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Sequence 245 would help tremendously toward improving standards without choking personal leadership. This plan is not revolutionary or… |
Sequence 3directly connected with the play room. French or sliding doors connect the play room with the play space outside (be it yard… |
Sequence 447 LEGEND TO PLAN I tfflm lfflffl I "HAUS DER KINDER" -~ ~ ltm#rntmJJ IEmJe! ~Efffli rmm ~ View… |
Sequence 5the youngsters, but we might mention the skill they acquire and point to the clever principle of making legitimate a pleasure… |
Sequence 649 how much learning goes on in relation to "open" and "closed," or "connected… |
Sequence 750 |
Sequence 851 for meals. They take up more space but the number of children seated at one table is more flexible. One table may be a… |
Sequence 9Child working - Plank Collection and unobtrusive in order not to distract attention from the bright colored toys. Too many… |
Sequence 1053 child who has no chance of handling a key is deprived of an essential experience. Yet he does miss something. The more all… |
Sequence 11blocks. When blocks are stored in two distant parts of the room, groups of children playing independently will be less… |
Sequence 1Letting Go And Letting Montessori: Notes on Resolving Teacher Resistance to Bonding with the Child By Judy Shepps Battle Mt… |
Sequence 2I article. How then do we recognize the teacher that is in resistance to bonding with the child? Teacher Resistance A… |
Sequence 3Self-Hate The teacher may be unable to attach to a child because he or she presents an externalization of the adult's… |
Sequence 4I I I I 'I prepared environment. Upon spending time in the ethereal classroom one thing becomes immediately clear:… |
Sequence 5or she may be maternal, or she may be sensual. All children induce sexual feelings in their parents and with any other adults… |
Sequence 6situation. This, of course. violates the basic tenet of Montessori that the teacher should follow the child. Commitment The… |
Sequence 7the staff and administration to learn as much as p0ssible about their induced feelings and I have described the nature of this… |
Sequence 8II for the entire time. It is amazing to me how observers who are not trained in the art of watching cannot sit in the same… |
Sequence 9child to the parent or relate specific anecdotes. But basically, the act of writing grants permanence and a kind of legitimacy… |
Sequence 10until a career has begun. Princeton is a weff·to·do suburb of New York and Philadelphia and most of our families reflect this… |
Sequence 11Inherent in this training model is the belief that the success of the child in connecting or latching onto the materials is… |
Sequence 1The Case for Teaching Foreign Language in the Total Montessori Environment By Maureen Arredondo Ms. Arredondo describes the… |
Sequence 2the theory that two or more languages can be assimilated as early as one, if they are taught in the early years of life. In… |
Sequence 3(instruction in two languages such as English and Spanish) vocabulary enrichment exercises should be abundant. Songs, simple… |
Sequence 4'Charles E. Silbcrmnn. Crisis in the Classroom (New York, Random House, 1970), p. 241. W11h the shorta~c of well.… |
Sequence 1Bringing the Seminar Discussion into the Montessori Elementary Classroom by David Kahn The Seminar is still another roof for… |
Sequence 2leader then must seek out what the student already knows, but does not know that he knows. In order 10 facilitate the act of… |
Sequence 31 have proposed to lead the child to confront higher conceptions and to Joi/ow as much as possible in their totality the needs… |
Sequence 11 have proposed to lead the child to confront higher conceptions and to Joi/ow as much as possible in their totality the needs… |
Sequence 21hese concepts in relation to our own individual experiences. I. A seminar should begin with a question that admits of more… |
Sequence 1Art - A Human Endeavor by Lilian Bryan-Choi Ms. Bryan-Choi examines the human significance of art and discusses aspects of… |
Sequence 2being creative. The human mind has the ability to conjure up images, to project, and to make abstractions. This ability sets… |
Sequence 3Poetry, drama and all the visual arts, as well as music and dance can transport one from the mundane troubles of life to a… |
Sequence 4atmosphere of freedom in our schools provides the fertile soil where this special quality can be nurtured. Children, just like… |
Sequence 5Then there is the preparation of the hand which receives much attention in our primary classes. In art, the hand must be able… |
Sequence 6stage of formation is a grave responsibility and brings unequaled satisfaction. Even more important though. is our… |
Sequence 1How to Include a Science Lab in a Montessori Primary Class: Experiments and Practical Considerations By Mary Schlueter… |
Sequence 2shakers are a few of the containers the children found most attractive. The containers are labeled. In selecting experiments… |
Sequence 3I. Squirt some lemon Juice into the shallow dish. 2 Use the eyedropper to put some dro~ of lemon juice on the penny. 3 Look… |
Sequence 4I. Fill the pitcher with water. 2 Squirt some vinegar into the jar. 3 Squirt some 011 into the jar. 4 Pour some water into… |
Sequence 5I. Fill the pitcher with water. 2. Pour some water into the glass. 3. Wet your finger. 4. L1ghtl} trace 1he rim of the glass… |
Sequence 6Currents You need: a glass pncher a stirring stick food coloring I. Fill the pitcher with water. 'l Sur the \\-alcr… |
Sequence 7a pitcher pepper a bar of soap sugar 1. Fill the pilcher with water. Pour the water into the basin. 2. Shake some pepper… |
Sequence 1Is Montessori Possible In The Public Schools? by Kay Berno A straightforward account of Montessori implementation in the… |
Sequence 2incorporate the key materials and concepts in language, mathematics, geography, history, and biology which will explain or add… |
Sequence 3Kay Bemo. C'incinnau Public the process of education. The pubhc school \}Stem '\\ill tolera1e that love onl} if the… |
Sequence 4elementary years. And we also know what comes before those years. We are educated for the process of education, and are a part… |
Sequence 1"Montessori In Cincinnati Public Schools: Past, Present and Future" By Phyllis Williams Jn this short… |
Sequence 2philanthropists who were enthusiastic about having a Cincinnati Public School sponsored primary component (ages 3-6). Due to… |
Sequence 1On Reading Out Loud by Peter Hanson I remember my fifth grade year at Falcon Heights Elementary School. We had great fun… |
Sequence 2whenever we go to the doctor's office, or whenever there may be plenty of time on our hands. On trips, some families read… |
Sequence 1Atlanta Conference: Giving Peace a Chance By David Kahn Raudonis, Momessori. Gang, Muller There are no words to describe the… |
Sequence 2lectures went to the very center of each speaker's vision. John Bremer spewed semantic ironies about the hypocritical… |
Sequence 3Once again the conference made a significant step towards something new and powerful - yet still discernible as part of the… |
Sequence 1Making The Inner Self Vivid By Jeanne Franklin Chery Jeanne Chery is an elementary teacher at Ruffing Montessori School in… |
Sequence 2affecting his work, rather than by attention to the art work alone as if it could be isolated or defined apart from its… |
Sequence 3The students wrilten about in this volume all had a taste and a gift for drawing or painting before coming to Mrs. Cane. With… |
Sequence 11 FORWARD the bibliography that follows represents considerable time, effort, help and encouragement on the part of many… |
Sequence 2NAMTA INTRODUCES: THE NATIONAL MONTESSORI TEACHER EDUCATION FOUNDATION The following bibliography represents the beginning… |
Sequence 12 The bibliography, is organized by topics not by dates. In so far as possible we used large encompassing topic… |
Sequence 23 3. The American Montessori Societ):'. Bullet ins 1963 v. l N. l 1964 v. 2 N. 4 1965 v. 3 N. 3 v. 3 N. 4 1979… |
Sequence 14 ART Araham, Cora, (1964). Child art and creative growth. Around the Child, .2, 32-34, (3), Benegal, Lognajita. (1969/… |
Sequence 2Merrill, Jenny B. (1910). A neglected corner in the Montessori method. The Kindergarten-Primary Magazine, 11., 125, (1).… |
Sequence 36 Savoye, Jo Wood & Welter, Marsha Breitman. (1974). In the classroom: Brayer painting, vegetable printing, fish… |
Sequence 4BOOKS ABOUT MONTESSORI: METHOD, MOVEMENT, AND THEORY Bailey, Carolyn Sherwin. (1915). Montessori children. New York: Henry… |
Sequence 58 Chicago Board of Education. (1977). Options in Public education: a source document, Available from National… |
Sequence 69 Drummond, Margaret. (1920). Five years old or thereabouts. New York: Longmans, Green & Co, (96). Drummond,… |
Sequence 710 Frost, Joe. L. (1968). Earl childhood education rediscovered. New York: Holt, Rinehart & Winston, 78 Fynne,… |
Sequence 8Jerome Study Group. (1963). Montessori in the home. Wheaton, Ill.: Theosophical Publishing House. Jerome Study Group. (… |
Sequence 911-a Lyon, Peter. (1963). Success stor : the life and times of S. s. McClure (pp. 350-52). New York: Charles Scribner… |
Sequence 1011-b Orem, R. C. (Ed.). (1974). Montessori: Her method and the movement. What you need to know. New York: G. P. Putnam s… |
Sequence 1112 Schmid, Jeannine. (1968). Religion, Montessori and the home. New York: Benziger Brothers. Sister of Notre Dame. (1932… |
Sequence 12Wolf, Aline. (1976). Tutoring is caring. Altoona, PA,: Parent Child Press. Wolf, Aline. (1981). The world of the child… |
Sequence 1314 Cavaletti, Sofia. (1983). The religious potential of the child. New York: Paulist Press. 1. Communications.… |
Sequence 142. History of Education Quarterly. Burstyn, Joan. (1979). 19, 145-49, (5). 3. Journal of Teacher Education. Haberman,… |
Sequence 1516 Montessori, Maria. (1929). Child in the church: Essays on the religious education of children and the training of… |
Sequence 16Montessori, Maria. (1932). Mass explained to children. London: Sheed and Ward. l. America. (1933). 49, 572, ( 1). 2.… |
Sequence 1718 Montessori, Maria. (1964). The Montessori method. Cambridge, Mass.: Robert Bentley, Inc. 1. Stendler, Celia. (1965).… |
Sequence 1819 3. G. K' s Weekly. { 1936). 11, 404, { 1). 4. Month. (1937). 169, 182-3, (2). 5. New York Times. { 1939, August 20… |
Sequence 1920 Standing, E. Mortimer. (1959). Maria Montessorit her life and work. Fresno, California: Academy Library Guild. British… |
Sequence 20Ward, Florence Elizabeth.a (1913). The Montessori method and the American school. New York: Macmillan & Co. l.… |
Sequence 2122 Kahn, David, (Ed.). A parent's guide to Montessori elementary. Available from NAMI'A. Maier, William. What… |
Sequence 2223 Bruner, Jerome. (1982). A view of childminding. NAHTA Quarterly, 2, 9-21, (13). A dialogue about child rearing. (… |
Sequence 2324 Mendleson, Robert S. Parentectomy--Is it ever indicated? NAMTA Quarterly, ..!., 10-14, 5). Mendleson, Robert S. (1975… |
Sequence 2425 C. Discipline/Freedom/Independence Chandra, Rangit Sekhar. (1960). Naughty Child. Around the Child, 2• 34-3 7, (4).… |
Sequence 2526 Montessori, Mario. (1949, March). Freedom and its meaning. American Teacher,~. 14-16, (3). Montessori, Mario M.,… |
Sequence 2627 Jordan, Nancy. (1974). The malad'usted child in a Montessori settin Paper delivered at the Congress in Turin.… |
Sequence 2728 Dunlap, Marianne. (1985). Notes from the meeting of 9-12 teachers. EAA Newsletter, Q, 1-3, (3). Dranginis, Rita. (… |
Sequence 28Montessori, Maria. (1984). Quotations from The Child in the Family. Communications,!!_, 14, (1). Montessori, Mario. (1962… |
Sequence 2930 Varga, Virginia,. (1977). Physiology of the absorbent mind. The Constructive Triangle, ~. 5-7, (3). Wikramaratne, Lena… |
Sequence 3031 Gupta, R. K. (1964). Consciousness and the child. Around the Child, .2_, 42-45, (4). Hillman, Rebecca. (1968, Fall… |
Sequence 3132 Stimulation and fatigue. (1919, September 18). Times Educational Supplement, pp.475-76, (4). Thompson, s. R. (1924).… |
Sequence 32I. Neurological Claremont, Claude. (1968). The two children. Communications, 3/4, 6-18, (7). 33 Feexman, Jerry E.… |
Sequence 3334 Usterkorn, Jon. ( 1977). MAMrA Quarterly, 1, On the significance of personality substitution. 1-15, (15). Peller,… |
Sequence 3435 Declaration of the rights of the child. (1969). Communications,~' 3-7, (5). Garcia, Vicki Wilson. (1979).… |
Sequence 3536 Berliner, Michael S. (1975). Montessori and social development. The Constructive Triangle, l, 54-64, (10).… |
Sequence 3637 Trochta, Charlene. (1980). A sense of community: Montessori' s gift to the developing child. NAMTA Quarterly, 1,… |
Sequence 3738 Birchmei, A.K. (1980). Rehabilitation, 19, 115. Bizman, A. (1978). Journal of School Psychology, ~. 194. Blau, H. (… |
Sequence 38Deci, E.L. (1978). Bookmen's ii 07170, 1978, 193. Degenhar, M.A. (1979). Journal of Moral Education, !, 92. Dennis,… |
Sequence 3940 Jensen, M.A. (1980). Young Child, 36, 61. Johnson, J.E. (1982) Bookmen' s #27633, ~. 130. Kedarvoi, G. (1983).… |