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Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 3takes place without any voluntary effort on the part of the child. It is a time when children project themselves, by activity… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 8I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
Sequence 1What is this World Core Curriculum? Simply stated, its objectives are to give the children (1) a good picture of the home… |
Sequence 4Ratner: These are aberrations, not nature's norms. Nature, because of the intersection of causes, only works for the most… |
Sequence 8REFERENCES Bly, Robert. The Sibling Society. Reading, MA: Addison-Wesely, 1996. Montessori, Maria. The Absorbent Mind. 1949… |
Sequence 2and a master of Zen. It gets awfully crowded in that ever-expanding "within." I was orphaned at the age of… |
Sequence 21Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 28Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 17• I did go in the kitchen throw it, Dad. • Didja sit down tray a give me a little pudding? • Was a good job I throw a diaper… |
Sequence 13REFERENCES Csikszentmihalyi, Mihaly, & Barbara Schneider. Becoming Adult: How Teenagers Prepare for the World of Work… |
Sequence 21A. I think it's a basic issue. The world is filled with people who care for their individual pets, care for their… |
Sequence 22have that prejudice. But I think so-called normal children, who, as you know, are not normal, don't know that. They think… |
Sequence 18environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 20Our poor earth can't keep up with the busyness of our heads any more than we can keep up with each other and that is why… |
Sequence 19REFERENCES Baylor, Byrd. The Way to Start a Day.1977. New York: Simon & Schuster-Aladdin, 1998. Coles, Robert.… |
Sequence 4reasoning explorers of the abstract, and the realm of conceptua I ideas intrigues them. This new interest in the abstract… |
Sequence 5If we reprimand the child who is acting inappropriately right at the moment in front of the child who has asked about the… |
Sequence 22Now this didn't all happen in one year. This project became ongoing in this class. Each year the children new to the… |
Sequence 70REFERENCES Arendt, Hannah. Tire H11111a11 Condition. Chicago: U of Chicago P, 1998. Aelian. Historical Miscella11y. Loeb… |
Sequence 16most basic of tools in any community and need to be prevalent in the Montessori school. Patience As we all must exhibit in… |
Sequence 15REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 11artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 17BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 12McPhee, John. A111rnls of tile Former World Miller Jr., G. Tyler. E11viro11111ental Science: Worki11g with the Enrth Nord… |
Sequence 19tion Regulation, Adjustment, and Socialization in Child- hood." Hn11dbook of Self-Reg11/ntio11: Resenrch, Theory nnd… |
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 1250 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 migrating animals: monarch butterflies, birds, creatures that move… |
Sequence 11195 O’Shaughnessy • The Road Home Ellerton, Roger. “The Power of Thought.” The Sideroad. <http://www.sideroad.com/… |
Sequence 1559 Haines • Strategies to Support Concentration themselves. People who see this say that the character of these children has… |
Sequence 2AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 4AMI Journal 2017 - 2018 page 141 The Erdkinder may be the perfect “holding environment,” prepared especially for the… |
Sequence 6Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 9Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 28AMI Journal 2017 - 2018 page 141 The Erdkinder may be the perfect “holding environment,” prepared especially for the… |
Sequence 150AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 10Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 29AMI Journal 2017 - 2018 page 141 The Erdkinder may be the perfect “holding environment,” prepared especially for the… |
Sequence 151AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 830 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Further, like those of Germany in the 1930s, schools, col- leges, and… |
Sequence 516 empathy, the emotional identification of one person with another. One person takes the role of the other and responds… |
Sequence 422 urbanization takes away some of the spontaneity. Also an admissions policy deadens spirit. Kahn: Then, you're saying… |
Sequence 710 Frost, Joe. L. (1968). Earl childhood education rediscovered. New York: Holt, Rinehart & Winston, 78 Fynne,… |
Sequence 1011-b Orem, R. C. (Ed.). (1974). Montessori: Her method and the movement. What you need to know. New York: G. P. Putnam s… |
Sequence 32I. Neurological Claremont, Claude. (1968). The two children. Communications, 3/4, 6-18, (7). 33 Feexman, Jerry E.… |
Sequence 58Winship, A, E. (1913). Montessori-McClure. Journal of Education, 78, 662-63, ( 2). 59 Winship, A. E. (1913, February 6).… |
Sequence 5960 Evans, Olive. (1968, July 7). The Montessori method--pro and con. New York Times, .2, p. 4, (1). Fleege, Urban. ( 1968… |
Sequence 6566 Bronder, Ann Kenny. (1981). Lasting impressions: The Montessori approach. Momentum,.!±_, 36-37, (2). Brooklyn Eagle. (… |
Sequence 7374 O'Shea, Michael V. (1912). The Montessori method of teaching. Dial, 13_, 392-394, (3). O'Shea, M. V. (1913… |
Sequence 7771l Waikin, Edward, (1966). The return of Montessori. Montessori in Perspective. Washington D.C.: National Association for… |
Sequence 105106 (n.d.). The three levels of ascent. Reprinted (1962). Around the Child, 2, 1-3, (3). (1933). The two natures of the… |
Sequence 123125 Clarke, Margaret. (1965). Letter from teacher's chairman. The Constructive Triangle, !, 1-3. (3) Lowery,… |
Sequence 165167 SCHOOL ADMINISTRATION AND MANACEHENBT A. Administration Dunn, Paul J. & Callahan, John Biyer. (1963). How to… |
Sequence 172174 Hutchinson, Lily. (1924). Call of Education,!, A review of the Montessori movement in England. 68-73, (6). Ingle,… |
Sequence 184186 Katz, Prof. D. (1950). The psychology of form. Italian edition: Einaudi. This seems to be a book entitled… |
Sequence 1A WORLD CORE CURRICULUM by Robert Muller Assistant Secretary-General. United Nations Robert Muller's inspirational… |
Sequence 10COUNTRY STATE _____________________ _ CITY ______________________ _ STREET _____________________ _ NAME You are truly a… |
Sequence 2will happen. And I see it being done in the United Nations. Here my third point is: that I have found that indeed, the United… |
Sequence 103be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 21takes place without any voluntary effort on the part of the child. It is a time when children project themselves, by activity… |
Sequence 25Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 108I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
Sequence 1'A Vol. 18, No. 3 Summer 1993 Montessori Frameworks for Adolescence The Adolescent and the Future by Margaret E.… |
Sequence 98Humanity has of late been able to gain a mag- nificent picture of our planet and its place in the universe. From the… |
Sequence 146Ratner: These are aberrations, not nature's norms. Nature, because of the intersection of causes, only works for the most… |
Sequence 73REFERENCES Bly, Robert. The Sibling Society. Reading, MA: Addison-Wesely, 1996. Montessori, Maria. The Absorbent Mind. 1949… |
Sequence 295DisplaySchool, Apocalypse Technologies, Inc., 2600 Newby Road, Suite D, Huntsville, AL 35805-4273. The full version of… |
Sequence 212grade students. Although we are unsure if we will have any teacher openings for the 1999-2000 school year, we encourage… |
Sequence 43and a master of Zen. It gets awfully crowded in that ever-expanding "within." I was orphaned at the age of… |
Sequence 166dergone extensive renovations and expansion. Our staff is solidly entrenched in the school. Most of them have been at… |
Sequence 219Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 13Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 121• I did go in the kitchen throw it, Dad. • Didja sit down tray a give me a little pudding? • Was a good job I throw a diaper… |
Sequence 475THE PREPARED ENVIRONMENT by Laurie Ewert-Kroeker Using Robert Havighurst's Developmental Tasks of Normal Adoles- cence… |
Sequence 488REFERENCES Csikszentmihalyi, Mihaly, & Barbara Schneider. Becoming Adult: How Teenagers Prepare for the World of Work… |
Sequence 156A. I think it's a basic issue. The world is filled with people who care for their individual pets, care for their… |
Sequence 113have that prejudice. But I think so-called normal children, who, as you know, are not normal, don't know that. They think… |
Sequence 159environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 408Our poor earth can't keep up with the busyness of our heads any more than we can keep up with each other and that is why… |
Sequence 101REFERENCES Baylor, Byrd. The Way to Start a Day.1977. New York: Simon & Schuster-Aladdin, 1998. Coles, Robert.… |
Sequence 70reasoning explorers of the abstract, and the realm of conceptua I ideas intrigues them. This new interest in the abstract… |
Sequence 71If we reprimand the child who is acting inappropriately right at the moment in front of the child who has asked about the… |
Sequence 88Now this didn't all happen in one year. This project became ongoing in this class. Each year the children new to the… |
Sequence 199REFERENCES Arendt, Hannah. Tire H11111a11 Condition. Chicago: U of Chicago P, 1998. Aelian. Historical Miscella11y. Loeb… |
Sequence 279most basic of tools in any community and need to be prevalent in the Montessori school. Patience As we all must exhibit in… |
Sequence 316REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 21artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 28Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 248BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 336McPhee, John. A111rnls of tile Former World Miller Jr., G. Tyler. E11viro11111ental Science: Worki11g with the Enrth Nord… |
Sequence 31Montessori, Mari,,. T/11• Discoz,1•r_11 of 1111• C/11/d, lrans. M. Johnstorw. Madr.1s: l-,.,1l.1kshl•tra Pubhc,ltions, 19-18… |
Sequence 207tion Regulation, Adjustment, and Socialization in Child- hood." Hn11dbook of Self-Reg11/ntio11: Resenrch, Theory nnd… |
Sequence 106Creative persons differ from one another in a variety of ways, but in one respect they are unanimous: They love what they do… |
Sequence 6050 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 migrating animals: monarch butterflies, birds, creatures that move… |
Sequence 203195 O’Shaughnessy • The Road Home Ellerton, Roger. “The Power of Thought.” The Sideroad. <http://www.sideroad.com/… |
Sequence 6559 Haines • Strategies to Support Concentration themselves. People who see this say that the character of these children has… |