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Sequence 18AMI Journal 2017 - 2018 page 35 knowledge is placed within the context of all that it is possible to know: “Knowledge,… |
Sequence 19Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 20AMI Journal 2017 - 2018 page 37 It is worth emphasizing the interplay of the cognitive and moral realms. Montessori states… |
Sequence 21Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 22AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 23Optimal Developmental Outcomes page 40 recognition of the individual’s contribution usually follows. The adolescent’s… |
Sequence 24AMI Journal 2017 - 2018 page 41 configured in human, geological, and cosmic terms. Human consciousness strives to understand… |
Sequence 25Optimal Developmental Outcomes page 42 The web of life (interdependencies) provides a cognitive framework. When occupations… |
Sequence 26AMI Journal 2017 - 2018 page 43 continually opening new careers, and at the same time closing or revolutionizing the… |
Sequence 27Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 1Equal Opportunity and the Montessori Magnet School No man is free who is not master of himself. Epictetus The principle of… |
Sequence 2Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 3AMI Journal 2017 - 2018 page 47 1. Confusion. Disconnecting and unrelating everything results in an incoherent understanding… |
Sequence 4Equal Opportunity and the Montessori Magnet School page 48 our impotence....We have no conscience in the humanistic sense,… |
Sequence 5AMI Journal 2017 - 2018 page 49 Children have the right, just as adults have the right, to be treated as ends rather than… |
Sequence 6Equal Opportunity and the Montessori Magnet School page 50 with their minds are mutilated men and those who work only with… |
Sequence 7AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 1Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 2AMI Journal 2017 - 2018 page 53 the survey Below is a summary of responses to the eleven survey questions. question #1: in… |
Sequence 3Montessori and Assessment page 54 question #5: what are the positive effects of the test? One principal suggested that the… |
Sequence 4AMI Journal 2017 - 2018 page 55 question #10: the montessori progr amme is new in the public schools. can you think of new… |
Sequence 5Montessori and Assessment page 56 at all for the tests and of the half that did, no more than several periods a year were… |
Sequence 6AMI Journal 2017 - 2018 page 57 references Archibald, D. A., & Porter, A. C. (1990). Mandated Testing and Topdown… |
Sequence 1Universal Interest Levels in Early Childhood: Montessori’s Theory of Sensitive Periods Even though this dissertation was… |
Sequence 2AMI Journal 2017 - 2018 page 59 Thus the primary quality of early development which sets it apart from later learning is “… |
Sequence 3Universal Interest Levels in Early Childhood page 60 the education par excellence.” (1892/1985, p. 95.) Montessori, who… |
Sequence 4AMI Journal 2017 - 2018 page 61 Montessori offers a model of developmental planes creating evolving cognitive structures… |
Sequence 5Universal Interest Levels in Early Childhood page 62 development of the brain. The cerebellum begins to develop at great… |
Sequence 6AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 1Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 2AMI Journal 2017 - 2018 page 65 Social Development Geography Geometry Algebra Arithmetic Scripture Literature History… |
Sequence 3Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 4AMI Journal 2017 - 2018 page 67 In an attempt to see science, geography, history, music, and art into one whole picture of… |
Sequence 1The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 2AMI Journal 2017 - 2018 page 69 breathing.7 The newborn has also inherited a number of basic reflex action patterns, some of… |
Sequence 3The Development of Movement page 70 With the sensory areas of the brain activated, the first few months of life are spent,… |
Sequence 4AMI Journal 2017 - 2018 page 71 Cajal and his associates, in the early part of the last century, presented evidence that… |
Sequence 5The Development of Movement page 72 the part of the child. This “point of contact” between internal and external reality is… |
Sequence 6AMI Journal 2017 - 2018 page 73 notes 1. Montessori, Maria, The Discovery of the Child, Ballantine Books, New York, 1967, p… |
Sequence 1Control and Coordination of Movement All activities of Practical Life help the child control and coordinate their movements.… |
Sequence 2AMI Journal 2017 - 2018 page 75 attention to the fact that we mustn’t place floor mats over the line. Because, like any… |
Sequence 3Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 1The Acquisition of Spoken Language: The Nebula Hypothesis Dr Montessori’s views on the child’s acquisition of language are… |
Sequence 2The Acquisition of Spoken Language: The Nebula Hypothesis page 78 often sounds like a foreign language. Out of this… |
Sequence 3AMI Journal 2017 - 2018 page 79 claim of innate linguistic capacities and that “efforts to account for the mysteries of… |
Sequence 4The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
Sequence 1The Formation of Mind: Language, Learning, and Logic in Early Childhood This speech was delivered at the Refresher Course in… |
Sequence 2The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |
Sequence 3AMI Journal 2017 - 2018 page 83 under six is decisive. Whatever abilities the child constructs will remain incarnate in him… |
Sequence 4The Formation of Mind: Language, Learning and Logic in Early Childhood page 84 pieces of our experience and consists of the… |
Sequence 5AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 1The Development of Language This talk was presented at the NAMTA conference titled The Essential Montessori Language: Whole-… |
Sequence 2AMI Journal 2017 - 2018 page 87 auditory stage: listening Auditive and spoken language are two different developments.… |
Sequence 3The Development of Language page 88 within the child from the first babbling to the formation of meaningful words? Inside,… |
Sequence 4AMI Journal 2017 - 2018 page 89 (2) Language development takes place in a series of overlapping stages. The explosion only… |
Sequence 1Hurried to Read Browsing through a bookstore at an exclusive and expensive shopping centre, I stop at the Child Care section… |
Sequence 2AMI Journal 2017 - 2018 page 91 in the manner described, with sessions spaced at one-half hour intervals. (I am beginning to… |
Sequence 3Hurried to Read page 92 Elkind, prominent child psychologist and president of the prestigious N.A.E.Y.C. (National… |
Sequence 4AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 5Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
Sequence 1Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught introduction David Kahn has once again given… |
Sequence 2Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 96 materials and language. In reality, we… |
Sequence 3AMI Journal 2017 - 2018 page 97 language The three-year-old comes into the Casa dei Bambini with his or her language… |
Sequence 4Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 98 as we observe a deepening of… |
Sequence 5AMI Journal 2017 - 2018 page 99 references Fuller, R. Buckminster. Synergetics. New York: Macmillan, 1975. Montessori,… |
Sequence 1The Casa dei Bambini: Paths to Culture This talk was presented at the NAMTA conference titled The Casa dei Bambini on the… |
Sequence 2AMI Journal 2017 - 2018 page 101 only enjoy what she described as “the privilege and good fortune of becoming its assistants… |
Sequence 3The Casa dei Bambini: Paths to Culture page 102 within him that light which is called intelligence” (240). Montessori gives… |
Sequence 4AMI Journal 2017 - 2018 page 103 “fish,” “bird” (see Figure 1). This way of dividing the world provides the most information… |
Sequence 5The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 1Science and the Montessori Casa dei Bambini Some years ago in Toronto a battle raged around the merit or demerit of colouring… |
Sequence 2AMI Journal 2017 - 2018 page 107 observation skills “Train the eye”, said Dr Montessori. What the eye perceives is directly… |
Sequence 3Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 4AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 5Science and the Montessori Casa dei Bambini page 110 can be incarnated so it can become a part of the child’s developing… |
Sequence 6AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 1Cosmic Education Maria Montessori found herself interned in India during the war years. It was, perhaps, fortuitous, because… |
Sequence 2AMI Journal 2017 - 2018 page 113 its life—and its own task to perform in a mutual service relationship. This service is… |
Sequence 3Cosmic Education page 114 Truly it is no new idea for it has been the natural plan wherever there was education in the real… |
Sequence 4AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 1A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to our time, since we think today… |
Sequence 2AMI Journal 2017 - 2018 page 117 Once they have reached this level, the children no longer act thoughtlessly, but put the… |
Sequence 3A Science of Peace page 118 heads and intellectuals needed to learn how to work with their hands, as ‘men who have hands and… |
Sequence 4AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 1Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 2AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 3The Positive Psychology of the Adolescent Becoming Adult page 122 over again. By 1946, she is totally sure of herself and… |
Sequence 1The Power of Montessori’s Positive Psychology in an Expanding Universe This talk was presented at the NAMTA conference titled… |
Sequence 2The Power of Montessori’s Positive Psychology in an Expanding Universe page 124 Around active points of sensitivity, the… |
Sequence 3AMI Journal 2017 - 2018 page 125 “When a child concentrates,” she said, “his character is changed. It is as though he had… |
Sequence 4The Power of Montessori’s Positive Psychology in an Expanding Universe page 126 references Csikszentmihalyi, Mihaly. “Flow… |
Sequence 1The Totality of Montessori introduction I have been asked today to begin this conference with some words on “The Totality of… |
Sequence 2The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 3AMI Journal 2017 - 2018 page 129 The physical environment of objects and the psychological environment of the non-teaching… |
Sequence 4The Totality of Montessori page 130 students any more). Standardized tests, teaching to those tests, using workbooks and… |
Sequence 5AMI Journal 2017 - 2018 page 131 conference, we come together from around the world to Sydney, Australia, to celebrate the… |
Sequence 6The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 1Montessori: Now More Than Ever Like everything in the universe, the human child is created in accordance with the ordered… |
Sequence 2Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 3AMI Journal 2017 - 2018 page 135 the cure As a remedy for the many deviations of modern childhood, Montessori said we must… |