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Sequence 242Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 246AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 2DR. MARIA MONTESSORI AND THE CHILD by Mario M. Montessori Mario Montessori's view of the child as spiritual essence… |
Sequence 7and size? I'm sure, from what I know about stones, that they're not uniform in color, and what about the surfaces of… |
Sequence 18have their roots from different countries, from different peoples-I mean, there in America you should have an enormous number… |
Sequence 24walk about blind." There was a fig tree overhanging a wall. Of course I hadn't seen it. So it is necessary to… |
Sequence 11Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Church.… |
Sequence 16Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 16CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
Sequence 10about this: " ... when coming to Kodaikanal, a whole new world opened up for Mario. He was mostly experimenting and… |
Sequence 21introduction to her thoughts on the theory and practice of cosmic education; another was the fact that this was the first… |
Sequence 11should like to quote from an article called "The Four Planes of Devel- opment" by Camillo Grazzini. The part… |
Sequence 16convinced when they saw some sugar transform itself into a fuming mass of the blackest coal under their eyes, after sulfuric… |
Sequence 14have the power to create you also have the power to destroy-but they couldn't have carried out that role, they couldn… |
Sequence 4And that object became part of him for the day, or a certain part of the day, or for many years, or stretching cycles of… |
Sequence 6understanding of the complex planetary systems. In 2004, the world scientific community completed an extraordinary decade-long… |
Sequence 24Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 10It was a masterful achievement. Had anything like it ever hap- pened in teaching before? Montessori would say later that it… |
Sequence 38Montessori, Maria. The Secret oJC!,i/dlwod. 1936. Trans. M. Joseph Costelloe. New York: Ballantine, 1966. Montessori, Maria.… |
Sequence 33education of children. She prepared a children's chapel, called an Atrium, so children could have a living experience… |
Sequence 78Bringing Montessori to Children in Special Need Some of the children [ tubercular patients] were mobile, others were n!… |
Sequence 92Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 96An Auspicious Beginning Small images from top to bottom: Dr. Montessori meeting children in Kotohena with the first… |
Sequence 165/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 10REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 4Montessori principles and practices, which are true and appli- cable for all humans in their development. Dr. Montessori'… |
Sequence 2Jn Spring we planted seed, And by degrees the plants Grew, flowered, and transformed The light to food, which we Brought in… |
Sequence 16When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 6Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 9are also connected directly to one another by a circular dotted line. Can you see the dotted line that connects every single… |
Sequence 14talking; he has to work to acquire these human powers for himself during the very earliest period of his life. The second… |
Sequence 7Language Arts in Program Components, continued Oral Written Reading - Workshops • Reading aloud for fun . Writing… |
Sequence 13REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 328 Part One - Toll'ard the Children ·s !louse: The Forma1io11 Years social and cultural sensibility, that is a coming… |
Sequence 6108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 2School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 11128 Part Two - For a Science of the Formation of Man Finally, the fact that the atmosphere of orderly and disciplined work… |
Sequence 13130 Part Two - For a Science of the Formation of Man the accents, notations, shades, integrations, developments connected to… |
Sequence 15132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 17134 Part Two - For a Science of the Formation of Man also published an article by Erwin Krauss, a follower of Alfred Adler,… |
Sequence 1l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |
Sequence 2156 Part Two - For a Science <1/'the Formation of Man and which drew participants from twenty-two different… |
Sequence 4158 Part Two - For a Science of the Formation of Man Mussolini dated 7 August 1932: "The application of her method… |
Sequence 5Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |
Sequence 11Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 12166 Part T11·0 - For a Science of the Formation of Man prison camp in Ahmendnagar. Mother and son would be rejoined again two… |
Sequence 13Farji-om Italy: First Europe and then India 167 heard a word that was not the right one, and then smiled to him. As one… |
Sequence 14168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
Sequence 15Far.from Ira~)': First Europe and 1he11 India 169 they could re-embrace children and grandchildren, respectively, who… |
Sequence 21Far_ji-0111 Italy: First Europe and then India 27 AMI (ed.), cit.. p.47. 28 P. Giovetti. cit., p. I 03. 29 Ibid, p. IOI. 30… |
Sequence 3178 Part T11·0 - For a Science of !he Formation of Man She also kept a shortened version of the Inaugural Address, which had… |
Sequence 6198 Mario Montessori Through the Seasons of the "Method" Fomaca R .. "La scuola italiana c ii… |
Sequence 15Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 18Gardner, Howard. The U11schooled Mind. NY: Basic Books, 1991. Haines, Annette. Lecture. "Creativity: Our Challenge.… |
Sequence 15whole and that his actions contribute to the welfare of this larger whole. From such experiences stems the feeling of… |
Sequence 18of self-observation, of looking first to ourselves when we observe certain behaviors in the environment is essential to our… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 587 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 688 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 890 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 2120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 3137 Leonard • Deepening Cosmic Education scientific community completed an extraordinary decade-long research titled “Global… |
Sequence 1exPeriences in nature: resolute second-Plane directions toward erdKinder Gerard Leonard and Kathleen Allen Gerard Leonard… |
Sequence 1the worK of the hand by Pat Ludick Recognizing Maria and Mario Montessori’s reverence for the hand, Pat Ludick takes the… |
Sequence 391 Ludick • The Work of the Hand Here is the overview that will lead us forward. There will be four subtopics related to our… |
Sequence 18154 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 to pretend, and they do it even in cultures that restrict it (Carlson,… |
Sequence 12140 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 I guess that unless you experience the atmosphere you can’t understand… |
Sequence 17159 Ludick • The Positive Personality of the Montessori Adolescent Dazzling by flashes of his light! Then she suggests, he… |
Sequence 7167 Henke • Toward the Ultimate Goal of Peace play are all excellent behaviors with minimal long-term risk and a high… |
Sequence 8168 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 of orientation is removed, it is not that one feels lost in a city, one… |
Sequence 32192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Hart, Roger. Children’s Participation: From Tokenism to Citi- zenship.… |
Sequence 1212 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 and allows us to understand reality more precisely (“the hand is the… |
Sequence 3161 Andrews • The Social Relevance of Montessori in the First Plane ---. Unpublished London Lecture #24. From Lectures Held… |
Sequence 1868 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 about the way the world works and the way that we work as human beings… |
Sequence 898 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 that only he can imagine. Although the second plane is not a plane of… |
Sequence 13103 Krumins Grazzini • The Hungry Mind ---. To Educate the Human Potential. 1948. Oxford: Clio, 1989. Montessori, Mario. “… |
Sequence 3155 Powell • Montessori Practices: Options for a Digital Age Especially while in India, Dr. Montessori was fascinated by 16mm… |
Sequence 345 O’Shaughnessy and Patell • Interview on the History of Observation tion. In those days, the early days (the 1960s),… |
Sequence 39171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |
Sequence 5253 Patell • Observation esting over a period of time before something interesting actually occurs. Montessori says “be… |
Sequence 1660 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 scientificamerian.com/article/critical-ingredients-for- brain-… |
Sequence 16278 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 qualities” (The California Lectures of Maria Montessori 261)—such as… |
Sequence 5AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 2AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 16AMI Journal 2017 - 2018 page 33 the schools with sensorial objects, which constitute motives for activity, thus leading to… |
Sequence 21Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 1Universal Interest Levels in Early Childhood: Montessori’s Theory of Sensitive Periods Even though this dissertation was… |
Sequence 6AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 5Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
Sequence 4AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 4AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 1Work introduction Work. The word in Montessori is not used in the ordinary sense. Montessori raised the concept above the… |
Sequence 6Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 6The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 3The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 9Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |