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Sequence 49AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 54A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 102The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 610 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 about the children of privilege in America, “The children snatched the… |
Sequence 9Wikramaratne • The Child In Nature 77 At the end of the two years, Dr. Montessori reviewed all of the materials prepared to… |
Sequence 2Kramer: I don't think it is fair to compare Montessori to the handful of minds - Freud, Darwin, Marx - whose thinking had… |
Sequence 6older ones with their spontaneous and enthusiastic delight in seeking to learn. This spontaneity carried over to the spirit… |
Sequence 1Maria Montessori, a musical play in ten scenes on the life of Maria Montessori, was written and produced by the students of… |
Sequence 318 Teacher: (After 2 minutes) 5, 4, 3, 2, I - TIME! Everybody stop! Now count the number of words you have written - put this… |
Sequence 29With the move into the low income populations Montesserians will be able to address an oft voiced criticism of our work. Many… |
Sequence 74Photo by Paul Biwer. "Today, in areas of high concentratwn of low income chil- dren in this country, conditions of… |
Sequence 76third of all American children. Several states already have school populations where minority children are in the majority.… |
Sequence 25DISCOVERY OF THE CHILD by HiJdegard Solzbacher D,: Montessori, who was a scientist and physician and not a trained educa-… |
Sequence 142Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 7THE IMPORTANCE OF MONTESSORI 2000 New American Schools Development Corporation (NASDC) was founded in 199 l by Lamar… |
Sequence 11MONTESSORI 2000 MISSION T he United States of America is thirsting for bold, new education designs. The exponential knowledge… |
Sequence 168Montessori talked a good deal about the "spiritual preparation" of the teacher(1936, pp. 115-123), and it… |
Sequence 18concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 26SLIDE SHOW TO INTRODUCE WHAT Is MONTESSORI PRESCHOOL? Maria Montessori was, in many ways, ahead of her time. Born in Italy… |
Sequence 133We might now continue our conversation with Montessori: "Now that you have returned to your studies, what are you… |
Sequence 140each plane, is where children have opportunities to engage in and implement their expanding humanness, this hierarchical… |
Sequence 171THE NORMALIZED SCHOOL: MONTESSORI AS A WAY OF LIFE by Mary Zeman Mary Zeman offers a definition of the "nonnalized… |
Sequence 6ALL-DAY MONTESSORI: NOTES ON THE HISTORY OF THE EXPERIMENT by David Kahn The catch phrase "all-day Montessori&… |
Sequence 72matters like eating and resting during the course of the day must be addressed. Should lunch be prepared by the children on… |
Sequence 19When Maria Montessori set up her first class environment in San Lorenzo in 1907, there were many educational scholars who… |
Sequence 6FOREWORD: FINDING FLOW IN MONTESSORI Imagine a river in time, a time span of one hundred years. On the one side there is… |
Sequence 37Mike suggested that two complementary paths seem to be emerg- ing: the national model and the regional projects. Miss… |
Sequence 72Prepare teachers through prolonged practice with observation of nature .... (Discovery 66-77) And when I talk about freedom… |
Sequence 93Why is that? Why is that-especially in the face of the importance that Dr. Montessori gave to normalization? Is it that we… |
Sequence 94NORMALIZATION AS OUR PRIMARY WORK Perhaps this conference marks the next step in our development of Montessori's ideas.… |
Sequence 6THE CASADEI BAMBINI: PRIMARY PERSPECTIVES THROUGH TIME AND SPACE by David Kahn The vision of San Lorenzo, the Casadei… |
Sequence 9Casa dei Bambini, San Lorenzo, Rome 4 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 10THE CASADEI BAMBINI: A CENTURY CONCEPT by Elizabeth Hall Elizabeth Hall walks readers through early Montessori history, from… |
Sequence 221Renilde Montessori then presented her vision of origins and innovation. Inspired by the Taliesin community, she began with a… |
Sequence 14A man whose mind is stored with the knowledge of the great and fundamental truths of nature and of the laws of her operations… |
Sequence 15varies from stage to stage because of the way a child learns at each period of his growth and development. The adult, instead… |
Sequence 31his time, place and culture." 1 Within all life the germinal cell is endowed with a plan to bring the particular life… |
Sequence 59impulse towards work." 1 She had noticed that impulse in the work of that first group of children she was asked to… |
Sequence 105You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.… |
Sequence 73as a model for the "Children's House" of San Lorenzo. Montessori gave the name "Erdkinder,… |
Sequence 86The fundamentals of freedom and responsibility are paramount in the healthy functioning of such a class. The two must be kept… |
Sequence 10of the ocean, at the circular motion of the stars, and they pass by themselves without wondering!" Once this… |
Sequence 783. with large amounts of open, uninterrupted time for free choice. So even in the face of changing times we must hold to… |
Sequence 185life, and I have had several opportunities throughout these years to work in this area. In one occasion, during the time that… |
Sequence 21declared that she would dedicate herself to pedagogy. Then she began her studies of the learning problems of normal children… |
Sequence 28THE LIGHT OF THE CHILD by Dr. Maria Montessori First published in 1957 by AMT inn special booklet com111e111orating fifty… |
Sequence 11contacted Dr. Montessori to help with an urban renewal project in the San Lorenzo District of Rome. The press referred to… |
Sequence 12What They Showed Us One day, in great emotion, I took my heart in my two hands as though to encourage it to rise to the… |
Sequence 166Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
Sequence 190Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 9ACT I. THE DRAMA OF SAN LORENZO: LINKING SOCIAL ANO EDUCATIONAL REFORM-1907 Montessori con temporaries travel to Rome in… |
Sequence 10When curriculum is designed for the inner development of the child, when materials are developed for the unity of the hand… |
Sequence 21The EsF initiative cycle comes back to Montessori's double con- sciousness of social and educational reform at San… |
Sequence 71ply never heard about Maria Montessori and her little school in San Lorenzo? It's far more likely that we shouldn't… |
Sequence 14wonders. Scientific values become embodied and naturalized in our concepts, techniques, research priorities, inventions,… |
Sequence 244Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 11XII Bambini (The Method of Scient(fic Pedagogy as applied lo child education in the Children's Houses) is explained by… |
Sequence 173 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 49Science and Socie~y: The Woman Question 35 new moral and educational principles. In her speech, she related sex education… |
Sequence 5945 Chapter V Proposal for a Scientific Pedagogy V.1 Where children "do not see the light, but see the darkness&… |
Sequence 6046 Part One - Toward the Children ·s House: The Formation Years What was meant to be a great investment and profitable… |
Sequence 6248 Part One - To11•ard the Children ·.1· House: The For111alio11 Years With regard to social policy, 1902 saw the approval of… |
Sequence 6450 Part One - Toward the Children's I louse: The Formation Years House, and others followed in Via dei Campani and in… |
Sequence 65Proposal for a Scientific Pedagogy 51 Parents did not pay anything to send their children to the "House",… |
Sequence 6652 Part One - Toward the Children's House: The Formation Years Montessori accepted the job also because she had a… |
Sequence 6854 Part One - Toward the Children ·s House: The FonnaIio11 Years These observations made her change the furniture: low… |
Sequence 71Proposal.for a Scientific Pedagogy 57 Houses - and visiting and admiring them is all one and the same. I saw ladies who… |
Sequence 120106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 124110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 128114 Part Two - For a Science of !he Formal ion of Man child is the man that is not yet agile in movement and language - and… |
Sequence 146132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 150136 Chapter III Hopes and Disappointments Ill. I II Metodo de/la Pedagogia Scientijic:a: a way to comprehend childhood The… |
Sequence 185Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 191A Classic Work of Pedagogy 177 right from the title, what had been announced in the Introduction to the 1926 edition: the… |
Sequence 204190 Part Two - For a Science of the Formation of Man revised somewhat from time to time and not replaced by another book;… |
Sequence 221Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 225Maria Montessori Through the Seasons of the '·Method'" 211 Index of Illustrations Illustrations I, 2, 9,… |
Sequence 244PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 245In the restructured buildings of the San Lorenzo district of Rome, considerable attention was dedicated to environmental care… |
Sequence 246Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 248ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their… |
Sequence 251ways of being are also brought in. For the adolescent, practical life activities are a "concrete space-time"… |
Sequence 254In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
Sequence 159 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 3832 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 I much prefer the term Montessori all day to make it perfectly clear… |
Sequence 160154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 132126 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The children had no shyness. No obstacles had been set between their… |
Sequence 151145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their… |
Sequence 114108 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori all day: just what is that? What exactly is the difference… |
Sequence 159 Sackett • The Scientist in the Classroom in the classroom. Our legacy as practitioners of Montessori educa- tion is not… |
Sequence 1610 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Her next major work is occasionally known in English by the title… |
Sequence 2014 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 person I heard use the phrase “recreating the experiment.” Every… |
Sequence 116108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in… |
Sequence 2620 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 69The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 117A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 122AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 128AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference… |
Sequence 135Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 1010 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 about the children of privilege in America, “The children snatched the… |