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Sequence 1211 Maria Montessori Through the Seasons of the '·Method'" Index of Illustrations Illustrations I, 2, 9,… |
Sequence 2212 Maria Montessori Through 1he Seasons of the "Method"' desks". Illustration 8: The… |
Sequence 3Maria Montessori Through the Seasons of the ''Method" 213 in the model Children's House specially… |
Sequence 4214 Maria Montessori Through the Seasons of the ··Method" intelligent activity and lead to the independence and… |
Sequence 2216 Maria Montessori Through the Seasons of the "Method" Di Rudini A., 25n. Dolmetseh E. A., 149. Ercole… |
Sequence 3Maria Monlessori Through the Seasons of the "Method" 217 Maccheroni A. M., XIII, 7, 13, 14n, 57, 66, 69n,… |
Sequence 4218 Maria Montessori Through /he Seasons of the ''Method" Rousseau J. J .. 63, 158. Russel B., 164.… |
Sequence 6So I've started with a story, and this story does many things for us in this relationship we have here today as… |
Sequence 16the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 17Look at any Montessori primary presentation and you'll see ele- ments of that first narration with a child. In a… |
Sequence 18The child in the Cnsn spends three years absorbing up all those nouns and verbs and adjectives, all that mode led language,… |
Sequence 24or to "know" something. Of course, Dr. Montessori didn't need to know which neurons were firing in the… |
Sequence 32Thank you for listening to me today. We have looked at many zumpkins, seemingly unrelated things that can come together into… |
Sequence 4This experience, typical of some of the schools that I was looking at (but not the Montessori schools), amazed me. When I… |
Sequence 2guided by the sensitive period for language, which helps the child adapt to the culture in which she was born. It is active… |
Sequence 3dren. First the children develop the mechanics of speech, absorb- ing and practicing the sounds of their language individually… |
Sequence 4different kinds of shirts or parts of a shirt. [f we see that the child knows what a shirt is, then we can identify whnt kind… |
Sequence 15a table, then say tnble and pause, the child will practice the word. In any case, now the new child knows what we call a table… |
Sequence 5an unconscious process in which the child makes deep contact with an external factor that offers what is needed for natural… |
Sequence 6conscious essence of man.His pre-conscious essence is the unconscious state of earliest childhood; his post-conscious essence… |
Sequence 7sonal formation and practical training to be able to make it happen. The primary goals of Montessori education are the… |
Sequence 8creativity-first, because there is none; second, because such a recipe would provide uncreative role-modeling So think… |
Sequence 11The child accumulates sensorial impressions through his first three years of life. At first, his impressions are vague in an… |
Sequence 15for the development of creative individuals giving life to a creative community. Montessori says that the child cares very… |
Sequence 17Creative persons differ from one another in a variety of ways, but in one respect they are unanimous: They love what they do… |
Sequence 18Gardner, Howard. The U11schooled Mind. NY: Basic Books, 1991. Haines, Annette. Lecture. "Creativity: Our Challenge.… |
Sequence 2DOWNPLAYING PLAY: WHAT WE Miss WHEN WE HESITATE TO SHAKE LOOSE AND FROLIC by Alyssa Conklin-Moore Alyssa Conk/ in-Moore en/… |
Sequence 1SECTION II THE MONTESSORI SYLLABUS: DEFINING THE ADOLESCENT'S ROLE by David Kahn The Montessori ed uca tiona l… |
Sequence 2summary of the syllabus derived precisely from Montessori's book, From Childhood to Adolescence. Perhaps you think that… |
Sequence 9there. These black bars simply show the limits of what is possible by chance. The fact that the bar of responses in school for… |
Sequence 18are prepared for in a sense but we can't use our abilities, courage, determination, choice, and decision-making powers… |
Sequence 2EDUCATION AS THE PREPARATION FOR ADULT LIFE: AN OVERVIEW by Laurie Ewert-Kroeker Laurie Ewert-Kroeker portrays the syllabus… |
Sequence 4veloped, the interaction of that individual with the world, and ulti- mately their effect on the world, depends a great deal… |
Sequence 52. "Supranature," the ways in which human beings have interacted with, changed, or built on top of the… |
Sequence 6Despite the passing of time since Montessori's work and writing, it is hard to disagree that what we share with our… |
Sequence 73. Come to understand how human beings have created this culture-which we all now share-and how hu- mans have interacted,… |
Sequence 8the present. What Montessori offers here is a fundamental approach: allow the human personality to freely develop, cultivate… |
Sequence 2PERSONAL EXPRESSION by Laurie Ewert-Kroeker fll view of the creative expressions of 1n11sic, the arts, and /a11g11age, La11… |
Sequence 4creating a self, an increasingly conscious self, acts of creation would seem natural, productive, and satisfying. Montessori… |
Sequence 7a poem. Self-expression is an essential step in the development of humanity toward human solidarity and understanding. Art,… |
Sequence 10so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 3parents, Montessori-trained guides, practitioners in training, and those who have studied through the NAMTA summer… |
Sequence 4making and then the courage to act on that vision. On some level, this section is an example of the concept of a hidden… |
Sequence 5Her understanding, and therefore our own basis of understand- ing the complexity and nobility of our approach, is determined… |
Sequence 6place. Remember that the role of the adult guide is an integral part of this prepared environment. This guide and teacher must… |
Sequence 11awareness and courage in a place where it is safe to be heard and where one is safe to make mistakes. The adolescent who has… |
Sequence 13Montessori knew full well of that impending reality. A global community must be able to communicate. A person competent in… |
Sequence 17So much of our world is dependent on numbers, data, and statistics these days. Indeed if the students are on a jury and this… |
Sequence 18soning behind Euclid's arguments. Students struggle through the verbiage of the proofs to translate, digest, and restate… |
Sequence 21in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 22Schaefer, Lawrence." A Montessori Vision of Adolescence." Tl,e NAMTA Journal 18.3 (1993, Summer): 73-84.… |
Sequence 5Together, these make up the study of ecology, which considers the relationships between living organisms and their… |
Sequence 4Not only does scientific discovery unite humanity, but the issues themselves are intricately connected. For example,… |
Sequence 142. The Houston Museum of Natural Science has hosted our group for intimate talks with Dr. Donald Johan- son (credited with… |
Sequence 3In the restructured buildings of the San Lorenzo district of Rome, considerable attention was dedicated to environmental care… |
Sequence 4Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 6ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their… |
Sequence 7If a three-to-six-year-old child can keep his house clean and tidy, serve at a table, and wash the dishes, then why would an… |
Sequence 9ways of being are also brought in. For the adolescent, practical life activities are a "concrete space-time"… |
Sequence 10processes of observation, comparison, reasoning, knowledge, and socialization, without overlooking emotional development. In… |
Sequence 12In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
Sequence 15We have to wait until the 1926 edition of l/ Metodo de/In Pedngogin Scientificn, the third ltalian edition, to have a more… |
Sequence 16Agricultural works: preparation of land wi1hout stones and transport of earth with wheelbarrows (Berlin). Hence, through… |
Sequence 17dren right down to the nursery class and known as the Exercises in Practical Life" (The Erdki11der 11). Montessori… |
Sequence 20Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 1p AYS TRIBUTE TO AUSTRALIA NAMTA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 2NAMTAextols the achievement of Australia's Montessori National Curriculum as unsurpassed in the history of Montessori.… |
Sequence 5How to Use this Curriculum Document The document begins wrth an Overview of the history, pnnc1ples and practice that are the… |
Sequence 7Language… |
Sequence 8Physical Environment… |
Sequence 10Moncesson National Curriculum Framework Montessori National Curriculum: Overview Introduction The Montesson National… |
Sequence 12Montessori National Curriculum Framework The Prepared Environment Montessori learning environments are prepared to enable… |
Sequence 14Montessori National Curriculum Framework The beauty of a Montessori environment arises from a combination of elements. Ideally… |
Sequence 15Montessori National Curriculum Framework • expenence of appropnate behaviour and teaching and learning modelled from a broad… |
Sequence 16Montessori National Curriculum Framework Montesson environments adapt easily to meet the needs of children from diverse… |
Sequence 17Monressorl National Curriculum Framework The Montessori Materials The preparation of each Montessori environment includes the… |
Sequence 18Montessori National Curriculum Framework Montessori Pedagogy The principles that underpin Montesson pedagogy have emerged… |
Sequence 20Montessori National Curriculum Framework or repeat the activity until they have mastered 1L In this way children come to lhmk… |
Sequence 25Montessori National Cumculum lor the First Plane of Development from Birth to Six Years Throughout this plane of development… |
Sequence 31Montessori National Curriculum for the First Plane of Development from Birth to Six Years C l -~~~~~ - box with ball and… |
Sequence 37Montessori National Cumculum for the First Plane of Development from Birth to Six Years I Begin to acquire culturally… |
Sequence 39Montessori National Curriculum for the First Plane of Development from Birth to Six Years Movement and Dance The development… |
Sequence 47- - Montessori National Curriculum for the First Plane of Development from Birth to Six Years ,-- I Activities include:… |
Sequence 66Montessori National Curriculum for the First Plane of Development from Birth to Six Years Music: pitch and notation Music:… |
Sequence 68Molltessori Natiollal Curriculum for the First Plane of Developmem from Birth co Six Years Content Strand Knowledge, Skills… |
Sequence 80Montessori National Curriculum lor the Second Plane of Development from Six to Twelve Years The Cosmic Educa/.Jon cumculum… |
Sequence 89Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The Aims of the Montessori… |
Sequence 201Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years extended work penod and can… |
Sequence 202Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The first. source of beauty to… |
Sequence 210Montessori National Curriculum for the Second Plane of Development from Six to Twelve Yea.rs Music appreciation Music history… |
Sequence 235Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years The Montessori National… |
Sequence 236Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years At the conclusion of… |
Sequence 239Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years her place in society (… |
Sequence 244Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years future, Montessori… |
Sequence 250Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Curriculum Summary… |
Sequence 251Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years To facilitate the… |
Sequence 253Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years ideas and findings for… |
Sequence 254Montessori National Curriculum for the Th,rd Plane or Development from Twelve to Fifteen/Sixteen Years The Aims of the… |
Sequence 256Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Recognise and label the… |
Sequence 265Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Mathematics… |