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Sequence 105Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 113Montessori and Assessment page 56 at all for the tests and of the half that did, no more than several periods a year were… |
Sequence 130AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 21AMI Journal 2017 - 2018 page 149 preparation that allows the Montessori child to learn from the “inside out.” At each step,… |
Sequence 27AMI Journal 2017 - 2018 page 143 The child does work which is not important for the world but which is important to him. It… |
Sequence 31AMI Journal 2017 - 2018 page 139 that floats by poses a risk to the little one, the young person also has decreased stamina… |
Sequence 65AMI Journal 2017 - 2018 page 105 materials of the region. They have enjoyed the flowers and would take some into their… |
Sequence 68The Casa dei Bambini: Paths to Culture page 102 within him that light which is called intelligence” (240). Montessori gives… |
Sequence 74Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 96 materials and language. In reality, we… |
Sequence 106Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 114Montessori and Assessment page 56 at all for the tests and of the half that did, no more than several periods a year were… |
Sequence 131AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 812 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 What about the methods and models specific to early childhood? The… |
Sequence 11Here’s how I first heard about the human tendencies, in my first AMI training, in 1987 at the Washington Montessori Institute… |
Sequence 3McNamara • A Tribute: David Kahn 153 After founding the NAMTA Media Center in 1980 he produced over thirty videos, in part,… |
Sequence 1Reminiscences and Thoughts About Montessori Day Care by Margaret Elizabeth Stephenson Montessorians have a contribution to… |
Sequence 1Report from Erdkinder Atlanta By Phil Gang Jn this report Mario Montessori responds to the previous Erdkinder Atlanta inter… |
Sequence 2The Congres5 met in The Royal Tropical Institute, one of the most remarkable and extensive buildings in Amsterdam, reflecting… |
Sequence 3S - STUDENTS F - CORE FACULTY R - COMMUNITY RESOURCES to the same number for 16-I 8 year olds. When the student group is… |
Sequence 1Reminiscences and Thoughts About Montessori Day Care By Margaret Elizabeth Stephenson A reprint from a 1975 NAMTA Quarterly,… |
Sequence 2model to meet the objective conditions required for the continuation and expansion of Montessori elementary training. Such… |
Sequence 103OTHER WORKSHOPS AMI Primary and Elementary Refresher Courses January 16-19, 1987 St. Louis, Missouri Renilde Montessori:… |
Sequence 92land, to support future races. "21 The emotional depiction of coral as part of a cosmic legacy of doing right by… |
Sequence 93stresses the same idea in her writing: "the child must learn by his own individual activity, being given a mental… |
Sequence 147--f;: .. - . ----:i~;,,•w•- ~....,DaCATION FOR THE 21ST CENT(JR AMI ill hold an International Study Conference ngton, D.C… |
Sequence 39The Essentialists' Viewpoint Essentialism is not a Montessori phenomenon; it is a nationwide trend. What is really… |
Sequence 110The MAC/NAMTA conference was smaller this year - about ninety participants. Margaret Stephenson, Patricia Schaefer, and Kit… |
Sequence 6The quiet in the class when the children were at work was complete and moving. No one had enforced it; and what is more, no… |
Sequence 129NAMTANEWS PRACTICAL LIFE WORKSHOP: A CROWN JEWEL In Washington, D.C., October 20, 21, 22, 1989, the NAMTA Practical L~fe… |
Sequence 130North America than Margaret Stephenson. Her thirty years here have been singlemindedly given to building teacher education.… |
Sequence 136NAMTANEWS NAMTA WORKSHOPS FOR 1990-1991 EARLY CHILDHOOD EDUCATION AND COMMUNITY PARI'NERSHIPS Cleveland, Ohw October… |
Sequence 71----------------------------- -~--- - .. - - - i~ii.-- f t , Q .• .. t~ Mildred Gunawardena's Primary… |
Sequence 11from tomes of scope and sequence which compel schools into a blind confor- mity. The reform of education in the Montessori… |
Sequence 17Bue I think there were other aspects that affected the good testers as well. They began co talk about tests, about "… |
Sequence 18Montessori years that come before-for what is laid out in the middle school years as we watch our children bec.ome adults is a… |
Sequence 57at five years of age has become an intelligent being, must have gone through a constructive evolution { TIii! Fonnation of Ma,… |
Sequence 102Obviously, many more activities or variations on activities can ease the transition into traditional education. However,… |
Sequence 103NEEDS OF THE ELEMENTARY-AGE CHILD MONTESSORI PRINCIPLES, STRATEGIES, AND THEIR PRACTICAL IMPLEMENTATIONS by Rajendra K.… |
Sequence 141THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum… |
Sequence 142Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 144the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention… |
Sequence 156invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 201PARENT EDUCATION MAGAZINE.5 UNDERWAY NAMTA board members"l1ave authorized rhe publication of an expanded parent… |
Sequence 109are lo be transformed; instead of frustrating the learner's eager desire for work, as they so often do today, they are to… |
Sequence 169I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 43We must avoid placing limits on what a child will want to learn and digest by utilizing formalized curriculum scope and… |
Sequence 12II little real knowledge of it. Instead, it is lo those three essays, and in particular Lo "The Erdkinder,"… |
Sequence 18ment, parents often feel differently about continuing if it is an option to go directly into high school after finishing… |
Sequence 20old were eliminated from the.sample. With this correction, the median size is 25 students (n=19). In other words, eliminating… |
Sequence 27schools. Maybe not in our schools, but perhaps in open schools, etc. They should also be academically competent in the… |
Sequence 75fllTWff CIL\LLENGE: THE MONTESSORI ADOLESCENT Montessori adolescent programs examine the psychological charac- teristics of… |
Sequence 77DARE TO Do ERDKINDER: REPORT FROM CHICAGO by John Long "What type of adult does civilization need?" This… |
Sequence 86third plane? Are we not immersed in some necessary creative tension as we strive to bind our present explorations with her… |
Sequence 1331990, p. 37). The fact that the Montes- sori teachers interviewed seemed to spend more time than traditional teachers on… |
Sequence 155THE ELEMENTS OF SOCIAL LIFE AND THE MONTESSORI ADOLESCENT by Linda Davis Linda Davis traces the Montessori view of… |
Sequence 156gether. If they could function so beautifully in an environment de- signed for their psychological characteristics, could the… |
Sequence 181with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 211Chapter Two, "An Overview of the Primary Years," is an expert portrait of the prepared environment for the… |
Sequence 8their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 187The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human… |
Sequence 249Adolescent Colloquium participants, front row, seated: John Long, Larry Schaefer, Joen Bettmann, Pat Schaefer, Allyn Travis,… |
Sequence 6Adolescent Colloquium participants, front row, seated: John Long, Larry Schaefer, Joan Bettmann, Pat Schaefer, Allyn Travis,… |
Sequence 7THE ADOLESCENT COLLOQUIUM OCTOBER 3-6, 1996 SUMMARY OF THE PROCEEDINGS compiled and edited by Renee Pendleton This… |
Sequence 16Too often I ask teachers, "Have you dohe the Great Lessons?," • and they re- spond, "No, not yet… |
Sequence 24Parents are more inclined to let go of their children in the summer (many go to camps, etc.), so we were talking about more… |
Sequence 26between the family and the school. Do the students stay on the farm for the entire two years of early adolescence? How long… |
Sequence 35sense of ownership of the place. Therefore, she questioned the possibility of a national model using children drawn from all… |
Sequence 46F'or the third plane, the exploration is even wider, encoms:>assing the farm and the community of the rural… |
Sequence 47hand, we have the visiting specialists, etc. Are these parallel or are they integrated? Kay replied that this issue needs… |
Sequence 50Another issue is about the needs of the adolescent: What are these needs, as opposed to wants, and as opposed to to the… |
Sequence 55QUESTIONS David Kahn asked whether a decontextualized, component-by-compo- nent analysis is really how Montessorians operate… |
Sequence 57that unimportant details are emphasized. She wondered how we could minimize this in the Erdkinder. GENERAL 01scuss10N Tom… |
Sequence 69As for the "three years ahead," there is a difference be- tween expectations, which are temporal, and… |
Sequence 73Renilde Montessori, granddaughter of Maria Montessori, is General Secretary of AMI. Orcillia Oppenheimer is founder of The… |
Sequence 29120 years, have lacked any governing standard, any consensus of design, and any documentation. To help build the needed… |
Sequence 348PRESENTING.,, Kay Baker is AMI Elementary Director of Training at the Washington (DC) Montessori Institute. Wmfried Bohm is… |
Sequence 349THURSOA Y APRIL 23 7:00-9:00 pm FRIDA v APRIL 24 9:00-10:00 am PROGRAM Registration and Reception Past, Present, and… |
Sequence 352first Montessori training in South Africa, the country has experi- enced the burgeoning growth of Montessori schools (nearly… |
Sequence 10when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 178now to find out how to do it, from people who set up farms. You must take time now to look in books. You are the makers of… |
Sequence 247two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have… |
Sequence 18Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 42participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 52They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 151In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 58COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 74of his or her own favored styles of communicating with others and of which styles of others' expressive communication… |
Sequence 145what they said; some were pessimistic. The adolescent needs some- thing more than logic to have an optimistic view of… |
Sequence 10emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 12appear more like a traditional junior high in miniature in some cases. But beneath this veneer of traditional time blocks and… |
Sequence 15Place-a place for adolescents to experience as a whole: a place that is an island of green for beholding, a place to work and… |
Sequence 19ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 114Near the end of the war I leaned toward the Japanese side. And when the war ended I was sad. I was sad and relieved. I was… |
Sequence 130We need to provide an environ- ment where children can experi- ence community, affirmation, love, and support first and… |
Sequence 231ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 258... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who… |
Sequence 5ALIGNING MONTESSORI SCHOOLS WITH TRUE MONTESSORI ESSENTIALS by David Kahn As 250 Montessori schools in North America… |
Sequence 50to function in this way, it must be ordered and complete: The shelves must manifest the sequence so the children understand… |
Sequence 112and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 58Unfortunately, adolescence is a period of life when society puts its young people in a hold· ing pattern. The frustration… |