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Sequence 541 Bettmann • Building Spoken Language in the First Plane Love of articulating relationships around the order • of the… |
Sequence 642 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 Correct Grammar The common dialect absorbed by the child includes a… |
Sequence 743 Bettmann • Building Spoken Language in the First Plane VoCaBulary In the book How Babies Talk: The Magic and Mystery of… |
Sequence 844 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 would go on and on. Eventually one day the child came to the directress… |
Sequence 945 Bettmann • Building Spoken Language in the First Plane Memorization of nomenclature…seems to be the bread upon which his… |
Sequence 1046 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 Sensorial Attributes: Qualities of the World Language consolidates the… |
Sequence 1147 Bettmann • Building Spoken Language in the First Plane tives are easily incorporated into the Bring Me and Environment… |
Sequence 1248 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 of the world has a link with the puzzle maps. Other items that have been… |
Sequence 1349 Bettmann • Building Spoken Language in the First Plane Here are some ways that courteous expressions can be practiced in… |
Sequence 1Wondering aloud by Carla Foster Presenting the Montessori tools of the great lessons highlights the power of storytelling in… |
Sequence 252 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 “Oh most learned Theuth,” replied Thamus, “It happens that you, who are… |
Sequence 353 Foster • Wondering Aloud a “Linnaean” view of writ- ing, that all the words they see around them, the books and the… |
Sequence 454 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 But let us take one step away from oral storytelling and think more… |
Sequence 555 Foster • Wondering Aloud rhythmic patterns awaken the mind. Other memorization techniques do similar things. None of them… |
Sequence 656 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 variations that exist in English (or any other nonphonetic language).… |
Sequence 757 Foster • Wondering Aloud The “game” or conversation consists of investigating relation- ships. The first question to ask… |
Sequence 858 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 With elementary children, it is not enough just to make the children… |
Sequence 959 Foster • Wondering Aloud So he made up some problems and I timed him. He realized that, without sevens, he could do a 3-… |
Sequence 1060 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 because he understood the importance of having them as quickly… |
Sequence 1161 Foster • Wondering Aloud use them to help the child develop the reasoning mind. What helps the reasoning mind to develop… |
Sequence 1262 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 What has happened before our appearance on the • stage? This is the… |
Sequence 1363 Foster • Wondering Aloud When the child comes into the elementary at six, the children maybe have seen such a chart in a… |
Sequence 1464 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 Does the child have any background knowledge to • interpret all the… |
Sequence 1565 Foster • Wondering Aloud As a narrative, the presentation has a beginning, a middle, and a resolution. It has main… |
Sequence 1666 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 aspect, the checkerboard becomes a mechanical trick. The division of… |
Sequence 1767 Foster • Wondering Aloud Each person can whisper what they think will be • the answer to their neighbor. The neighbor… |
Sequence 1868 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 about the way the world works and the way that we work as human beings… |
Sequence 119th international montessori training Course, london leCture 29 17 noVemBer 1933 by Maria Montessori Followers of Maria… |
Sequence 272 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 than sublime poetry. This poem of Dante is full of philosophy, full of… |
Sequence 373 Montessori • 19th International Montessori Training Course, London Dante, a very dramatic canto on the Inferno where a… |
Sequence 474 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 Here I should like to illustrate to you the harmony of the verses (… |
Sequence 575 Montessori • 19th International Montessori Training Course, London discovered that we had been there 2 ½ or 3 ½ hours. And… |
Sequence 676 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 of these verses and finally whole cantos of Dante. It is not an easy… |
Sequence 777 Montessori • 19th International Montessori Training Course, London distinguish them. It is interesting to see the same… |
Sequence 878 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 we have 14 syllables, there are 3 syllables which must somehow be drawn… |
Sequence 979 Montessori • 19th International Montessori Training Course, London pictures taken of the children in the scenes which they… |
Sequence 1helping the Child in the Conquest of the Written language by A. M. Joosten A. M. Joosten writes from his deep and long… |
Sequence 282 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 All the activities mentioned should be understood as “addi- tional” to… |
Sequence 383 Joosten • Helping the Child in the Conquest of the Written Language ii. moVaBle alphaBet After presenting the movable… |
Sequence 484 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 quite some time. He may, however, at this particular moment not be… |
Sequence 585 Joosten • Helping the Child in the Conquest of the Written Language conclusion we can ask the child: “Would you like to… |
Sequence 686 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 With the help of the above mentioned activities the child is helped to… |
Sequence 787 Joosten • Helping the Child in the Conquest of the Written Language first sound of some, or all, of them. This reflects… |
Sequence 888 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 child in question or he can give its picture to us. The end of the… |
Sequence 989 Joosten • Helping the Child in the Conquest of the Written Language them and ask the children to repeat what we said or… |
Sequence 1the hungry mind: from the first to the seCond plane of deVelopment by Baiba Krumins Grazzini Baiba Krumins Grazzini has… |
Sequence 292 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 The individual’s actual birth as an infant is represented by the red… |
Sequence 393 Krumins Grazzini • The Hungry Mind will be changes involving the mind or the intellect and, in corre- spondence with… |
Sequence 494 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 The teeth also change, as Montessori points out. At around the age of… |
Sequence 595 Krumins Grazzini • The Hungry Mind but many things taught in the succeeding secondary school period. (Creative… |
Sequence 696 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 The environment that the older child seeks could not be more different.… |
Sequence 797 Krumins Grazzini • The Hungry Mind need to understand both the world and humanity? How does the world function in all its… |
Sequence 898 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 that only he can imagine. Although the second plane is not a plane of… |
Sequence 999 Krumins Grazzini • The Hungry Mind nature offers: sun, land, sea and sky, wind and rain, snow and ice, sunrise and sunset… |
Sequence 10100 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 new realities that he is interested in, from the vast environment of the… |
Sequence 11101 Krumins Grazzini • The Hungry Mind of thinking and understanding as well as with action and physical work. In this way,… |
Sequence 12102 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 do not want complacent pupils, but eager ones; we seek to sow life in… |
Sequence 13103 Krumins Grazzini • The Hungry Mind ---. To Educate the Human Potential. 1948. Oxford: Clio, 1989. Montessori, Mario. “… |
Sequence 1The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni Sackett Ginni Sackett shares insights ignited… |
Sequence 26 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 as being characterized by “experiment, observation, evidence, rec-… |
Sequence 37 Sackett • The Scientist in the Classroom world or grow to destroy the world. It is in this context that he concluded his… |
Sequence 48 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 finally settled on medicine as her life’s work. She became a physi- cian… |
Sequence 59 Sackett • The Scientist in the Classroom in the classroom. Our legacy as practitioners of Montessori educa- tion is not… |
Sequence 610 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Her next major work is occasionally known in English by the title… |
Sequence 711 Sackett • The Scientist in the Classroom What can we conclude from this remarkable section of Montes- sori’s remarkable… |
Sequence 812 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 experiments, constant experiments with each child who crosses the… |
Sequence 913 Sackett • The Scientist in the Classroom of a particular child, the truth of our children. And then–because we are not… |
Sequence 1014 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 person I heard use the phrase “recreating the experiment.” Every… |
Sequence 1115 Sackett • The Scientist in the Classroom Montessori writes about this in Spontaneous Activity in Edu- cation. She… |
Sequence 1216 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 will be a positive contribution to our mindfulness as scientists in the… |
Sequence 1317 Sackett • The Scientist in the Classroom we can only do so out of our scientific conviction. We must know that if the… |
Sequence 1418 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Some discoveries might cause us to question our legacy of information… |
Sequence 1519 Sackett • The Scientist in the Classroom We understand that it is not enough to know what to do in those environments, we… |
Sequence 1620 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 reFerences Menand, Louis. “The Metaphysical Club: A Story of Ideas in… |
Sequence 1The scienTisT in The cAsA: The child As scienTisT in The MAking by Ginni Sackett If a parent were to ask what science and… |
Sequence 224 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 In particular, I would like to explore with you the word science and the… |
Sequence 325 Sackett • The Scientist in the Casa that “Science builds and tests competitive hypotheses from partial evidence and… |
Sequence 426 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 imagination. They incorporate the mind by cultivating clear judg- ment.… |
Sequence 527 Sackett • The Scientist in the Casa knowledge for the very practical purpose of supporting optimal development in young… |
Sequence 628 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 evidence and imagination in order to generate knowledge about the real… |
Sequence 729 Sackett • The Scientist in the Casa something that has already been proven through interaction with the real world. So… |
Sequence 830 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Then we must employ our minds to judge the worth and validity of each… |
Sequence 931 Sackett • The Scientist in the Casa that was my choice as a teacher in the Casa (even though science activities were… |
Sequence 1032 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 of the areas of the Casa. From this concrete experience they will be… |
Sequence 1133 Sackett • The Scientist in the Casa according to these interactive, process-oriented criteria. Confirming how each… |
Sequence 1234 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 for us when we explore the activities of the Casa from this per-… |
Sequence 1335 Sackett • The Scientist in the Casa And finally, this quote emphasizes the vital importance of culti- vating the mind… |
Sequence 1globAl science And sociAl sysTeMs: The essenTiAls oF MonTessori educATion And peAce FrAMeworks From Childhood to Adolescence… |
Sequence 238 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 piece of embroidery—the whole constitutes a magnificent cloth. (From… |
Sequence 339 Kahn • Global Science and Social Systems The MonTessori eleMenTAry inFrAsTrucTure The Interdependencies: The Abstract… |
Sequence 440 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 in the interests of the harmony of creation, which is achieved by the… |
Sequence 541 Kahn • Global Science and Social Systems ecosystem contains most meaningful (Greg MacDonald, unpub- lished course notes… |
Sequence 642 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 This is the Montessori big picture constituting “networks of the mind” (… |
Sequence 743 Kahn • Global Science and Social Systems not an end in themselves. And to understand anything in the real world, to help… |
Sequence 844 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 system for evolution—the most comprehensive, dynamic drama of all time… |
Sequence 945 Kahn • Global Science and Social Systems evolutionary end of human history implicit in Montessori’s cosmic plan. In a… |
Sequence 1046 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 The brief review that we have taken of history of human civilization has… |
Sequence 1147 Kahn • Global Science and Social Systems The knowledge demanded is not a subject to be covered, but rather knowledge to… |
Sequence 1248 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 From a current list of Montessori occupations on the farm from Hershey… |
Sequence 1349 Kahn • Global Science and Social Systems Occupations Classified as Science Lessons 2001–2002 Chemistry • Atoms and… |