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Sequence 3COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 3COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 2principles of scientific pedagogy."' Surely our aims as Montessorians are not merely those of child minding… |
Sequence 4adults. Two are professionally trained Montessorians and two are para-professionals acting as aides or classroom assistants.… |
Sequence 1THE MONTESSORI RESEARCH: A REVIEW OF THE LITERATURE by Mary Maher Boehnlein, Ph.D Introduction Leonardo da Vinci said,… |
Sequence 2with or opposed to the philosophy and beliefs of Montessori. This evidence, however, must be gathered according to the… |
Sequence 7tofight mediocrity, and renew our own fires by returning to the first flames, the sources of Montessori. These sources are,… |
Sequence 1EXPLORING WITH THE NINE TO TWELVE CHILD by Kathleen Futrell Delineating a master portrait of a Montessori "upper… |
Sequence 34spent more time in the non-Montessori activities than did the middle SES children who spent their time in reading and… |
Sequence 5Education. She strongly supports the idea of the social responsibility of humans and their interdependence with each other and… |
Sequence 9strengthened by observations taken at varying times during the year rather than just during the fall of the year.… |
Sequence 11scale periodically throughout the year. Second, it is not clear if the study was done in January of the first year the child… |
Sequence 14included not studying children who had the complete three year cycle of Montessori experience and not studying a Montessori… |
Sequence 2help her adapt to the conditions of the present. 1n describing a particu- lar civilization or culture, she understood well… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH (YfHER by Mary Maher Boehnlein Good morning. I am honored… |
Sequence 45. &8'pect for the child and tke aault and for the Casa (Children's House) is an im-portant part of life.… |
Sequence 3the aspects of schooling identified by NCAS and others that must change if we are serious about educating all of our children… |
Sequence 5the facility by different personnel which always adds stress to any program. (Good teachers, especially Montessorians, do not… |
Sequence 5Family is the main engine of education. If we use schooling to break children away from their parents - and make no mistake,… |
Sequence 1LANGUAGE UNFOLDING IN THE CHILD by Joen Beermann Despite pressure ftom parents who are concerned about their child's… |
Sequence 27scood it, we may need co give chem a new step or new application. Presentation of a concept is nor a one-time affair. Children… |
Sequence 3psychological understanding. The Hershey School's contribution is its whole perception of the outdoors in connection with… |
Sequence 1Plln.osoPHY AND PRAcnCE: PRIMARY CONSIDERATIONS FOR TIIE IMPLEMENTATION OF AN ALL-DAY MONI'ESSORI PROGRAM Mary B.… |
Sequence 5economic maintenance, social life that emerges from real collective enterprise (From Childhood to Adolescence, pp. 100-109).… |
Sequence 1THE KEEPERS OF ALEXANDRIA: A MlsSJNG LINK FOR MONI'ESSORI IIIsTORY? introduction by David Kahn story by John Wyatt, PhD… |
Sequence 1To NURTURE THE HUMAN PoTENTIAL by David Kahn, Editor When Maria Montessori looked to the child, she saw unlimited human… |
Sequence 197To NURTURE THE HUMAN PoTENTIAL by David Kahn, Editor When Maria Montessori looked to the child, she saw unlimited human… |
Sequence 1THE THEORY OF MULTIPLE INTELLIGENCES: IN SUPPORT OF MONTESSORI by David Kahn The November 1995 NAMTA conference entitled… |
Sequence 3which, Dr. Zener maintains, is what every Montessori presentation is all about, the Montessori materials. Dr. Zener integrates… |
Sequence 1THE VERBAL/LINGUISTIC AND VISUAL/ SPATIAL INTELLIGENCES by Rita Schaefer Zener Dr. Zener aligns Gardner's verbal/… |
Sequence 12rewarded. We did trust her with our 6- to 12-year-olds. That was more of a challenge, because there is a competing model, the… |
Sequence 4when baby-carrying seems so appropriate. A sensitive mother knows when a child wants out of the baby sling, and, for that… |
Sequence 3What I propose to do today is not to repeat, or even to summarize, what has already been said by Montessorians preceding me,… |
Sequence 3America were developed to imitate the solidity of traditional schools. Although they included multi-age groups, prepared… |
Sequence 3COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 2universe, and a micro-perspective, rooted in the details of each special- ization. Every discipline, of course, has its areas… |
Sequence 3Collaboration also underlies all good work with children. Alfie Kahn's useful contrast of "doing to"… |
Sequence 8requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 3The simplicity of his early years and his life with Dr. Montessori gave him a rare quality: the ability to mix and be"… |
Sequence 10several languages. His genuine kindness attracted them all. He under- stood the immense importance of their inner power, their… |
Sequence 1t ~ ----------------------- FINDING THE ARTIST WITHIN: A CHALLENGE FOR MONTESSORIANS by David Kahn In March, 1998, NAMTA… |
Sequence 2own creative lives as children. They had lost their vision of creative possibilities for the classroom. Most did not trust… |
Sequence 4As you all know, being a Montessori teacher is a very simple and at the same time a very complicated business. First of all we… |
Sequence 5Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 174Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 189As you all know, being a Montessori teacher is a very simple and at the same time a very complicated business. First of all we… |
Sequence 3her powerful imagination, and her quick intuitive insights (that make up her unique feminine mind); but also ethnic "… |
Sequence 1LANGUAGE ACQUISITION by Silvana Montanaro Dr. Montanaro' s concise presentation of language development in children… |
Sequence 2THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 12to become ready for success in later life. Actually, Montessori main- tains that fulfilling their present needs is the most… |
Sequence 3pendence of the child. He feels free to venture out when he knows his mother is nearby. For the young child, nursing is one… |
Sequence 4to be in the mother's arms or in the sling or to explore independently can be left to the child. There will be times when… |
Sequence 11The fundamentals of freedom and responsibility are paramount in the healthy functioning of such a class. The two must be kept… |
Sequence 9and "fooling." Drudgery is an outcome of too much serious- ness due to an emphasis on structure, discipline… |
Sequence 4for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 31There is one advantage that the Montessori students did possess. For most of them, the transition from the elementary grades… |
Sequence 3developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 227developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 2EDUCATEURS SANS FRONTIERES: LIVING OUT THE VISION by Charlene S. Trochta Charlene Trochta's review of her experience of… |
Sequence 2It is quite obvious that the necessity for such specialization exists and must be considered, but only as a means, as a… |
Sequence 1FROM THE GARDEN TO THE FARMHOUSE: FARM LIFE AND EDUCATION FOR CHILDREN UNDER Six by Lyn Dyck A glimpse of a whole school on… |
Sequence 6Preface, continued The exhibit left its impression of Montessori significance on visitors at Centennial celebrations in both… |
Sequence 84A History of War and Peace "Enchance. Mademoiselle." An exercise in grace and courtesy, Paris, 1918… |
Sequence 85There was not a separation between indoors and outdoors.. . . Laughingly, we used to say, "There is never any bad… |
Sequence 3A REVOLUTION IN EDUCATION Dr. Montessori's discoveries began a revolution in education. A sudden, radical, and… |
Sequence 4education and peace, I realized I personally needed to take action to help remedy this situation. Our board was quickly… |
Sequence 6The first reaction might be to defend our position and explain why these perceptions are incorrect. (And of course some of… |
Sequence 4the day (also today). But the "methods" were not particular to an "inferior mentality,"… |
Sequence 2SENSORY INTEGRATION AND CONTACT WITH NATURE: DESIGNING OUTDOOR INCLUSIVE ENVIRONMENTS by Nilda Cosco and Robin Moore Nilda… |
Sequence 5parents to be physically in our environments for a tour. Confirming appointments the day before cuts down on no-shows. Take… |
Sequence 8which typically are very difficult to see, imagine, or demonstrate. We need to be clear about our message, though. In a recent… |
Sequence 22to the circumstances they helped to create for us." This is what is to be discovered and rediscovered in the… |
Sequence 27Beethoven the structure of the Classical symphony within which he was able to innovate and express what could not have… |
Sequence 13to the extent that most children have had. To assist them in their language development, we need to give them all the… |
Sequence 272 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 develop (defectives) with those who have not yet had time to develop (… |
Sequence 28180 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 dows not designed with their needs in mind. While it’s tempting to… |
Sequence 2284 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the lines of communication open and inviting. As we maintain our calm… |
Sequence 351 Doerr, Good, and Waski • The Water Molecule the appendices in From Childhood to Adolescence recorded her thoughts for… |
Sequence 1563 Doerr, Good, and Waski • The Water Molecule reactions are often not helpful to the individual or to the group. So the… |
Sequence 1560 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Second, these words from Teilhard de Chardin: The day will come, when… |
Sequence 5Kahn • NAMTA - AMI Legacy 159 they were carefully nurtured and handed on to those who followed, providing meaning and… |
Sequence 5work primarily to themselves - not to any expert-dominated institutional system. When it comes to love and security for the… |
Sequence 3both traditional and Montessori schools, Dr. Montessori and her work were welcomed and honored in the 1920's and 1930… |
Sequence 4the child in his fundamental human development. Faith in the power of the child is necessary to keep on the path, for there… |
Sequence 4Society, Inc. It is located in a small Illinois town, population about 15,000+. Current enrollment is 66 children in three… |
Sequence 1Feature: On Readiness for School by Erna Furman The Cleveland Center for Research in Child Development offers courses and… |
Sequence 1"Aren't You Glad You Don't Believe In Group Art?" By Nel Weniger Just before Christmas as my… |
Sequence 4But wait. Let's stop dreaming. Someone in the comer, a parent asks, "How will these children do at the… |
Sequence 10disciplined, are mutually helpful, and pursue their work with joy. So one way we can create and preserve a harmony is to be… |
Sequence 1Parent Education: Parent Education: Defining the Needs By Barbara Harrison Ms. Harrison isolates succintly four main areas… |
Sequence 1Bringing Montessori to the Black Community: A Private School Model by Thomas Loew Montessori comes to the inner city by way… |
Sequence 7out content of faith (sic) requires the interpretation of specialists, a gulf' may arise be- tween the specialist (… |
Sequence 1Childhood's Promised Land - Montessori Children Ages 9-12 by Larry and Pat Schaefer Larry and Pat Schaefer present a… |
Sequence 4Pat Schaefer confront life differently. The child must confront and deal with the challenges and stresses of life. The 9-12… |
Sequence 2ent knows his child in this special way. Montessorians know best that when you take care of other people's children, as… |
Sequence 2affecting his work, rather than by attention to the art work alone as if it could be isolated or defined apart from its… |
Sequence 23 3. The American Montessori Societ):'. Bullet ins 1963 v. l N. l 1964 v. 2 N. 4 1965 v. 3 N. 3 v. 3 N. 4 1979… |
Sequence 42Ballard, Hartin. (1973). The old, old story of the "New Education--2" Teacher, 70, 142-49, (7). 43 Banta… |
Sequence 52Mack, Jane. (1976). Conference announcement. The Constructive Triangle, l, 5, o>. Montessori congress. (1951, May… |
Sequence 196198 Martell, Judith S. (1984). Reports from Montessorians: My first elemen- tary classroom. The Constructive Triangle… |