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Sequence 9Table 4 Summary of Findings: Do Middle Socioeconomic Status Children Benefit from Montessori Preschool? YES (N ... 7)… |
Sequence 11Table 5 Summary Findings: Does the Montessori Experience Aid in Social Development? YES NON-SIGNIFICANT NO (N=ll) (N-9… |
Sequence 1CONTENTS Preface ............................................................................................... ii 1.… |
Sequence 2Method of Instrumentation The sample consisted of 96 Montessori students and 48 school stu- dents, their parents and teachers… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 2artifact, from apish ancestors. Neither we nor the apes eat unripe fruits. Such fruits taste bad because they're full of… |
Sequence 4whole language is not a simple extension of any of its compatible antecedents. Whole language is concerned not only with… |
Sequence 4needs, the mind of the child becomes artificially dulled, henceforth to resist imparted knowledge. Interest will no longer be… |
Sequence 17HISTORY, CMcs, GEOGRAPHY, AND ECONOMICS 1. What is the democratic ideal? How, when, why, and where has it arisen in the… |
Sequence 9from "first wave," or agrarian, to "second wave," or industrial, and now to "… |
Sequence 10Bowlby, J. (1969). The child's tie to his mother: Attachment behavior. In Allachment. New York: Basic Books. Chamberlain… |
Sequence 23thinking and choice making. School Psychology Review, 20, 382-88. Kutner, L 0990, November 29). As motivator, the carrot may… |
Sequence 15experience in the elements of social life" (102). Looking to the eco- nomic self-sufficiency of the adolescent farm… |
Sequence 84experience in the elements of social life" (102). Looking to the eco- nomic self-sufficiency of the adolescent farm… |
Sequence 33Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 18other people's misery is none of his concern, that there is no reason to get upset just because someone else is in pain,… |
Sequence 1PREPARING FOR THE WORLD OF WORK by Mihaly Csikszentmihalyi, Barbara Schneider, David Shernoff, and Lisa Hoogstra "… |
Sequence 3possible for us to concentrate, to become so involved that the problems of daily life are no longer on our minds. They give us… |
Sequence 3Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 5Most importantly, on the farm, the work role will function for the greater good. The adolescent's desires, emotions, and… |
Sequence 8child who is walking well next wants to step up and down. So there need to be steps in the prepared environment. Then the… |
Sequence 20From Nova Scotia to San Francisco J Seated for lunch in the glass-walled classroom, Palace of Education and Social Economy,… |
Sequence 2COMMUNITY VISION OF THE SCHOOL by Maura C. Joyce Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
Sequence 2THE THOUGHTFUL SCHOOL: SOCIAL, EMOTIONAL, ETHICAL, AND COGNITIVE EDUCATION AS THE SCHOOLWIDE LANDSCAPE FOR LEARNING by… |
Sequence 8The capacity to see what is possible and how to get there is the innate mechanism for evolution and social progress. The edit… |
Sequence 9nization that financially supports social entrepreneurs, explains, "Social. entrepreneurs are not content just to… |
Sequence 2FROM CARE OF OTHERS AND THE ENVIRONMENT TO COMMUNITY SERVICE AND SOCIAL RESPONSIBILITY: THE EMERGENCE OF THE SOCIAL AND… |
Sequence 7tales, we call it in Australia): 'Johnny did so-and-so.' 'Betty did such- and-such,' and so forth.&… |
Sequence 1PROFILE: SANTA CRUZ MONTESSORI SCHOOL by Karen Donovan Santa Cruz Montessori School, with a history of forty-five years, has… |
Sequence 1deeP ecoloGy: educational Possibilities for the twenty-first century by Fritjof Capra Fritjof Capra’s two-part lecture… |
Sequence 30166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 36172 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Experience: A Comparison of Montessori and Traditional School… |
Sequence 1236 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 vide the longest possible period for the children who choose their own… |
Sequence 339 Kahn • Global Science and Social Systems The MonTessori eleMenTAry inFrAsTrucTure The Interdependencies: The Abstract… |
Sequence 7137 Castiglione • Technology and the Prepared Environment seven keys oF The prepAred TechnologicAl environMenT The seven… |
Sequence 9139 Castiglione • Technology and the Prepared Environment Adaptability – this is the most essential quality; for the… |
Sequence 10140 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Social Acceptance Invite them to take a stance on issues. • Insist… |
Sequence 3369 Montessori • Attention the attention of children is the stumbling-block of their education. William James speaks of… |
Sequence 9257 Jones and Cossentino • What’s Going on With this Child? solved problems.” Like Montessori, Greene’s assertion that “kids… |
Sequence 11259 Jones and Cossentino • What’s Going on With this Child? hour every week devoted to the process and a staff member whose… |
Sequence 5Optimal Developmental Outcomes page 22 to respect the work of others. They can now wait patiently for an object whereas… |
Sequence 8AMI Journal 2017 - 2018 page 25 routine of life itself, by the little decisions of daily living begun in early childhood. “… |
Sequence 13Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 23Optimal Developmental Outcomes page 40 recognition of the individual’s contribution usually follows. The adolescent’s… |
Sequence 129Optimal Developmental Outcomes page 40 recognition of the individual’s contribution usually follows. The adolescent’s… |
Sequence 139Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 144AMI Journal 2017 - 2018 page 25 routine of life itself, by the little decisions of daily living begun in early childhood. “… |
Sequence 147Optimal Developmental Outcomes page 22 to respect the work of others. They can now wait patiently for an object whereas… |
Sequence 130Optimal Developmental Outcomes page 40 recognition of the individual’s contribution usually follows. The adolescent’s… |
Sequence 140Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 145AMI Journal 2017 - 2018 page 25 routine of life itself, by the little decisions of daily living begun in early childhood. “… |
Sequence 148Optimal Developmental Outcomes page 22 to respect the work of others. They can now wait patiently for an object whereas… |
Sequence 1722 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 To reach a point of collective consciousness, where there is a systemic… |
Sequence 2732 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 References Blain, Lionel. “Two Philosophies Centered on Hope: Those of G… |
Sequence 4Discussions directed to the Adolescent were generally less specific and more specu- lative. Professor Koning, a retired high… |
Sequence 1Early Social Development and Proficiency in Later Life by Theodor Hellbri.igge (translated by Dr. Peter Pohl) Dr. Hellbrugge… |
Sequence 1A Special Child by Evelyn Zehden Dr. Theodore Hellebrugge in a definitive essay on Early Social Development (NAMTA Quarterly… |
Sequence 3metaphysics, comparative religion, nature, technology, world view, and wisdom of the ages. 2. Literary Genre/Film… |
Sequence 88 Values and personal involvement with the community will be facilitated in part by a bi-monthly Great Conversation program… |
Sequence 3435 Declaration of the rights of the child. (1969). Communications,~' 3-7, (5). Garcia, Vicki Wilson. (1979).… |
Sequence 4142 Synnott, A. (1983). Canadian Research in Social Anthropology, 20, 79. Torrance, E. P. (1970). Journal of Psychology,… |
Sequence 4CONTENTS Preface ............................................................................................... ii 1.… |
Sequence 118Table 4 Summary of Findings: Do Middle Socioeconomic Status Children Benefit from Montessori Preschool? YES (N ... 7)… |
Sequence 120Table 5 Summary Findings: Does the Montessori Experience Aid in Social Development? YES NON-SIGNIFICANT NO (N=ll) (N-9… |
Sequence 68Method of Instrumentation The sample consisted of 96 Montessori students and 48 school stu- dents, their parents and teachers… |
Sequence 48history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 102artifact, from apish ancestors. Neither we nor the apes eat unripe fruits. Such fruits taste bad because they're full of… |
Sequence 68whole language is not a simple extension of any of its compatible antecedents. Whole language is concerned not only with… |
Sequence 106needs, the mind of the child becomes artificially dulled, henceforth to resist imparted knowledge. Interest will no longer be… |
Sequence 66HISTORY, CMcs, GEOGRAPHY, AND ECONOMICS 1. What is the democratic ideal? How, when, why, and where has it arisen in the… |
Sequence 158from "first wave," or agrarian, to "second wave," or industrial, and now to "… |
Sequence 28Bowlby, J. (1969). The child's tie to his mother: Attachment behavior. In Allachment. New York: Basic Books. Chamberlain… |
Sequence 97thinking and choice making. School Psychology Review, 20, 382-88. Kutner, L 0990, November 29). As motivator, the carrot may… |
Sequence 163experience in the elements of social life" (102). Looking to the eco- nomic self-sufficiency of the adolescent farm… |
Sequence 62Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 205other people's misery is none of his concern, that there is no reason to get upset just because someone else is in pain,… |
Sequence 128PREPARING FOR THE WORLD OF WORK by Mihaly Csikszentmihalyi, Barbara Schneider, David Shernoff, and Lisa Hoogstra "… |
Sequence 130possible for us to concentrate, to become so involved that the problems of daily life are no longer on our minds. They give us… |
Sequence 42Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 115Most importantly, on the farm, the work role will function for the greater good. The adolescent's desires, emotions, and… |
Sequence 231tain Shadows is currently seeking an AMI trained Primary teacher for an established class beginning fall, 2003. Established… |
Sequence 182child who is walking well next wants to step up and down. So there need to be steps in the prepared environment. Then the… |
Sequence 22From Nova Scotia to San Francisco J Seated for lunch in the glass-walled classroom, Palace of Education and Social Economy,… |
Sequence 265COMMUNITY VISION OF THE SCHOOL by Maura C. Joyce Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
Sequence 283THE THOUGHTFUL SCHOOL: SOCIAL, EMOTIONAL, ETHICAL, AND COGNITIVE EDUCATION AS THE SCHOOLWIDE LANDSCAPE FOR LEARNING by… |
Sequence 309The capacity to see what is possible and how to get there is the innate mechanism for evolution and social progress. The edit… |
Sequence 310nization that financially supports social entrepreneurs, explains, "Social. entrepreneurs are not content just to… |
Sequence 327FROM CARE OF OTHERS AND THE ENVIRONMENT TO COMMUNITY SERVICE AND SOCIAL RESPONSIBILITY: THE EMERGENCE OF THE SOCIAL AND… |
Sequence 120tales, we call it in Australia): 'Johnny did so-and-so.' 'Betty did such- and-such,' and so forth.&… |
Sequence 259PROFILE: SANTA CRUZ MONTESSORI SCHOOL by Karen Donovan Santa Cruz Montessori School, with a history of forty-five years, has… |
Sequence 346a statement of educational and leadership philosophy, and a cover letter describing how headship fits with their career… |
Sequence 211201 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century deeP ecoloGy: educational Possibilities for… |
Sequence 172166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 178172 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Experience: A Comparison of Montessori and Traditional School… |
Sequence 4236 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 vide the longest possible period for the children who choose their own… |
Sequence 4539 Kahn • Global Science and Social Systems The MonTessori eleMenTAry inFrAsTrucTure The Interdependencies: The Abstract… |
Sequence 143137 Castiglione • Technology and the Prepared Environment seven keys oF The prepAred TechnologicAl environMenT The seven… |
Sequence 145139 Castiglione • Technology and the Prepared Environment Adaptability – this is the most essential quality; for the… |
Sequence 146140 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Social Acceptance Invite them to take a stance on issues. • Insist… |
Sequence 3325 O’Shaughnessy • The Observation Artist “Mindless in America: Ellen Langer and the Social Psychology of Mindlessness,”… |