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Sequence 9• Children choose their own activities after they have been introduced to a certain material or procedure. • Since there is… |
Sequence 17those which are termed acts of obedience" (Montessori, Spontaneous Activity 104). To ensure a continuation of such… |
Sequence 5characteristics and, so to speak, this "new" child has emerged that education is possible. The basis for… |
Sequence 6tionships and experiences, and it is therefore only in the community that the child's potentialities can be realized.… |
Sequence 10REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 12for himself that becomes codependent and a burden on society. To take care of oneself in as many facets of life as possible… |
Sequence 13The other fact is that this independence, this continuous conquest toward independent functioning-which gives us existence as… |
Sequence 14sees genuine sentiments of love and pity that are very refined" ("Moral and Social Education" 17… |
Sequence 15Montessori, Maria. The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings. Ed. Robert G.… |
Sequence 1THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Kru 111ins Grnzzini puts the relationsl1ip between child a11d society… |
Sequence 14younger children, between the stronger and the weaker, reflects an instinct for social progress. Moreover, not only a re the… |
Sequence 2THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
Sequence 16Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 3puts the spotlight on another kind of spiritual impetus: the understand- ing of the greater wltole tltroug/J living together… |
Sequence 5REFERCNC[S Cavaletti, Sophia. L1r•i11g Lil11rg11: Ele111c11/nry Refl1•c/io11s. Chicago: Liturgy Training Publication<… |
Sequence 1MORAL AND SOCIAL EDUCATION by Maria Montessori Montessori speaks about ti,e dyna111ic of moral and social, because stu-… |
Sequence 3necessary to consider morality for it is impossible to conduct life without this technique. This may not seem a very elevated… |
Sequence 5This continual effort and experi- ence of living together is important. We must look at it from the point of view of a… |
Sequence 7to achieve this development. The idea of helping and protecting is too much in our minds. I mean the direct protection that… |
Sequence 97A WORLD CORE CURRICULUM by Robert Muller Robert Muller's World Core Curriculum suggests a new world educational… |
Sequence 38• Children choose their own activities after they have been introduced to a certain material or procedure. • Since there is… |
Sequence 46those which are termed acts of obedience" (Montessori, Spontaneous Activity 104). To ensure a continuation of such… |
Sequence 162characteristics and, so to speak, this "new" child has emerged that education is possible. The basis for… |
Sequence 163tionships and experiences, and it is therefore only in the community that the child's potentialities can be realized.… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 78for himself that becomes codependent and a burden on society. To take care of oneself in as many facets of life as possible… |
Sequence 79The other fact is that this independence, this continuous conquest toward independent functioning-which gives us existence as… |
Sequence 80sees genuine sentiments of love and pity that are very refined" ("Moral and Social Education" 17… |
Sequence 81Montessori, Maria. The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings. Ed. Robert G.… |
Sequence 118THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Kru 111ins Grnzzini puts the relationsl1ip between child a11d society… |
Sequence 131younger children, between the stronger and the weaker, reflects an instinct for social progress. Moreover, not only a re the… |
Sequence 91THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
Sequence 105Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 7puts the spotlight on another kind of spiritual impetus: the understand- ing of the greater wltole tltroug/J living together… |
Sequence 9REFERCNC[S Cavaletti, Sophia. L1r•i11g Lil11rg11: Ele111c11/nry Refl1•c/io11s. Chicago: Liturgy Training Publication<… |
Sequence 85MORAL AND SOCIAL EDUCATION by Maria Montessori Montessori speaks about ti,e dyna111ic of moral and social, because stu-… |
Sequence 87necessary to consider morality for it is impossible to conduct life without this technique. This may not seem a very elevated… |
Sequence 89This continual effort and experi- ence of living together is important. We must look at it from the point of view of a… |
Sequence 91to achieve this development. The idea of helping and protecting is too much in our minds. I mean the direct protection that… |