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Sequence 1212 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 and allows us to understand reality more precisely (“the hand is the… |
Sequence 1313 Lawrence • The Revelation of the Universal Child in 1956 and previously titled “Tendencies of Man.” Amsterdam: AMI, 2003… |
Sequence 1The edUCaTion of The individUal by Maria Montessori Only when we look at education from birth and follow the inner… |
Sequence 216 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Glass walled classroom Let us begin by attempting to clarify a few… |
Sequence 317 Montessori • The Education of the Individual this open-endedness of the human personality–the development of… |
Sequence 418 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 We must call on biology, which has revealed many secrets of life that… |
Sequence 519 Montessori • The Education of the Individual which all the rest follow, is then to help the child develop all his… |
Sequence 620 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 curriculum will always be an aid in education, but it must not be forced… |
Sequence 721 Montessori • The Education of the Individual follow the dictates of his nature. It is not the adult who teaches him this… |
Sequence 822 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 ject to them, so that the laws of life may guide his development.… |
Sequence 923 Montessori • The Education of the Individual adolescent to live an independent, individual life in order to fulfil the… |
Sequence 1024 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Mario Montessori and Maria Montessori, 1938 noble ideas and great… |
Sequence 1125 Montessori • The Education of the Individual to be a selfish creature. But he is not selfish in this regard. Selfish-… |
Sequence 1226 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 If secondary education, however, is set up along the very same lines as… |
Sequence 1327 Montessori • The Education of the Individual can earn their livelihood. They must have this opportunity because they will… |
Sequence 1428 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 a and be recognized as men of value to society. They would then have a… |
Sequence 1The soCial RelevanCe of monTessoRi in The fiRsT plane by Sarah Werner Andrews This article represents an amazing reversal of… |
Sequence 232 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 special education programs. One of my brothers-in-law is a positive… |
Sequence 333 Andrews • The Social Relevance of Montessori in the First Plane service providers, and the state and federal government.… |
Sequence 434 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 over time, widening the achievement gap for children of color and low… |
Sequence 535 Andrews • The Social Relevance of Montessori in the First Plane First we’ll see how the National School Readiness… |
Sequence 636 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 towards school and learning affect experience; and creativity, inde-… |
Sequence 737 Andrews • The Social Relevance of Montessori in the First Plane abilities they need to maximize their potential and live a… |
Sequence 838 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Physical Well-Being and Motor Development This first domain, physical… |
Sequence 939 Andrews • The Social Relevance of Montessori in the First Plane Montessori writes, “Movement has great importance in… |
Sequence 1040 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 sweater, or to welcome a guest to the community, and this gives the… |
Sequence 1141 Andrews • The Social Relevance of Montessori in the First Plane needs of the environment. His activity is directed outward… |
Sequence 1242 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 nels in the brain. All of these “happiness neurochemicals” decrease the… |
Sequence 1343 Andrews • The Social Relevance of Montessori in the First Plane Language Development Dr. Adele Diamond, the executive… |
Sequence 1444 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 to generation as long as the soul and intelligence lasts” (65). This is… |
Sequence 1545 Andrews • The Social Relevance of Montessori in the First Plane The structure of activity in sensorial also supports… |
Sequence 1646 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Philosophical Baby, echoes this understanding when she summarizes, “… |
Sequence 1747 Andrews • The Social Relevance of Montessori in the First Plane These characteristics of self-discipline and social-… |
Sequence 1848 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 paRT 2 iT’s noT aBoUT The fish In part two, Sarah Werner Andrews takes… |
Sequence 1949 Andrews • The Social Relevance of Montessori in the First Plane moved, defense mechanisms fell away, and the child… |
Sequence 2050 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 superficial and temporary; with time, they fade into obscurity. It is… |
Sequence 2151 Andrews • The Social Relevance of Montessori in the First Plane trained today. So instead of thinking about “school… |
Sequence 2252 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Because the human tendencies are innate and universal, they level the… |
Sequence 2353 Andrews • The Social Relevance of Montessori in the First Plane Where does this child and her work fit into the larger… |
Sequence 2454 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 unfamiliar territory for themselves and for us. We are relinquish- ing… |
Sequence 2555 Andrews • The Social Relevance of Montessori in the First Plane isn’t like that!” Exploration elevates the children’s work… |
Sequence 2656 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 is a cultural and social exploration of engaging with a constantly… |
Sequence 2757 Andrews • The Social Relevance of Montessori in the First Plane actions: when they experiment, when they try something… |
Sequence 2858 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 developing cognition and knowledge. We are not here to teach the… |
Sequence 2959 Andrews • The Social Relevance of Montessori in the First Plane each of these rubrics is belief in the greatness of human… |
Sequence 3060 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Brown, John Seely & Thomas, Douglas. A New Culture of Learning:… |
Sequence 3161 Andrews • The Social Relevance of Montessori in the First Plane ---. Unpublished London Lecture #24. From Lectures Held… |
Sequence 1BiRTh To six: a foUndaTion foR all ThaT Comes laTeR by Judith Orion Judi Orion, a Montessori expert on the birth-to-six… |
Sequence 264 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 She gave us a human development framework that became the framework for… |
Sequence 365 Orion • Birth to Six: A Foundation for All that Comes Later istics. The first and third are planes of great physical,… |
Sequence 466 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 mammal and still has mammalian behaviors if we allow them to manifest.… |
Sequence 567 Orion • Birth to Six: A Foundation for All that Comes Later is a period that lays a foundation. Once the physical body is… |
Sequence 668 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 sources of information about development for this period, so much so… |
Sequence 769 Orion • Birth to Six: A Foundation for All that Comes Later how else is the child going to learn about being human if he… |
Sequence 870 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 falling in love? He is falling in love also, just in a different way. He’… |
Sequence 971 Orion • Birth to Six: A Foundation for All that Comes Later cares for the child) can ask questions that seem too… |
Sequence 1072 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 need to understand that what they would ideally like is one-to-one care… |
Sequence 1173 Orion • Birth to Six: A Foundation for All that Comes Later ready for primary. This child was probably ready a month ago… |
Sequence 1274 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 independent. This is a passing phase. They will see the other children… |
Sequence 1375 Orion • Birth to Six: A Foundation for All that Comes Later gather a small group of three children and give a language… |
Sequence 1476 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 own work. This work reconnects the child with reality, work that can be… |
Sequence 1577 Orion • Birth to Six: A Foundation for All that Comes Later ConClUsion We need to become proactive, beginning within our… |
Sequence 1678 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Work to acquire human language. • This work requires at least one… |
Sequence 1779 Orion • Birth to Six: A Foundation for All that Comes Later Our other theoretical guide throughout the first plane of… |
Sequence 1880 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Our responsibility then is to focus some of our scheduled observation on… |
Sequence 1981 Orion • Birth to Six: A Foundation for All that Comes Later clubs, they enter the age of “rudeness,” they relish in… |
Sequence 1UndeRsTandinG The yoUnGesT ChildRen: hoW To BUild a deep aWaReness of The ToddleR WiTh paRenTs and CaReGiveRs by Nichole… |
Sequence 284 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Taking the above quote from Maria Montessori, the definition or idea of… |
Sequence 385 Holtvluwer • Understanding the Youngest Children What works for some families may not work for others, so we must be… |
Sequence 486 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 BUildinG a RelaTionship In my work with parents, I’ve found that the… |
Sequence 587 Holtvluwer • Understanding the Youngest Children pRovidinG knoWledGe The majority of parents are hungry for knowledge… |
Sequence 688 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 offer your help prior to actually providing it in order to avoid the… |
Sequence 789 Holtvluwer • Understanding the Youngest Children Remember that just as the children grow while in our care, so do the… |
Sequence 1The monTessoRi ClassRoom: a foUndaTion foR GloBal CiTizenship by Gerard Leonard Gerard Leonard maps the child’s increasingly… |
Sequence 292 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 day in Seattle and a few more to travel west to the Olympic Rain- forest… |
Sequence 393 Leonard • The Montessori Classroom bi-national ecosystem, and laying between the Cascade Range and the Olympic Mountains… |
Sequence 494 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 out of acquaintance with the true story of a place and seeing that story… |
Sequence 595 Leonard • The Montessori Classroom good fortune to be welcomed and taught about Mexico by wonderful people who are so… |
Sequence 696 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Baghdad, and The Spice Road from the Moluccas through South India to… |
Sequence 797 Leonard • The Montessori Classroom then to examine the reality of human interdependencies and see humanity as a single… |
Sequence 898 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 it is also a place to experience what it is like to live and work in a… |
Sequence 999 Leonard • The Montessori Classroom and to the local society in his town, county, and bioregion. From this security and… |
Sequence 10100 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Weaving through all of the prepared environments of Montessori schools… |
Sequence 11101 Leonard • The Montessori Classroom I began today telling a little of the story of Seattle because it is first of all… |
Sequence 12102 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 A wise, global citizen loves his home, his land, and his own people and… |
Sequence 13103 Leonard • The Montessori Classroom years the students were asked to list the course that most pushed their knowledge… |
Sequence 14104 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 so on with the absolute excitement of a self-chosen activity. I have… |
Sequence 15105 Leonard • The Montessori Classroom to construct other polygons. Folders containing the art, architecture, and… |
Sequence 16106 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 cated interdependencies. We cannot afford to be ignorant of one half of… |
Sequence 17107 Leonard • The Montessori Classroom cally prepared environment and the need for respectful and loving teachers who… |
Sequence 18108 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 somehow the same. Music is one of the great unifying forces; it is a… |
Sequence 19109 Leonard • The Montessori Classroom humanity connects us; these are classroom essentials when we educate for peace. One… |
Sequence 20110 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Leonard, G. “An Interview with Thomas Berry.” The NAMTA Journal 16.3 (… |
Sequence 1The soCial RooTs of a GloBal CommUniTy by Polli Soholt Polli Soholt points to normalization in the first plane as leading to… |
Sequence 2114 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 with academic information. Dr. Montessori envisioned a different kind of… |
Sequence 3115 Soholt • The Social Roots of a Global Community able to develop along her natural path without obstacles will reach a… |
Sequence 4116 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 The normalized child loves order. We know that these children have a… |
Sequence 5117 Soholt • The Social Roots of a Global Community as well as noticing the efforts the others make to fine tune the skills… |
Sequence 6118 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 engage them beyond a few moments. If that is the case, we need to think… |
Sequence 7119 Soholt • The Social Roots of a Global Community ment is very valuable to the children just learning English. These… |