislation major changes in that ratio? They're talking now four… |
Sequence 41And they've learned a lot of words like that. They've had the words cleanli- ness, godliness, excuse me, thank you,… |
Sequence 42Kahn: How is the nap set up? Gadpaille: There are two rooms, one for the girls and one for the boys. The boys are in the gym… |
Sequence 43Gadpaille: Have a public meeting in a hall, a church, a school or a large home. Explain Montessori and see how many people… |
Sequence 44Kahn: They must really love you. Gadpaille: Some of them do and some of them don't. But before it's over they do… |
Sequence 45that both parents must work. They cannot survive in the economic world without two incomes or welfare. They don't make… |
Sequence 72rector/Directress for Sept. 1977. Salary ne- gotiable. The school is located in the Greater Vancouver area. More details on… |
Sequence 3RI ERDKINDER EXPERIMENT nder Experiment ........................................ 1 :hool: Projected Growth ........... 11… |
Sequence 23"Aren't You Glad You Don't Believe In Group Art?" By Nel Weniger Just before Christmas as my… |
Sequence 21The Period of Acceptance Interview The practitioner's common sense in Nancy Jordon, speaks with the integrity of… |
Sequence 22Jordon: It was the occupation itself - doing it and being able to finish it. And then seeing another variation that was a… |
Sequence 23frightening thing of all was the withdrawal of speech. They lost not only speech, bur 1he desire to communicate as well. Kahn… |
Sequence 24now trying to recover six years. You can't expect to recover that in six months. I also have an insatiable curiosity. I… |
Sequence 25we go through life. But the disturbed child is a very delicate plant that has been badly damaged. It needs support, literally… |
Sequence 26Kahn: What would be the typical schedule of a child's day in your center? Jordon: We follow very much the same routine as… |
Sequence 27he wouldn't do any work at all. The following year I mentioned this to another child and he said, "She means… |
Sequence 2824 go. if they know. especially if I send a note. But if they can·t I always waited and I saw them later. It means you·re on… |
Sequence 3PREPARED ENVIRONMENT/ PSYCHOANAL YSIS/ERDKINDER & MONTESSORI Part I Montessori Prepared Environment The Prepared… |
Sequence 29Part II Montessori and Psychoanalysis Looking at the Individual Child Emma Plank/Kahn Interview Psychoanalysis and… |
Sequence 31Looking at the Individual Child Interview Emma Plank, editor of a new book On Development and Education of Young Children,… |
Sequence 32Plank: We lived right in the school at first, and then around the corner. We were in a working class district where there were… |
Sequence 33structured things we were exposed to. There was attention to hand work and fine arts. Our intellectual life in Austria was… |
Sequence 35found an old school building which was old fashioned, but spacious. We could use the building all day which was an exception… |
Sequence 36etc. In the summer we went to the country for at least 4 weeks, sometimes six weeks. We did these thin~ as a class, alJ… |
Sequence 3BIRTH/INF ANCY/KODAIKANAL AND MONTESSORI PART I The Child From Birth to Three Montessori Birth Assistance by G. Honegger… |
Sequence 16''A child is not born a human being; it must become a human being. To become a human being a child needs special… |
Sequence 17On Becoming a Human Being Kahn-Montanaro Interview As an outgrowth of the AMI National Conference at Tarrytown, New York, Dr… |
Sequence 18preschool or toddler class. The symbiosis is past. Now what is the role of the Montessori teacher and also of the parent to… |
Sequence 19enlarge hjs environment. So if we could choose, I would wait until that time. Of course, you can bring the little one to the… |
Sequence 20development. And if his relationship with his parents is a good one, he can go back home and not be deprived of anything.… |
Sequence 21care situations. Is it a danger to prescribe a nursery school situation for unenlightened parents? What becomes of a child who… |
Sequence 48"Yes it is wrong the way the natural sciences are given in training ... Because what the trainees are getting is how… |
Sequence 49The Kodaikanal Experience - Chapter I Kahn-Wikramaratne Interview David Kahn: The KodaikanaJ experience was instrumental to… |
Sequence 50Kahn: This was the Dewey environment. Wikramaratne: Yes. One day, I made my fellow teachers furious. I challenged the idea of… |
Sequence 51that. They gave us pieces of paper, the diplomas, after the course and I said I didn't want it; I have to come back to… |
Sequence 52children to see this actually happening. I want to see the spontaneous activity. I wanted to see it happening. Kahn: How old… |
Sequence 53Amazing, isn't it? And of course, my father thought I was crazy, all these children in a little cottage. So he leased the… |
Sequence 54What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's… |
Sequence 55the same lecture that I sent my trainees. The lecturers told me that my children were better than the adults, because the… |
Sequence 56Wikramaratne: l did it with my own children in Sri Lanka up to the 15-year-olds. Kahn: Did you have to make materials all over… |
Sequence 59The Kodaikanal Experience - Chapter II Kahn-Montessori Interview David Kahn: You once alluded to Kodaikanal as a community in… |
Sequence 60Kahn: Any particular activities? Montessori: In particular, they observed and detected different aspects of the plants. Kahn… |
Sequence 61come back each day and talk to your mother and she would make comment. Montessori: Yes, the idea would grow. Animals and… |
Sequence 62Montessori: Well, they do get an illustration of the facts, and if they don't have this kind of sentiment, they should… |
Sequence 1EXTENDING THE MONTESSORI ELEMENTARY Some Characteristics of a Montessori Erdkinder Compromise by Phil Gang The Montessori 9… |
Sequence 3EXTENDING THE MONTESSORI ELEMENTARY Editorial Report Some Characteristics of a Montessori Erdkinder Compromise by Phil Gang… |
Sequence 9The Montessori 9-12 Class: An Overview by David Kahn Before an Erdkinder can be achieved, a consolidated Montessori… |
Sequence 17Extending the Elementary Kahn-McNamara Interview Mr. McNamara has been Teaching Principal of Ruffing Montessori School West/… |
Sequence 1814 McNamara: Definitely. They are coming to an age not only when peer influence is extremely important, but to a time of… |
Sequence 21At the elementary level, the students studied simple machines and how they worked. At the junior high level they went further… |
Sequence 2218 Dissecting an Earlhworm. The Vital Functions - A la Carte. For example, I have an eighth grade student doing some very… |
Sequence 23However, I believe the Erdkinder type programs would have to evolve from the students. I do not see it as feasible that adults… |
Sequence 2420 junior program. Their not being ready is what makes you aware the primary program needs improving. The same reasoning… |
Sequence 1SOCIAL DEVELOPMENT AND THE CHILD Towards Improving the Human Ecology Bronfenbrenner - Kahn Interview A Sense of Community… |
Sequence 3SOCIAL DEVELOPMENT AND THE CHILD volume five number three Editorial Report Towards Improving the Human Ecology… |
Sequence 62 game of interaction to occur ~re becoming increasingly difficult to sustain. Even when the adult is with the child, the… |
Sequence 7Kahn: If I were to follow a line of thought there, you might say that the role of the adult is really crucial to the social… |
Sequence 84 pay a woman to do what a mother will do for free. It's irrational. Most of it's overtime; only a crazy person… |
Sequence 9like fathers, relatives, neighbors, etc., who know the child and care for that child, separation is no big deal. It doesn… |
Sequence 4440 NAMTA News: David Kahn Appointed Executive Director of NAMTA After five years of service to N AMT A in both the Media and… |
Sequence 1UNDER THE ADMINISTRATIVE UMBRELLA Low Cost Expansion Ron Ackerman Proposed Junior High Outline David Kahn Normalizing the… |
Sequence 3UNDER "THE ADMINISTRATIVE UMBRELLA volume six number one Expansion Low Cost Expansion by Ron Ackerman… |
Sequence 33Curriculum Review: Man: A Course of Study Kahn-Bruner Interview Jerome Bruner's recollection of his famous Man: A… |
Sequence 35good for discussion because all it leads to is other people saying, "Ooh" or "Aah" or &… |
Sequence 36is transactional. Philosophy, I suppose, is disciplined, educated dialogue with people sharing their subjectivity about big… |
Sequence 37"And so we see Marta, concerned about the cosmetic __ ." Let them imagine a narrative! We were having such… |
Sequence 3834 Bruner: I don't like to get dragged down into a bad game of chess - if you're going to play chess, play it well… |
Sequence 4844 Announcement: • NAMTA PRESENTS THE MONTESSORI ELEMENTARY: A WIDER PERSPECTIVE A program for the elementary… |
Sequence 499:00-12:00 12:00-1:30 1:30-2:30 2:45-4:00 8:00 P.M. Day 1 Option I Creativity (Jones) Option 5 Language (Kovach)… |
Sequence 1MONTESSORI IN DIFFERENT SETTINGS Opportunity for Renewal: Montessori in the Inner City Pearl Lucas Montessori in the… |
Sequence 3MONTESSORI IN DIFFERENT SETTINGS volume six number two Editorial: Opportunity for Renewal: Montessori in the Inner City by… |
Sequence 23Interview: Dealing with Problems: Beyond the Elitist Principle Kahn-Plank Interview Emma Plank was a teacher with Lili… |
Sequence 2420 David Kahn: How has the profession changed over the last 25 years? You once told me you worked with an entirely different… |
Sequence 2622 urbanization takes away some of the spontaneity. Also an admissions policy deadens spirit. Kahn: Then, you're saying… |
Sequence 27Plank: Because there was no space for the children. The parks were not like parks here. You were not allowed to enter the… |
Sequence 2824 everybody else and nothing ever happened. So not knowing too much about child deficiencies was a help. We were not too… |