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Sequence 70AMI Journal 2017 - 2018 page 99 references Fuller, R. Buckminster. Synergetics. New York: Macmillan, 1975. Montessori,… |
Sequence 71Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 98 as we observe a deepening of… |
Sequence 72AMI Journal 2017 - 2018 page 97 language The three-year-old comes into the Casa dei Bambini with his or her language… |
Sequence 73Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 96 materials and language. In reality, we… |
Sequence 74AMI Journal 2017 - 2018 page 95 Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught introduction… |
Sequence 75Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
Sequence 76AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 77Hurried to Read page 92 Elkind, prominent child psychologist and president of the prestigious N.A.E.Y.C. (National… |
Sequence 78AMI Journal 2017 - 2018 page 91 in the manner described, with sessions spaced at one-half hour intervals. (I am beginning to… |
Sequence 79Hurried to Read Browsing through a bookstore at an exclusive and expensive shopping centre, I stop at the Child Care section… |
Sequence 80AMI Journal 2017 - 2018 page 89 (2) Language development takes place in a series of overlapping stages. The explosion only… |
Sequence 81The Development of Language page 88 within the child from the first babbling to the formation of meaningful words? Inside,… |
Sequence 82AMI Journal 2017 - 2018 page 87 auditory stage: listening Auditive and spoken language are two different developments.… |
Sequence 83The Development of Language This talk was presented at the NAMTA conference titled The Essential Montessori Language: Whole-… |
Sequence 84AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 85The Formation of Mind: Language, Learning and Logic in Early Childhood page 84 pieces of our experience and consists of the… |
Sequence 86AMI Journal 2017 - 2018 page 83 under six is decisive. Whatever abilities the child constructs will remain incarnate in him… |
Sequence 87The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |
Sequence 88AMI Journal 2017 - 2018 page 81 The Formation of Mind: Language, Learning, and Logic in Early Childhood This speech was… |
Sequence 89The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
Sequence 90AMI Journal 2017 - 2018 page 79 claim of innate linguistic capacities and that “efforts to account for the mysteries of… |
Sequence 91The Acquisition of Spoken Language: The Nebula Hypothesis page 78 often sounds like a foreign language. Out of this… |
Sequence 92AMI Journal 2017 - 2018 page 77 The Acquisition of Spoken Language: The Nebula Hypothesis Dr Montessori’s views on the child… |
Sequence 93Control 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 94AMI Journal 2017 - 2018 page 75 attention to the fact that we mustn’t place floor mats over the line. Because, like any… |
Sequence 95Control and Coordination of Movement page 74 Control and Coordination of Movement All activities of Practical Life help the… |
Sequence 96AMI Journal 2017 - 2018 page 73 notes 1. Montessori, Maria, The Discovery of the Child, Ballantine Books, New York, 1967, p… |
Sequence 97The Development of Movement page 72 the part of the child. This “point of contact” between internal and external reality is… |
Sequence 98AMI Journal 2017 - 2018 page 71 Cajal and his associates, in the early part of the last century, presented evidence that… |
Sequence 99The Development of Movement page 70 With the sensory areas of the brain activated, the first few months of life are spent,… |
Sequence 100AMI Journal 2017 - 2018 page 69 breathing.7 The newborn has also inherited a number of basic reflex action patterns, some of… |
Sequence 101The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 102AMI Journal 2017 - 2018 page 67 In an attempt to see science, geography, history, music, and art into one whole picture of… |
Sequence 103Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 104AMI Journal 2017 - 2018 page 65 Social Development Geography Geometry Algebra Arithmetic Scripture Literature History… |
Sequence 105Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 106AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 107Universal Interest Levels in Early Childhood page 62 development of the brain. The cerebellum begins to develop at great… |
Sequence 108AMI Journal 2017 - 2018 page 61 Montessori offers a model of developmental planes creating evolving cognitive structures… |
Sequence 109Universal Interest Levels in Early Childhood page 60 the education par excellence.” (1892/1985, p. 95.) Montessori, who… |
Sequence 110AMI Journal 2017 - 2018 page 59 Thus the primary quality of early development which sets it apart from later learning is “… |
Sequence 111Universal Interest Levels in Early Childhood: Montessori’s Theory of Sensitive Periods Even though this dissertation was… |
Sequence 112AMI Journal 2017 - 2018 page 57 references Archibald, D. A., & Porter, A. C. (1990). Mandated Testing and Topdown… |
Sequence 113Montessori and Assessment page 56 at all for the tests and of the half that did, no more than several periods a year were… |
Sequence 114AMI Journal 2017 - 2018 page 55 question #10: the montessori progr amme is new in the public schools. can you think of new… |
Sequence 115Montessori and Assessment page 54 question #5: what are the positive effects of the test? One principal suggested that the… |
Sequence 116AMI Journal 2017 - 2018 page 53 the survey Below is a summary of responses to the eleven survey questions. question #1: in… |
Sequence 117Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 118AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 119Equal Opportunity and the Montessori Magnet School page 50 with their minds are mutilated men and those who work only with… |
Sequence 120AMI Journal 2017 - 2018 page 49 Children have the right, just as adults have the right, to be treated as ends rather than… |
Sequence 121Equal Opportunity and the Montessori Magnet School page 48 our impotence....We have no conscience in the humanistic sense,… |
Sequence 122AMI Journal 2017 - 2018 page 47 1. Confusion. Disconnecting and unrelating everything results in an incoherent understanding… |
Sequence 123Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 124AMI Journal 2017 - 2018 page 45 Equal Opportunity and the Montessori Magnet School No man is free who is not master of… |
Sequence 125Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 126AMI Journal 2017 - 2018 page 43 continually opening new careers, and at the same time closing or revolutionizing the… |
Sequence 127Optimal Developmental Outcomes page 42 The web of life (interdependencies) provides a cognitive framework. When occupations… |
Sequence 128AMI Journal 2017 - 2018 page 41 configured in human, geological, and cosmic terms. Human consciousness strives to understand… |
Sequence 129Optimal Developmental Outcomes page 40 recognition of the individual’s contribution usually follows. The adolescent’s… |
Sequence 130AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 131Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 132AMI Journal 2017 - 2018 page 37 It is worth emphasizing the interplay of the cognitive and moral realms. Montessori states… |
Sequence 133Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 134AMI Journal 2017 - 2018 page 35 knowledge is placed within the context of all that it is possible to know: “Knowledge,… |
Sequence 135Optimal Developmental Outcomes page 34 summary of the social dimension Social development is closely intertwined with the… |
Sequence 136AMI Journal 2017 - 2018 page 33 the schools with sensorial objects, which constitute motives for activity, thus leading to… |
Sequence 137Optimal Developmental Outcomes page 32 confines of the home and a limited area outside the home, the adaptation of the… |
Sequence 138AMI Journal 2017 - 2018 page 31 The Second Plane of Development (6-12 years) Kay Baker Thinking about human development… |
Sequence 139Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 140AMI Journal 2017 - 2018 page 29 The activities young children are most enthusiastic about are those that are necessary for… |
Sequence 141Optimal Developmental Outcomes page 28 “Any normal six-year-old is intelligent and can use his intelligence. When he was… |
Sequence 142AMI Journal 2017 - 2018 page 27 thought, internal equilibrium, and sustained interest.” The practical activities focus… |
Sequence 143Optimal Developmental Outcomes page 26 The acquisition of spoken language is perhaps the most remarkable creative act of… |
Sequence 144AMI Journal 2017 - 2018 page 25 routine of life itself, by the little decisions of daily living begun in early childhood. “… |
Sequence 145Optimal Developmental Outcomes page 24 Misflavour is “pathological” and comes from misfortune, trauma, or mishap. The… |
Sequence 146AMI Journal 2017 - 2018 page 23 • patience and the ability to share • respect for others • a willingness to abide by rules… |
Sequence 147Optimal Developmental Outcomes page 22 to respect the work of others. They can now wait patiently for an object whereas… |
Sequence 148AMI Journal 2017 - 2018 page 21 Thus, the apparent passivity of the infant belies the profound work in which the infant is… |
Sequence 149Optimal Developmental Outcomes page 20 The First Plane of Development (0-6 years) by Annette M. Haines introduction If… |
Sequence 150AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 151Optimal Developmental Outcomes page 18 Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional… |
Sequence 152AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 153page 16 Embodying the Montessori Challenge as a Totality brains undergo profound changes that are not only a necessary part… |
Sequence 154AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 155Embodying the Montessori Challenge as a Totality page 14 that drives the selective retention of functional nerve connections… |
Sequence 156AMI Journal 2017 - 2018 page 13 Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes… |
Sequence 157Glossary of Montessori Terms page 12 references Groos, K., (1901), The Play of Man, New York: Appleton Haines, A., (1993… |
Sequence 158AMI Journal 2017 - 2018 page 11 be effective, it must be done slowly and exactly, step by step, and with a minimum of words… |
Sequence 159Glossary of Montessori Terms page 10 isolation of a difficulty Before giving a presentation, the Montessori teacher… |
Sequence 160AMI Journal 2017 - 2018 page 9 cycle of activity Little children, when engaged in an activity which interests them, will… |
Sequence 161Glossary of Montessori Terms Any science has it own vocabulary and terminology and the Montessori method is no exception.… |
Sequence 162AMI Journal 2017 - 2018 page 7 Unfortunately, traditional schooling often works to create inequalities. Deeply ingrained… |
Sequence 163Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |
Sequence 164Foreword This journal is a testimony to Annette Haines. Annette, who died in July 2017, was a leader in the Montessori… |
Sequence 165AMI Journal 2017 - 2018 page 4 |
Sequence 166AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 167Part Three: The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn The Power of Montessori’s… |
Sequence 168AMI Journal 2017 - 2018 page 1 Table of Contents a nnet te ha ines: spok esperson for montessor i va lues, schola rship, a… |
Sequence 169published by Assaciation Montessori Intermationale. in close collaboration with NAMTA ANNETTE HAINES: SPOKESPERSON FOR… |