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Sequence 3139 Lillard • Playful Learning and Montessori Education what is montessori? Montessori education began in the early 1900s (… |
Sequence 4140 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 materials and some featuring computer-topped desks set in rows.… |
Sequence 5141 Lillard • Playful Learning and Montessori Education example, at art time, is drawing free and unstructured or is there a… |
Sequence 6142 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 corresponds to an uptick in a child’s responsibilities and adult ex-… |
Sequence 7143 Lillard • Playful Learning and Montessori Education quence. In Montessori teacher-training courses, teachers walk through… |
Sequence 8144 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 in addition to seeing them. In this way, playful learning embodies… |
Sequence 9145 Lillard • Playful Learning and Montessori Education decisions (Montessori [1912] 1964). They receive feedback on the… |
Sequence 10146 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 how to handle learning materials. In the lesson dealing with shapes, for… |
Sequence 11147 Lillard • Playful Learning and Montessori Education Choice in Montessori education varies by level (Lillard 2005). Free… |
Sequence 12148 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 might occur only with peers, in both the guided play and Montessori… |
Sequence 13149 Lillard • Playful Learning and Montessori Education used markers for drawing were offered a reward for drawing with… |
Sequence 14150 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 how does montessori education differ from Playful learning? There are… |
Sequence 15151 Lillard • Playful Learning and Montessori Education up the Red and Blue Rods, the first of the Montessori mathematics… |
Sequence 16152 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 ally, in a Montessori classroom, children cannot choose to engage in… |
Sequence 17153 Lillard • Playful Learning and Montessori Education it. For example, a child might realize independently that two sides… |
Sequence 18154 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 to pretend, and they do it even in cultures that restrict it (Carlson,… |
Sequence 19155 Lillard • Playful Learning and Montessori Education Some child-development specialists maintained that pretend- ing… |
Sequence 20156 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 means to development. In this sense, Montessori’s views of pretense are… |
Sequence 21157 Lillard • Playful Learning and Montessori Education Regarding children’s love of and need for fantasy, recent research… |
Sequence 22158 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Witherington 2004; Ma and Lillard 2006; Nishida and Lillard 2007). And… |
Sequence 23159 Lillard • Playful Learning and Montessori Education Dyer 1975). Montessori was one of several programs compared in two… |
Sequence 24160 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 (parents had applied to send their children to the school). Chil- dren… |
Sequence 25161 Lillard • Playful Learning and Montessori Education important consideration in Montessori research and might explain… |
Sequence 26162 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Social and Personality Outcomes The study reported earlier by Lillard… |
Sequence 27163 Lillard • Playful Learning and Montessori Education summary Montessori shares many elements of playful learning,… |
Sequence 28164 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Amabile, Teresa M., Beth Ann Hennessey, and Barbara S. Grossman. 1986. “… |
Sequence 29165 Lillard • Playful Learning and Montessori Education Case of Mennonite Children.” Merrill-Palmer Quarterly 44:538–65.… |
Sequence 30166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 31167 Lillard • Playful Learning and Montessori Education Ginsburg, Kenneth. 2007. “The Importance of Play in Pro- moting… |
Sequence 32168 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Honomichl, Ryan D., and Zhe Chen. 2012. “The Role of Guidance in… |
Sequence 33169 Lillard • Playful Learning and Montessori Education Extrinsic Rewards: A Test of the ‘Overjustification’ Hypothesis.”… |
Sequence 34170 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Wiley-Blackwell Handbook of Childhood CognitiveDevelop- ment, edited by… |
Sequence 35171 Lillard • Playful Learning and Montessori Education ———. (1948) 1976. From Childhood to Adolescence Including “Erdkinder… |
Sequence 36172 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Experience: A Comparison of Montessori and Traditional School… |
Sequence 37173 Lillard • Playful Learning and Montessori Education Schacker, Jennifer. 2003. National Dreams: The Remaking of Fairy… |
Sequence 38174 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Weisberg, Deena S., Kathy Hirsch-Pasek, and Roberta Golinkoff.… |
Sequence 1community: a hallmark of our aPProach by Connie Black All the basics of the Montessori prepared environment are put into an… |
Sequence 28 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Dr. Montessori understood and appreciated the importance of community in… |
Sequence 39 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 410 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 that of which we are fully capable. We often experience intense joy in… |
Sequence 511 Black • Community grouping allows each of the children to work at their own pace and rhythm, eliminating the bane of… |
Sequence 612 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the child’s family, including all their names, the child’s birth order… |
Sequence 713 Black • Community and nurture others is all education for life. This is the education for life that occurs while being in… |
Sequence 814 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 This, she told us, is the task of educa- tion. She told us that… |
Sequence 915 Black • Community the child can develop a life. That is why we call this institu- tion a House of Children. The idea is… |
Sequence 1016 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 ful activity upon which the child can focus her concentration. This is… |
Sequence 1117 Black • Community enough to know all the steps by heart and exactly what comes next. We have to do more than give… |
Sequence 1218 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 of grace and courtesy to give the children the movements and language… |
Sequence 1319 Black • Community The mixed age range offers the opportunity for younger children to become admirers of their elder… |
Sequence 1420 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 able young man serving as a mentor and companion to the young man with… |
Sequence 1521 Black • Community Dr. Montessori said, “Cooperation is the consequence of a free life with free activity” (The 1946… |
Sequence 1622 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Dr. Montessori saw the failure of civilization (remember she lived… |
Sequence 1723 Black • Community a May you make of yourself a light, inspiring awe and wonder in each of the lives you touch everyday… |
Sequence 1children’s house: the PrePared environment as an oasis by Cheryl Ferreira Cheryl Ferreira vigorously pursues the Montessori… |
Sequence 226 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 described as a paradise that heals the soul. Our world today can be… |
Sequence 327 Ferreira • Children’s House: The Prepared Environment as an Oasis Water—A lake or underground spring that comes • to the… |
Sequence 428 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Montessori classrooms provide a prepared environment where children are… |
Sequence 529 Ferreira • Children’s House: The Prepared Environment as an Oasis Indoors The main work area includes a kitchen or food… |
Sequence 630 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 activities) and a space for gross movement ac- tivities, such as… |
Sequence 731 Ferreira • Children’s House: The Prepared Environment as an Oasis the motives for activity as they stimulate spontaneous… |
Sequence 832 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Basic Montessori Principles The basic principle that the Montessori… |
Sequence 933 Ferreira • Children’s House: The Prepared Environment as an Oasis “child who is not yet there” and greet each child… |
Sequence 1034 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 in your locker, leave behind your plans for the evening and your list of… |
Sequence 1135 Ferreira • Children’s House: The Prepared Environment as an Oasis are set, we see the children slowly grow in independence… |
Sequence 1236 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 vide the longest possible period for the children who choose their own… |
Sequence 1337 Ferreira • Children’s House: The Prepared Environment as an Oasis children look up to and admire the work of the older… |
Sequence 1438 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 step on the path to normalization. The child who has experienced the… |
Sequence 1539 Ferreira • Children’s House: The Prepared Environment as an Oasis Montessori, Maria. “The House of Children.” Lecture de… |
Sequence 1the natural World as PrePared environment by Louise Chawla Louise Chawla’s autobiographical beginning of this article shows… |
Sequence 242 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 my research as it relates to children and nature, and relate it to my… |
Sequence 343 Chawla • The Natural World as Prepared Environment This caught me up short. I don’t think of Dr. Montessori as a vagrant—… |
Sequence 444 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 ing, and responding freshly to the needs of the child, wherever it takes… |
Sequence 545 Chawla • The Natural World as Prepared Environment What captured my interest during my first year in graduate school was… |
Sequence 646 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 around their homes, too. And they often wrote about this out-of- school… |
Sequence 747 Chawla • The Natural World as Prepared Environment I did find, however, that among the authors who recorded these… |
Sequence 848 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the roots. My eyes would contemplate the cockleweeds without searching… |
Sequence 949 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 1050 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 that it is nature and culture together that give these experiences their… |
Sequence 1151 Chawla • The Natural World as Prepared Environment Human Potential. Although many people in her generation shared this… |
Sequence 1252 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 When I said that as often as a special place, people spoke about family… |
Sequence 1353 Chawla • The Natural World as Prepared Environment to find fishing bait under rocks, but also just to “appreciate what’s… |
Sequence 1454 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 In 1994, I had the idea of reviving a project called “Growing Up in… |
Sequence 1555 Chawla • The Natural World as Prepared Environment inhabited by 1,000 people, 780 live in low-income areas and 390 are… |
Sequence 1656 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 In the elementary years, as children learn about world history and… |
Sequence 1757 Chawla • The Natural World as Prepared Environment about what Maria Montessori herself epitomized: the education of girls… |
Sequence 1858 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 1959 Chawla • The Natural World as Prepared Environment Montessori, M. To Educate the Human Potential. 1948. Ox- ford: Clio… |
Sequence 1resilient communities: an ecological PersPective by Tom Wessels Tom Wessel’s view of interdependent local ecologies lays out… |
Sequence 282 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Self-organization, the observation that as a system grows, it gets not… |
Sequence 383 Wessels • Resilient Communities: An Ecological Perspective of our single cells multiplied itself into more than 30… |
Sequence 484 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 If two species survive their initial introduction, natural selection… |
Sequence 585 Wessels • Resilient Communities: An Ecological Perspective on the same insects that live on the bark of trees, but due… |
Sequence 686 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 time provided services that supported the whole without anyone directing… |
Sequence 787 Wessels • Resilient Communities: An Ecological Perspective writes in Biomimicry, “The more our world functions like the… |
Sequence 888 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 organization and yet it is critical in movements for social change. It… |
Sequence 1Blending differing PersPectives of Parents and guides: meeting Parents Where they are and Bringing them along on the Journey… |
Sequence 292 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 The children in our schools are on a developmental journey. We, as… |
Sequence 393 Joyce • Blending Differing Perspectives of Parents and Guides parents have been asking this question forever, but it has… |
Sequence 494 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 on the same team. As trained professionals, we are the experts on child… |
Sequence 595 Joyce • Blending Differing Perspectives of Parents and Guides the way parents want to hear. I am suggesting to talk to… |