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Sequence 4The brain is a biological organism, but the strange and fascinating point about this biological organism is that it inherently… |
Sequence 5physical and chemical realms, novelty emerges, surprises happen. Chaos science is also a part of it. These scientists talk… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 13Use positive reinforcement. Focus on what each child is doing correct! y. Re-present, adding further pointers, as appropriate… |
Sequence 19and to play with due consideration for the feelings and abilities of others. This is a process that the children should be… |
Sequence 2the children and adolescents we serve on a daily basis. My belief is that they teach us, inform us, and pull us toward our own… |
Sequence 8HUMAN AS COSMIC AGENT In the cosmic tales told to the children at the elementary level, the animals, the rocks and plants,… |
Sequence 24environment. He is self-directed, self-disciplined, and ready for the larger world. But he is not alone. We look to the entire… |
Sequence 13about their momentary experience. Students in both samples also completed a detailed questionnaire with similar questions… |
Sequence 12Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 14and normal process of development with its spontaneous manifesta- tions that have to be respected if the goal is to be reached… |
Sequence 27Philosophy of the Winnetka Curriculum, 1926); and those of two of Montessori's pupils: Makinden (Individual Work System)… |
Sequence 34matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 3f,g. 9 scalcnr trapezoid fi9. 12 Oght~a"9l~d t1apaoid fig. ,o isosulc:1 uopaoid Figures 9-13. Trapezoids and… |
Sequence 16Montessori, Maria. "Psycho Geometry and Psycho Arith- metic." Introduction, notes, and drawings by C.… |
Sequence 3of different environments: the mother's body, the family and the infant community, the limited environment of the… |
Sequence 4An example that can help clarify this is one given by Maria Montessori herself when she writes: [In the first period, there]… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 15Now we all belong to a new era, but it is an era which has been bequeathed to us by Mario Montessori, the man whom we are all… |
Sequence 25Now we all belong to a new era, but it is an era which has been bequeathed to us by Mario Montessori, the man whom we are all… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 139An example that can help clarify this is one given by Maria Montessori herself when she writes: [In the first period, there]… |
Sequence 140of different environments: the mother's body, the family and the infant community, the limited environment of the… |
Sequence 162Montessori, Maria. "Psycho Geometry and Psycho Arith- metic." Introduction, notes, and drawings by C.… |
Sequence 190f,g. 9 scalcnr trapezoid fi9. 12 Oght~a"9l~d t1apaoid fig. ,o isosulc:1 uopaoid Figures 9-13. Trapezoids and… |
Sequence 196matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 203Philosophy of the Winnetka Curriculum, 1926); and those of two of Montessori's pupils: Makinden (Individual Work System)… |
Sequence 216and normal process of development with its spontaneous manifesta- tions that have to be respected if the goal is to be reached… |
Sequence 236Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 7Dr. Montessori also noticed that every time the teacher put away the material with which they worked, the children went after… |
Sequence 2scientists, at the center of the vortex, ought to be "mindful of how their work might be applied, and do all they can… |
Sequence 3dustpan." Returning to the area with the child, who was carrying the broom, my attention was suddenly diverted by a… |
Sequence 16Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 6The way you find success in life, whether you're a child or an adult, is to figure out the things you do well and make… |
Sequence 21lots of geese and ducks and grass and stuff; did I really expect someone who's sixty-five to come up to me and say,… |
Sequence 9the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 14the fields or exploring the woodlands, playing around the old castles with no adult in sight. My grandfather had a sixth sense… |
Sequence 16in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 13•Weare fulfilling a cosmic task. Montessori asks us to seek universality and to be conscious of the mission humanity has in… |
Sequence 30Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 10Salary Ranges for Administrators: Table 8 As already indicated, the survey seemed to select for more small schools, so the… |
Sequence 18Comparison of 2005 and 1997 Early Adolescent (12-15) Starting Salaries: Table 14 The 1997 survey did not ask for data on 15-… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 11of the day students as well. Though they were sometimes not the majority in terms of numbers, the boarding students were… |
Sequence 12tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 6in the beauty of the surrounding mountains and fields through a simultaneous vision of the same breathtaking panorama. It was… |
Sequence 11of Trustees representing every village and township in Geauga County, Ohio. Century Village Museum is our first choice for… |
Sequence 5And Dr. Claremont, quoting Maria Montessori in his Translator's Note to The Absorbent Mind, says, "We know how… |
Sequence 7Teachers and schools tend to mistake good behavior for good character. What they prize is docility, suggestibility; the child… |
Sequence 19Relations with parents, teachers, and other adults introduce the child to important social standards, rules, and conventions.… |
Sequence 10feeling that the mission of helping the child acquire Respect, Respon- sibility, and Resourcefulness is as important in today… |
Sequence 38Montessori, Maria. The Secret oJC!,i/dlwod. 1936. Trans. M. Joseph Costelloe. New York: Ballantine, 1966. Montessori, Maria.… |
Sequence 14younger children, between the stronger and the weaker, reflects an instinct for social progress. Moreover, not only a re the… |
Sequence 13Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 55The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 185Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 189Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator… |
Sequence 14the last plane of develop- ment-the eighteen- to twenty-four-year-olds. My own observations of a Montessori high school… |
Sequence 16Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 8ln the somewhat distant past, while a hu- o_ 't 5 J-1 On.: E )'' iJ: man being was looking around and settling… |
Sequence 10REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 17Montes~ori, Man.1. The S1•cret of Cl1ildho<1d. 1936. Tr.1ns. \I. Joseph C.ostelloc. c" York: Ballantine, 1992… |
Sequence 5The campaign itself is $6.8 million, which requires an extensive reach into the philanthropic community as well as talking to… |
Sequence 15REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 5This is why an integration of the special needs child in a class of normal children is possible. Montessori tells us that It… |
Sequence 21We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 2WHOLE-SCHOOL APPROACHES TO MONTESSORI SPECIAL EDUCATION by Paula Leigh-Doyle, Jacquie Maughan, and Maura Joyce… |
Sequence 6the adults' brain scans showed more activity in the medial prefrontal cortex located towards the front of the brain. The… |
Sequence 17REFERENCES Barrack, A. C." A Journey of Love: The Influence of Prenatal and Perinatal Psychology on Parent-Child… |
Sequence 16When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 13of special needs, especially during this period. This is a time of dynamic formation of the brain and of mental faculties and… |
Sequence 17picture) on the wall and a short list of words from the picture to be placed next to it. [t is wise to remember that creative… |
Sequence 6teacher training programs. Like the international and national Mon- tessori organizations, the International Dyslexia… |
Sequence 3"Schools Attuned has helped our teachers go beyond the diagnosis that the kids come in with-like ADD-and helps them… |
Sequence 8Arma virumque J:3lia .i:, htora °"" ...... , •rmum, arrnl: Vl SIUJ -· (pL), mu le:,: Wen arm..a… |
Sequence 61 luman Populauon. Carrying Capacity and Resource Use Population D)'nam1cs hponemial Gro" th Propenies ~~~l;:c… |
Sequence 13Our short-term goal is building and retaining enrollment. Our long-term goal is bringing the Montessori experience to all… |
Sequence 12First is a simple tool for determining where the energy lies in the process that comes from Claes Janssen, a social… |
Sequence 3turns them into appropriate motor, behavioral, or communicative responses. Essentially it is a failure of the sensory system… |
Sequence 10going pretty well. After a few bites, however, his motivation went down, quickly followed by his ability to concentrate on… |
Sequence 18Batshaw, Mark L., & Yvonne M. Perret. Cltildre11 with Disabilities: A Medical Primer. 3rd ed. Baltimore: P.H. Brookes… |
Sequence 13Fukatsu, Takako. "Commitment to Wider Community: The Global Child, an Example from Southeast Asia."… |
Sequence 8enhance a school, collected funds for a Montessori school in Haiti, and worked with an orphanage in the Dominican Republic.… |
Sequence 24manual before touching the device? Or do you fire it up and play around with it until you get stuck and have to look up… |
Sequence 121 2 3 time, and you can't put a larger ring on top of a smaller ring. See if you can solve the problem. With some… |
Sequence 2XVI Didactics "Mauro Laeng" - University of Roma Tre - and promoter of educational and documentary… |
Sequence 8I O Part One - Toll'ard the Children's /-louse: The Formation Years managed to move him so much that the good friar… |
Sequence 1012 Part One - Toll'ard the Children's I louse: The Formation Years Her decision to do a thesis on antagonistic… |
Sequence 924 Part One - Toward the Children's House: The Formation Years based on four fundamental types - moral madness,… |
Sequence 10Science and Society: Phrenasthenic Children 25 ' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
Sequence 12Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 1111/ustrations •• •• Illustration 17: "Working with clay - Resting. Confiding in Mme Pujol". Illustration… |
Sequence 3011 the Move with the "New Child'' 105 the means for conducting work that the child seeks and wants.… |
Sequence 13On the Move with the "New Child" I 15 attention to the study of the dynamics of child psichic life. The… |
Sequence 7Far/i·om Ita~1•: First Europe and then India 161 she would later analyzc in more detail in her essay "The Erdkinder… |
Sequence 8162 Part Tll'O - For a Science of rhe Formation of Man ln August 1937 there was the 6th international Montessori… |
Sequence 17Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 5Maria Montessori Through the Seasom of the "Method" 197 D'Arcangeli M. A., Luigi Credaro e la Rivista… |
Sequence 10202 Maria Montessori Through the Seasons of the "Method" Montessori M., "La teoria lombrosiana e l… |
Sequence 2212 Maria Montessori Through 1he Seasons of the "Method"' desks". Illustration 8: The… |