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Sequence 3concept of cosmic education. There are three separate aspects of this con- ception that should be considered in this regard.… |
Sequence 4Her ultimate explanation of this task as a finality intended by creation to maintain the cosmic order in nature belongs to her… |
Sequence 5instinctual behavior of the salmon. Being human beings, however, they have built up their behavior patterns through education… |
Sequence 6Inner order is necessary to be able to see meaning in one's existence, to find one's identity, to achieve… |
Sequence 7them with consciousness. During this process they inadvertently fertilize the flowers they visit by carrying pollen from one… |
Sequence 8important which facts one teaches the student, because very often these facts are already obsolete by the time they can be… |
Sequence 1At Home in the Natural World by Jim Roberts Jim Roberts emphasizes the importance of sensorial experiences of na- ture at… |
Sequence 2In our second year, we built our own building and expanded the class considerably - so much so that I had just enough time for… |
Sequence 3shopping centers. Can such a world ever be a true home for human beings? Can it ever be a place to return for peace and… |
Sequence 4reasonable to allow a child to risk serious injury, but skinned knees, wet feet, and dirty clothes are a small price to pay… |
Sequence 5name of this very common wildflower. I picked one, showed it to the chil- dren, and named it. I asked, "Who can find… |
Sequence 6The true naturalist notices every aspect of every plant. The keys by which we identify a particular species are merely a… |
Sequence 7the elementary years. However, we know that it is during the primary years that the children gather the sensorial impressions… |
Sequence 8A. As is obvious from the bulk of this article, I believe that the core of a primary nature study program must be walks in the… |
Sequence 9aquarium and a pair of rodents. Our goal should be to have in the class- room a representative of each of the vertebrate… |
Sequence 1The Montessori Intellectual Approach to Nature Study by David Kahn The Children's House intimacy with nature experience… |
Sequence 2They spun around (with some imprisoned gases) and arranged themselues in layers. Granite floated on the top - it was the… |
Sequence 320 It rained all over, all the time, never stopped a moment till the rivers swelled to floods and the floods changed lakes… |
Sequence 4Following the impressionist study of the earth's formation the children embark on a more technical level examining the… |
Sequence 5human embryo is similar to that of a fish, amphibian, or reptile. Even later it is quite like the embryos of other mammals.… |
Sequence 6Up to the eighth or ninth year of childhood one may say that the child does hardly anything else than handle objects, explore… |
Sequence 7resolution to avoid classification terms with children, our Audabon spe- cialist always seemed to fall back on his own… |
Sequence 8sensorial - how does it smell, what is its shape, where does it live, and what is its legend and lore? And of course the… |
Sequence 1The Child in the World of Nature by Lena Wikramaratne Miss Lena Wikramaratne observed Dr. Montessori's first exploratory… |
Sequence 2Then in schools we bring in artificial sets of natural life for the study of biology, and "streamlined"… |
Sequence 3was impressed by the sensitivity with which the boy was attuned to the "sun emerging from the clouds" the… |
Sequence 4of motor-visual coordination became more and more apparent in the kindergarten classes. With this there came to be noticed a… |
Sequence 5pressions of the wonder and beauty of the world is however restricted to a "vacuum." Then in elementary… |
Sequence 6older ones with their spontaneous and enthusiastic delight in seeking to learn. This spontaneity carried over to the spirit… |
Sequence 1Interview: Mae Gadpaille: Montessori Daycare in the Roxbury Ghetto Mae Gadpaille has worked in the heart of Roxbury,… |
Sequence 2grade the children couldn't read and write. Then I realized what Dr. Mon- tessori had said - it begins at the beginning… |
Sequence 3Kahn: Do you anticipate with this pending federal legislation major changes in that ratio? They're talking now four… |
Sequence 5And they've learned a lot of words like that. They've had the words cleanli- ness, godliness, excuse me, thank you,… |
Sequence 6Kahn: How is the nap set up? Gadpaille: There are two rooms, one for the girls and one for the boys. The boys are in the gym… |
Sequence 7Gadpaille: Have a public meeting in a hall, a church, a school or a large home. Explain Montessori and see how many people… |
Sequence 8Kahn: They must really love you. Gadpaille: Some of them do and some of them don't. But before it's over they do… |
Sequence 9that both parents must work. They cannot survive in the economic world without two incomes or welfare. They don't make… |
Sequence 10we teach the children that they shouldn't do it which is the Ten Command- ments." That stabilizes those children… |
Sequence 1Curriculum Review: Remedial ABC's by Martha Kent Martha Kent teaches at Capitol Hill Montessori School in Washington,… |
Sequence 2A child of six or older, who struggles with a phonetic reader while his peers read second grade books desperately needs your… |
Sequence 3This is a variation of the game with beans. Write letters one at a time on a piece of paper or chalkboard. If the child can… |
Sequence 4face up on a table or mat. He chooses one to read to you and then returns it face down. Again, his choice of the word removes… |
Sequence 5Prepare small cards with pictures as described for phonetic labeling. Have pictures for one or two phonograms in each drawer.… |
Sequence 6questions for each exercise. At the third grade level, I use McCall-Crabbs booklet A, which has ten multiple choice questions… |
Sequence 1School Management: The Outdoor Environment, Are You Prepared? by Bob Pellaton Mr. Pellaton applies principles of design to… |
Sequence 2in and of the neighborhood beyond were recorded as well as views of the temple grounds from the neighborhood. By working with… |
Sequence 3Internal space, a child's sense of his body in space, is a key to motor co- ordination. 3 But a child also constructs an… |
Sequence 4seems that the director/directress' role should involve something more than soothing hurts, settling squabbles, and… |
Sequence 5So if you, too, dare to dream that the prepared environment doesn't stop at the classroom door don't bother waiting… |
Sequence 6D. Special criteria: • sprinkler, shade, safety, durability, maintenance, vandalism, nuisance. • neighbors, temple character… |
Sequence 7is through an even quieter space surrounded by locust trees (a common weed tree in this region). The seclusion of this space… |
Sequence 8brick wall (existing) which separates the outdoor classroom area from the sports field was to be hidden by ornamental trees… |
Sequence 9OUTDOOR CLASSROOM AREA The outdoor classroom lies between the building and the screen walls. Each classroom has direct access… |
Sequence 1Classroom Management: Roughing It by Sarah Johnston Here is one light chronicle of a class overnight complete with packing… |
Sequence 2on a tree. I was happily surprised to find the idea easily accepted with no immature discussion. The next day when the… |
Sequence 3studded field guided only by starlight. The snipe was successfully captured and brought safely back to camp. Another… |
Sequence 464 REGISTRATION FORM Name _________________ Number in Party _____ _ Address ---------------------------- City and State… |
Sequence 1Editorial Report: East of the Sun and West of the Moon and 398.2 on the Library Shelves by Lilian B. Mullane Ms. Mullane… |
Sequence 2----------------------------~-----~- recognizes the many problems he must experience, and without belittling the child,… |
Sequence 3realistic view. His thoughts are real for him, and the more he thinks about them, the more convinced he becomes of their… |
Sequence 4thought that way. The five year olds couldn't distinguish reality from make-believe in the stories and contradicted… |
Sequence 1Children's Literature: An Untapped Resource in the Prepared Environment by Charlene S. Trochta Ms. Trochta's… |
Sequence 2information-seeking skills required for later independent research and study, the development of social responsibility, the… |
Sequence 3Barbara Rinkoff, Wings, Legs or Fins by Henry B. Kane, Collecting Small Fossils by Hussey and Pessino, Small World: A Field… |
Sequence 4Georgiou (1969) says that books serve as a vital link in "preserving and communicating the humanistic tradition from… |
Sequence 5materials on the shelves. Booklets designed and prepared at the Wash- ington Montessori Institute for this purpose can be… |
Sequence 6------------------------------- --~--- activities or materials is to place them adjacent on the shelves. Many environments… |
Sequence 7and purchasing a balanced selection of fiction and non-fiction, picture, poetry and references, gradually a school can build… |
Sequence 1BOOKS ABOUT CHILDREN'S LITERATURE by Carol Himmelsteib An experienced librarian compiles a few fauorite books about… |
Sequence 2and purchasing a balanced selection of fiction and non-fiction, picture, poetry and references, gradually a school can build… |
Sequence 3------------------------------- --~--- activities or materials is to place them adjacent on the shelves. Many environments… |
Sequence 4materials on the shelves. Booklets designed and prepared at the Wash- ington Montessori Institute for this purpose can be… |
Sequence 5Georgiou (1969) says that books serve as a vital link in "preserving and communicating the humanistic tradition from… |
Sequence 6Barbara Rinkoff, Wings, Legs or Fins by Henry B. Kane, Collecting Small Fossils by Hussey and Pessino, Small World: A Field… |
Sequence 7information-seeking skills required for later independent research and study, the development of social responsibility, the… |
Sequence 8Children's Literature: An Untapped Resource in the Prepared Environment by Charlene S. Trochta Ms. Trochta's… |
Sequence 9thought that way. The five year olds couldn't distinguish reality from make-believe in the stories and contradicted… |
Sequence 10realistic view. His thoughts are real for him, and the more he thinks about them, the more convinced he becomes of their… |
Sequence 11----------------------------~-----~- recognizes the many problems he must experience, and without belittling the child,… |
Sequence 12Editorial Report: East of the Sun and West of the Moon and 398.2 on the Library Shelves by Lilian B. Mullane Ms. Mullane… |
Sequence 13Wqe Jrincess finhs qrr Jrincr -excerpted from The Wonder Clock, by Howard Pyle, Harper - Brothers, copyright, 1887. |
Sequence 1LITERATURE THROUGH HISTORY AND GEOGRAPHY by Francesca Claremont Transcribed and Edited by Jim and Frances Fitzpatrick The… |
Sequence 2got used to it. If you threw a party and all your guests were in tears until about two o'clock in the morning, it was… |
Sequence 3Dock", which is eight, nine, ten in the same language. Why I do not use these is because they are actually survivals… |
Sequence 4One of the discoveries that you will make is that there will be only a few rhymes that apply to the prehistory time line, but… |
Sequence 5wage of a skilled craftsman. Their value, in Europe, was high until late in the Middle Ages when a European Cardinal received… |
Sequence 6All of these stories, the adventures on the islands, these particularly, are attractive to children. These are some of the… |
Sequence 1Fantasy and Imagination by Karin Salzman In an effort to clarify the fairy tale debate, Ms. Salzman pursues the distinction… |
Sequence 2can be worked all the riches of perception and imagination, is funda- mentally a matter of order." 5 Like Montessori… |
Sequence 3difterent from an adult. While imagination is rooted in reality, our limited understanding of reality makes for a certain… |
Sequence 4Fantasy is always associated with emotional development. All inter- action wi_th the environment is charged with feeling, and… |
Sequence 5Montessori said, "An instinct of man is discovery .... We must see the child like this. We must see that he can… |
Sequence 6History can be given in this way. (See V.F. Hillyer's A Child's History of the World.) We cannot see history, but… |
Sequence 1A Time To Read by Peggy Stern Here follows an impressionistic recall of literature's meaning and place in the home… |
Sequence 2event. For children's stories are particularly hospitable, inviting their readers to relish all types of dishes from the… |
Sequence 3But those seeds which have fallen on the right soil will grow into beautiful flowers and sturdy trees - that is, give validity… |
Sequence 1Feature: On Readiness for School by Erna Furman The Cleveland Center for Research in Child Development offers courses and… |
Sequence 2as teachers, parents, or children - are important to appreciate, to under- stand and to deal with. In the second half of this… |
Sequence 3door one leaves. It does not take them much longer to locate the various toys and to anticipate the sequence of routines. By… |
Sequence 4he hurts and what to do about it rather than that he be able to name his body parts. Care of one's clothes and… |