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Sequence 5127 Trierweiler • An Overview of Family Star Montessori School Family Star has three primary classrooms that are fully… |
Sequence 6128 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 As a Head Start and Early Head Start program, Family Star offers… |
Sequence 7129 Trierweiler • An Overview of Family Star Montessori School fit their hands and myriad opportunities to take care of… |
Sequence 8130 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 a RefeRences Montessori, Maria. Education for a New World. 1946. Madras… |
Sequence 1common Toddler Behaviors and waYs To keeP calm by Mary Santelman Mary Santelman discusses all forms of biting, the labeling… |
Sequence 2134 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Adults often pay attention to the physical development and mile- stones… |
Sequence 3135 Santelman • Common Toddler Behaviors and Ways to Keep Calm throughout the past forty years as a reminder of the critical… |
Sequence 4136 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Some children who bite do not show any facial expressions or appear to… |
Sequence 5137 Santelman • Common Toddler Behaviors and Ways to Keep Calm on the child who is biting or a child who may be bit… |
Sequence 6138 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 ship who provides a safe harbor for the child to navigate through all of… |
Sequence 7139 Santelman • Common Toddler Behaviors and Ways to Keep Calm to redirect and connect left-brain to left-brain where there… |
Sequence 8140 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 During these tough times, I offer parents and caregivers the… |
Sequence 9141 Santelman • Common Toddler Behaviors and Ways to Keep Calm did not involve me or any child, but adults. My mother worked… |
Sequence 10142 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 being: 1) loving, nurturing, responsive relationships; 2) feelings of… |
Sequence 11143 Santelman • Common Toddler Behaviors and Ways to Keep Calm Limits should be given consistently and with positive expecta… |
Sequence 12144 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 children and adults connecting and working together; and 8) help- ing… |
Sequence 13145 Santelman • Common Toddler Behaviors and Ways to Keep Calm hiTTing The refresh BuTTon Young children can be struggling… |
Sequence 14146 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Self-Care. • Find ways to care for yourself and make it a priority to… |
Sequence 15147 Santelman • Common Toddler Behaviors and Ways to Keep Calm Ginott, Haim. Teacher and Child: A Book for Parents and… |
Sequence 1whaT is The ideal infanT grouP care environmenT: monTessori nido versus infanT daYcare Programs by Emily Shubitz Emily… |
Sequence 2150 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Montessori’s incredible insight and her lifelong scientific observa-… |
Sequence 3151 Shubitz • What is the Ideal Infant Group Care Environment In 1946, Adele Costa Gnocchi, professor of phi- losophy at… |
Sequence 4152 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Most daycare programs seem to lean toward an environment that is… |
Sequence 5153 Shubitz • What is the Ideal Infant Group Care Environment It is essential for the proper functioning of the nervous… |
Sequence 6154 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 role modeling. There lacks the learning that often happens naturally… |
Sequence 7155 Shubitz • What is the Ideal Infant Group Care Environment chair and with a bottle until the child is ready to transition… |
Sequence 8156 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 New York City Speech Pathologist Joslin Zeplin stated, “A sippy cup can… |
Sequence 9157 Shubitz • What is the Ideal Infant Group Care Environment the Nido may need to be cut short as to support the community… |
Sequence 10158 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 infants, we need to feel empowered to talk to parents about the… |
Sequence 11159 Shubitz • What is the Ideal Infant Group Care Environment Daycare centers are not always open to the idea of using cloth… |
Sequence 12160 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 and who continue to attend courses and workshops to stay current on… |
Sequence 13161 Shubitz • What is the Ideal Infant Group Care Environment creaTing a nido If you have read this far and find yourself… |
Sequence 14162 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 6. Level of education Do you require a BS or BA degree? • Can you have… |
Sequence 15163 Shubitz • What is the Ideal Infant Group Care Environment Materials to Consider for the Nido 1. Sleeping area Floor… |
Sequence 16164 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Dishwasher (somewhere in the school) • Packet foods should be emptied… |
Sequence 17165 Shubitz • What is the Ideal Infant Group Care Environment Extra clothing • Changing table • Changing pad for the… |
Sequence 18166 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 have seen children totally change as they acquire a love for things and… |
Sequence 19167 Shubitz • What is the Ideal Infant Group Care Environment Moudry, Sarah. “Toileting From Birth.” 2013. March 18, 2014… |
Sequence 1The infanT-ParenT class: maximizing ouTcomes by Sarah Moudry The infant-parent class offers the school’s first opportunity… |
Sequence 2170 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 over. She’ll say to me, “She hates being on her tummy.” I respond, “In… |
Sequence 3171 Moudry • The Infant-Parent Class: Maximizing Outcomes to respond to the needs of the people that use the space. In this… |
Sequence 4172 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the children who are crawling and beginning to walk. Some classes have… |
Sequence 5173 Moudry • The Infant-Parent Class: Maximizing Outcomes Children explore with the tongue through the freedom to put… |
Sequence 1ToileTing by Sarah Moudry Functional independence in toilet training involves muscle control, the awareness and desire to… |
Sequence 2176 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 ready to read. They do this so their child is surrounded by letters,… |
Sequence 3177 Moudry • Toileting who can prepare snack but urinates on himself constantly is truly independent. We cannot fool… |
Sequence 4178 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 asked to sit on the toilet and change into “school underwear” be- fore… |
Sequence 5179 Moudry • Toileting a toilet independence at home and other environments. Inconsistency between home and school may… |
Sequence 1Feature joYful engagemenT: monTessori’s common core sTandard by Sarah Werner Andrews Linking joy and engagement together,… |
Sequence 2184 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 There is nothing wrong with this mission statement; it is a good thing… |
Sequence 3185 Andrews • Joyful Engagement Happiness Contributes to Engagement Happiness and positive emotions contribute to learning… |
Sequence 4186 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Let’s look at this quotation from a Montessori perspective. “… |
Sequence 5187 Andrews • Joyful Engagement with whom, and they can do it as long as time and interest allow. However, we also have… |
Sequence 6188 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 does the activity, it is an expression of his own creative impulses, not… |
Sequence 7189 Andrews • Joyful Engagement fully engaged, are fully in the moment, and experience what the psychologist Mihaly… |
Sequence 8190 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 play that are important to cognitive and social development, and are… |
Sequence 9191 Andrews • Joyful Engagement is to look smart, they avoid risks that might lead to failure. Her re- search shows that… |
Sequence 10192 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Grace and Courtesy lessons offer children the opportunity to learn and… |
Sequence 11193 Andrews • Joyful Engagement foster any one of those (such as academic achievement) is to foster all of them. How do we… |
Sequence 12194 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 dressing Skills and Attitudes, Not Just Content. September 1, 2010.… |
Sequence 1Feature “The lines ThaT make The clouds” The essence of The maThemaTical mind in The firsT six Years of life by Ginni… |
Sequence 2198 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the clouds.” A precociously verbal toddler gives rare voice to the… |
Sequence 3199 Sackett • “The Lines That Make the Clouds” and the mind it supports. It is one of many abstractions (the absor- bent… |
Sequence 4200 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 cal mind.” I take the term from Pascal … who said that man’s mind was… |
Sequence 5201 Sackett • “The Lines That Make the Clouds” Order: Montessori describes order as forming the • basis of the human mind.… |
Sequence 6202 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 The maThemaTical mind aT work When we explore this mathematical aspect… |
Sequence 7203 Sackett • “The Lines That Make the Clouds” the intelligence itself, the “form of the mind” which (as Montessori stated)… |
Sequence 8204 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 and over again your mind followed this progression for sensorial… |
Sequence 9205 Sackett • “The Lines That Make the Clouds” personality in just the same way as hereditary features of the body are… |
Sequence 10206 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 outcome, the mathematical mind hungers for the most reliable ver- sions… |
Sequence 11207 Sackett • “The Lines That Make the Clouds” for evaluating anything made available for a young child’s activity. The… |
Sequence 12208 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 specialized training. Mathematics has had philosophical, religious,… |
Sequence 13209 Sackett • “The Lines That Make the Clouds” the relationships between and among the accumulated data to cre- ate accurate… |
Sequence 14210 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Conversely, The effort put into work, study and learning is the result… |
Sequence 15211 Sackett • “The Lines That Make the Clouds” sary experience to create precedents in a mind that is then prepared to act… |
Sequence 16212 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Montessori advises us here that by harnessing this natural process, we… |
Sequence 17213 Sackett • “The Lines That Make the Clouds” new patterns of connection built onto the logical sequence, order, and… |
Sequence 18214 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 inevitable when the child is provided with the means and opportuni- ties… |
Sequence 19215 Sackett • “The Lines That Make the Clouds” a references Devlin, Keith. The Math Gene: How Mathematical Think- ing… |
Sequence 1Feature reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about coming to America in 1962… |
Sequence 2218 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 The Montessori movement has certainly flourished here in the United… |
Sequence 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 4220 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the materials and the order of presentation. At the same time Mr.… |
Sequence 5221 Verschuur • Reflections lessons learned from forTY-Plus Years in The classroom Dr. Montessori saw education as an aid to… |
Sequence 6222 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 in Tokyo, London, or San Francisco would instantly recognize the same… |
Sequence 7223 Verschuur • Reflections Every presentation should be as new to me as it is to the person to whom it is being made. Over… |
Sequence 8224 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 much to learn about what each child needs by listening and being open.… |
Sequence 1BuilDing The inclusive MonTessori school by Pam Shanks Pam Shanks describes Raintree Montessori School, an exemplary inclu… |
Sequence 26 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 A shared value base is at the core of a successful inclusion com- munity… |
Sequence 37 Shanks • Building the Inclusive Montessori School intelligence. Would she have been accepted into your school as a child?… |
Sequence 48 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lation as a whole. I believe that it is best to place young children in… |
Sequence 59 Shanks • Building the Inclusive Montessori School Physical integration, the first stage, has to do with creating physical… |
Sequence 610 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 familiar to Montessori practitioners, social inclusion is achieved when… |
Sequence 711 Shanks • Building the Inclusive Montessori School A sign at the entrance says, “Welcome to our school” in the language of… |
Sequence 812 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The asphalt path encircles the entire property creating connections… |
Sequence 913 Shanks • Building the Inclusive Montessori School Pathways around the primary playground and through the primary gardens. |
Sequence 1014 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Functional Inclusion The second level of inclusion, functional inclusion… |
Sequence 1115 Shanks • Building the Inclusive Montessori School The Physical Environment of the Classroom The physical characteristics… |
Sequence 1216 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 with a child who experienced vision deficits might be a good match for a… |
Sequence 1317 Shanks • Building the Inclusive Montessori School children who have identified delays but rather are those that require… |