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Sequence 630 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 pothesis, a framework–also called a mental model–serves as a crucial… |
Sequence 731 Jackson • A Workmanship of Risk in this new age? The integrity of the moment, a protective space for comprehending a… |
Sequence 832 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 for its iconic subject, mammoth size, and handy nearby bench. Siz- ing… |
Sequence 933 Jackson • A Workmanship of Risk of the moment before a perilous landing, a daunting battle and, a fateful turn of war for… |
Sequence 1034 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 ment, Carnegie Mellon University researchers gave a kindergarten class… |
Sequence 1135 Jackson • A Workmanship of Risk skillfully approach a roster of different types of reflective thinking, from the… |
Sequence 1236 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 obvious, to let seemingly unrelated thoughts to converse with one… |
Sequence 1337 Jackson • A Workmanship of Risk of experiments, people memorized word pairs that are “weakly” associated, such as “mouse… |
Sequence 1438 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 And yet I am hopeful. We seem headed down the path of ever-increasing… |
Sequence 1539 Jackson • A Workmanship of Risk pean rebellion against tyranny. Yet the artist deliberately chose to depict not the… |
Sequence 1640 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 SIGCHI Conference on Human Factors in Computing Systems, May 5-10, 2012… |
Sequence 1741 Jackson • A Workmanship of Risk 18. MacGregor, Jeff. “The Maestro.” Smithsonian Magazine, 46.8 (November 12, 2015): 52-86… |
Sequence 1842 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 27. Friedlaender, Gary & Linda Friedlaender. “Art in Sci- ence:… |
Sequence 1943 Jackson • A Workmanship of Risk 35. Rohrer, Doug & Kelli Taylor. “The Effects of Over- learning and Distributed… |
Sequence 1sTraTegies To suPPorT concenTraTion by Annette Haines Annette Haines provides a comprehensive overview of concentration… |
Sequence 246 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 should be retained with ease in the memory of the child. There should be… |
Sequence 347 Haines • Strategies to Support Concentration mind. When a so-called sensitive period focused the child’s energies towards… |
Sequence 448 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 trained adult, the Montessori teacher or guide, is needed to be the… |
Sequence 549 Haines • Strategies to Support Concentration sensiTive or criTical Periods Takao Hensch, professor of molecular and… |
Sequence 650 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 machinery to lay down and select the links among brain cells that will… |
Sequence 751 Haines • Strategies to Support Concentration on the one hand, the judgment of distances and finding one’s way about, is… |
Sequence 852 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 because if the child has the opportunity to experience repeated moments… |
Sequence 953 Haines • Strategies to Support Concentration them write. Writing is a hook to concentration. “The hands are the… |
Sequence 1054 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Big work is a hook. Children enjoy exerting maximum effort. When you… |
Sequence 1155 Haines • Strategies to Support Concentration or dogs or butterflies or flowers. I had a child who loved vacuum cleaners:… |
Sequence 1256 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For the elementary child, Cosmic Education itself is the hook. Maria… |
Sequence 1357 Haines • Strategies to Support Concentration So what is the hook for the adolescent? Well, we are still learn- ing this.… |
Sequence 1458 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 But let me return to the small child. The first period, the period from… |
Sequence 1559 Haines • Strategies to Support Concentration themselves. People who see this say that the character of these children has… |
Sequence 1660 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 scientificamerian.com/article/critical-ingredients-for- brain-… |
Sequence 1Theory inTo PracTice: advancing norMalizaTion for The child under Three by Alyssa Conklin-Moore Alyssa Conklin-Moore… |
Sequence 264 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 translate theory into practice, you are not alone. This is the work that… |
Sequence 365 Conklin-Moore • Theory into Practice: Advancing Normalization to collaborate and communicate with us in the future.… |
Sequence 466 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 with child-sized furnishings, and predominantly natural materials and… |
Sequence 567 Conklin-Moore • Theory into Practice: Advancing Normalization Generating Hands-On Opportunity During infancy, the child… |
Sequence 668 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the environment, we will see glimmers of each of these components that… |
Sequence 769 Conklin-Moore • Theory into Practice: Advancing Normalization infancy, we work to weave the children into activities that… |
Sequence 870 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 false appearance of choices or offer options that we do not actually… |
Sequence 971 Conklin-Moore • Theory into Practice: Advancing Normalization on these well-defined periods of interest in certain areas… |
Sequence 1072 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Development and Refinement of the Senses The young child is inherently… |
Sequence 1173 Conklin-Moore • Theory into Practice: Advancing Normalization this process, the idea that was first physically held and… |
Sequence 1274 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Promoting Points of Interest With each formal presentation that was… |
Sequence 1375 Conklin-Moore • Theory into Practice: Advancing Normalization ways in which we recognize one another are how we role model… |
Sequence 1476 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Building Predictable Routines Live by a consistent schedule that… |
Sequence 1577 Conklin-Moore • Theory into Practice: Advancing Normalization Other times what we need to do is actually minimize our sup… |
Sequence 1678 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 sure we are not mindlessly replicating patterns that evolved from old… |
Sequence 1779 Conklin-Moore • Theory into Practice: Advancing Normalization What’s Missing? Pull out your albums. Explore the table of… |
Sequence 1880 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Brighten the space with a few lovely seasonal items that connect the… |
Sequence 1981 Conklin-Moore • Theory into Practice: Advancing Normalization You can also invite yourself to consider the kinds of work… |
Sequence 2082 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Getting Outside After focusing so intently on the indoor environment, we… |
Sequence 2183 Conklin-Moore • Theory into Practice: Advancing Normalization other words, you can’t go wrong. For those of you guiding… |
Sequence 2284 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the lines of communication open and inviting. As we maintain our calm… |
Sequence 2385 Conklin-Moore • Theory into Practice: Advancing Normalization Find ways to visit with other guides. Get into their… |
Sequence 2486 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 drawn to each of these sources of information. Rather than over-… |
Sequence 2587 Conklin-Moore • Theory into Practice: Advancing Normalization involved when we witness a child fold that language card or… |
Sequence 2688 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 work as a whole. Take the time to put on the apron. Wait for that last… |
Sequence 2789 Conklin-Moore • Theory into Practice: Advancing Normalization act. Our words have offered a possible route to success.… |
Sequence 2890 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 is ruled by special laws quite different from our own. Little children… |
Sequence 2991 Conklin-Moore • Theory into Practice: Advancing Normalization only touch the periphery of the child and never the core. It… |
Sequence 3092 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 seeing birth-to-three manufactured materials that lack purpose or… |
Sequence 3193 Conklin-Moore • Theory into Practice: Advancing Normalization the three-to-six environ- ment. It’s important to create… |
Sequence 3294 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 into appreciating that there is a multitude of brilliantly designed… |
Sequence 3395 Conklin-Moore • Theory into Practice: Advancing Normalization WraPPing iT uP When it comes to putting theory into… |
Sequence 3496 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 ---. The Secret of Childhood. 1936. Notre Dame, IN: Fides Publishers,… |
Sequence 1idenTifying True norMaliTy in The eleMenTary child by Kay Baker Kay Baker offers a look at the needs and manifestations (… |
Sequence 2100 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 to say that normal development is easily observed. Nevertheless, an… |
Sequence 3101 Baker • Identifying True Normality in the Elementary Child develoPMenT: observaTion assisTs Pedagogy The goal here is… |
Sequence 4102 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 with identifying and responding to what is required to maintain the life… |
Sequence 5103 Baker • Identifying True Normality in the Elementary Child Ttl FOUR LANES OF DEVELO MEN11' H BULB I I I I… |
Sequence 6104 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 The theory of the our planes presents the idea that manifesta- tions of… |
Sequence 7105 Baker • Identifying True Normality in the Elementary Child opmentally, a need for understanding phenomena observed in our… |
Sequence 8106 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 into the idea of development throughout the four planes. But here the… |
Sequence 9107 Baker • Identifying True Normality in the Elementary Child What Is the Associated Pedagogy? Looking ahead to the second… |
Sequence 10108 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Guide the child in ways that are consistent with the • characteristics… |
Sequence 11109 Baker • Identifying True Normality in the Elementary Child As further support, the child is guided to become aware • of… |
Sequence 12110 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 inTeresT and choice There are questions that come to mind. In the… |
Sequence 13111 Baker • Identifying True Normality in the Elementary Child development. In effect, Montessori’s approach is through the… |
Sequence 14112 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the moon, the clang of measuring spoons. It is the work of the adult to… |
Sequence 15113 Baker • Identifying True Normality in the Elementary Child children. The response of the prepared adult in a prepared… |
Sequence 16114 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 with the Great Stories and to provide the details of the universe in an… |
Sequence 17115 Baker • Identifying True Normality in the Elementary Child How can we force the child to be interested when interest can… |
Sequence 18116 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 larger scene and can make sense for a human being whose very being needs… |
Sequence 19117 Baker • Identifying True Normality in the Elementary Child effort. The absorbent mind had been a great help to the child… |
Sequence 20118 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 The teacher must become a joyous observer. • Obedience (of the child)… |
Sequence 21119 Baker • Identifying True Normality in the Elementary Child Giving up control is what is needed. What the adult • cannot… |
Sequence 1creaTive engageMenT: handWork as folloW-uP Work by Ellen Lebitz “To a great extent, we all must “do” in order to learn.”… |
Sequence 2122 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 The Work of The hand At the time of her first contemplation into the… |
Sequence 3123 Lebitz • Creative Engagement: Handwork as Follow-Up Work preposition can be explained or its definition be stated, when… |
Sequence 4124 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 encouraged in most Montessori environments, as it should be, and there… |
Sequence 5125 Lebitz • Creative Engagement: Handwork as Follow-Up Work work regardless of the final product can be soothing and… |
Sequence 6126 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 picture of an idea that can be quite different than when presented on a… |
Sequence 7127 Lebitz • Creative Engagement: Handwork as Follow-Up Work improve their handwriting than by getting them interested in sew… |
Sequence 8128 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 cutting can assist this), handwork can assist in the development of… |
Sequence 9129 Lebitz • Creative Engagement: Handwork as Follow-Up Work For example, I have noticed that children transferring in from… |
Sequence 10130 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 comfortable drawing a map freehand, then they can do this. Then,… |
Sequence 11131 Lebitz • Creative Engagement: Handwork as Follow-Up Work The children can also benefit from collaboration with the adult… |
Sequence 12132 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 will work well and look nice!” Don’t necessarily invite them—let them… |
Sequence 13133 Lebitz • Creative Engagement: Handwork as Follow-Up Work the teacher from being frustrated and therefore being tempted to… |
Sequence 14134 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Children have to refine their motor skills to work at that tiny scale.… |
Sequence 15135 Lebitz • Creative Engagement: Handwork as Follow-Up Work It is in the spontaneous work of the children, based upon their… |