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Sequence 9raining coirs, nctioningas co-ordnor ofhe whoenetwork of wcognzed organ Satons. s s founded & raming o Trainers… |
Sequence 14Hakan baknctes bearingrospacvely he images o Maria Montesso and Gigheno Marcon and,betwean 50 e, an cxcorp faken rom Mara… |
Sequence 26here wa b a conorance i San Franciscoon ths subec Affiited Socities and Horma of intres rom other Moriessori sources (rsports… |
Sequence 30AMUUSA REPORT AMUUSA s plaase o subro i oot th 1953 Anual Moot o ne ssociaon Montescon mormaiansio on Ab 17,1953 s Arstardam… |
Sequence 31Consultaton Talning Course 1 noa 10 ncease thonumbor ofvaned conlars who ae I bl servce 10 ut e, and roo organized &… |
Sequence 325 princol of Greenid Wenlessor School. which s & pat of e Miaukes Pubic ‘oo Syst, Steve s econty appcinid an Admeisfae… |
Sequence 33Educatonsl rogrammes AAIUSA coninued ek partership wth o AMI aftes i h U S wih th spon- Saig fin sl CoiGronces A wONODS TS… |
Sequence 50Monsseri Instute of Miwaukee n. Tha Montesor nstiu of Mivaukes was leasad o havo 15 studerts evoled i the 19912 almontay… |
Sequence 52Now NAMTA Video e Wid i (Tt s feonaizedtm aboutHar) Starting rom th Yoar Zao (e Japanase ideo dovoted o iiant and 1 com… |
Sequence 53"UNIGEE at e present ime. W Boutos-Ghal s recety stte: “New possites vt o shred. cologated and e coributons 1 e wosd… |
Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Camillo Grazzini The first section of Mr. Grazzini… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 12is, or can be, referred to the whole; where the whole is a set of ordered parts; and, finally, where specialization of… |
Sequence 13This cosmic fable begins something like this: I know of a marvelous nation, a marvelous country where the inhabitants are… |
Sequence 1511 IN MY SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth great story… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 19The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 20beings, the exploration of this aspect of human society, we usually identify as economic geography in our courses. Montessori… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Camillo Grazzini The first section of Mr. Grazzini… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 12is, or can be, referred to the whole; where the whole is a set of ordered parts; and, finally, where specialization of… |
Sequence 13This cosmic fable begins something like this: I know of a marvelous nation, a marvelous country where the inhabitants are… |
Sequence 1511 IN MY SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth great story… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 19The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 20beings, the exploration of this aspect of human society, we usually identify as economic geography in our courses. Montessori… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 2v1s10n of early adolescence, not about all of this period of development. Also, it is my opinion that Montessorians have a… |
Sequence 3having lived among them for 11 years I know from experience that they have many fewer problems than those of the English… |
Sequence 14Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
Sequence 3sound is concerned;' Dr. Maria Montessori said in The Montessori Elementary Material. "It follows that reading… |
Sequence 1PSYCHIC ACTIVITY DURING PRENATAL LIFE by Silvana Quattrocchi Montanaro, M.D. Dr. Montanaro's refreshingly clear… |
Sequence 1MONTESSORI AND DAYCARE: MAKING A DISTINCTION by Mary Black Verschuur, Ph.D. Dr. Verschuur describes her all day Montessori… |
Sequence 6It also allows the aide and one or two of the children time to set the lunch tables without disturbing anyone.) As the… |
Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 1ALL DAY/ALL YEAR: A MONTESSORI SCHOOL IN A CORPORATE SETTING by Phyllis Kiechle Phyllis Kiechle directs the program she… |
Sequence 1MONTESSORI, POVERTY, AND THE SPECIAL CHILD by Jon R. Osterkorn, Ph.D. With wit and substance, Dr. Osterkorn exposes the… |
Sequence 9condescend, we mutter hurried excuses and flee because we do not understand. There are millions of people who have difficulty… |
Sequence 1A MONTESSORI MULTICULTURAL ENVIRONMENT WITH SOUTHEAST ASIAN REFUGEE CHILDREN by Mw-iel W Adcock Ms. Adcock's… |
Sequence 4While looking for a larger space for the food store more and more requests were being made by local residents for child care.… |
Sequence 2offer to all the children of Milwaukee. MacDowell is today joined by a second public Montessori program - Greenfield… |
Sequence 4• Children's House classes have full-time assistants. • Elementary classes have half-time assistants. • An art… |
Sequence 1CINCINNATI: DEVELOPING THE MONTESSORI MAGNET SCHOOL by Phyllis J. Williams Building and Grounds Crew North Avondale… |
Sequence 1THE MAROTTA MONTESSORI SCHOOL: A CONCEPT DEDICATED TO URBAN RENEWAL by Alcillia Jones Clifford There is an urgent calling… |
Sequence 2• Elementary age: better scholastic placement, improved achievement • Adolescent age: lower rate of delinquency, higher rate… |
Sequence 2recommend it to the school and community on the Pine Ridge Reser- vation, and even to the state of South Dakota. The location… |
Sequence 17Boehnlein, Mary. (1984). A study of college/uruversity accredited Montessori teacher training programs. NAMTA Quarterly, 9, 49… |
Sequence 1CHILD-INITIATED ACTIVITY: HOW IMPORTANT IS IT IN EARLY CHILDHOOD EDUCATION? by Lawrence J. Schweinhart Child-initiated… |
Sequence 8five-year-olds are not ready for academic kindergartens and that developmental kindergartens should serve all children, not… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 1ONE WORLD, ONE DRUM by Tom Sipes My first teaching assignment was in a Catholic seminary in East Africa, in the town of… |
Sequence 5instructional activities that will help children develop the learning-to- learn skills and behaviors associated with school… |
Sequence 4Maria Montessori observed many times that a family's children are often not treated as well as their guests. Yet our… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 8final point. It is the passages that characterize the Montessori Method. If we say the passages are not the important thing we… |
Sequence 1THE ROOTS OF DISCIPLINE by Lili E. Peller Ms. Peller begins with a Montessori definition of discipline, and then shows a… |
Sequence 1THE PURE WONDER OF YOUNG LIVES By Carol Dittberner Carol Dittberner utilizes her wealth of personal understanding as parent… |
Sequence 3wonder is sometimes filled with exclamation, but it is as often silent. Children are led into contemplation of what is before… |
Sequence 1THE NATURE AND THEORY OF SILENCE ACTIVITIES IN THE CHILDREN'S HOUSE by Mary Black Verschuur Ph.D With the incisiveness… |
Sequence 8is expanded and we have the opportunity to reach out towards things which are normally beyond ow· reach, widening our horizons… |
Sequence 10Mr. Montessori stressed, however, that these lofty aims can only be sought by the individual exercise of will power. No amount… |
Sequence 11"' A.M. Joosten "The Silence Lesson" in AMI Co1111111111icalio11~ 4:(19(i7) 27. "Tape… |
Sequence 1IMPRESSIONS AND REFLECTIONS FROM THE SOVIET UNION: EDUCATION AND PEOPLE by Philip S. Gang, Ph.D. Ih-. Gang's ventu… |
Sequence 1EDITORIAL: AMI MONTESSORI: BACK TO THE FUTURE By David Kahn We are in the turmoil of becoming. And as one undergoes the… |
Sequence 2of beliefs, its ability to ignite the enthusiasm and commitment of teach- ers, stems from a spiritual and undiluted energy… |
Sequence 3basically teachers turned trainers. How objectively valid is that pro- cess in terms of maintaining Montessori heritage?… |
Sequence 4THE CHAIN OF AMI MONTESSORI PEDAGOGY FOR U.S.A. AMI SPONSORING INTERNATIONAL PEDAGOGICAL COMMITTEE COMMITTEE TRAINING OF… |
Sequence 5There is, in AMI circles, an evolving sense of a need to build linkages between the integral idea and the experimental… |
Sequence 6intensity of the Montessori vision that makes the system work; knowl- edge of the materials is bound by the interiority of the… |
Sequence 7tofight mediocrity, and renew our own fires by returning to the first flames, the sources of Montessori. These sources are,… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 1THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 1PHYSICS IN THE PRIMARY CLASS by Susan Stephenson Ms. St,ephenson innovates activities which focus on principles of physics… |
Sequence 3This idea of presenting the whole universe to the child is explained by Maria Montessori's grandson, Mario M. Montessori… |
Sequence 4his self-made environment in a condition that may permit human life to evolve toward a dignified existence for everyone. This… |
Sequence 5Doesn't it sound like falling back into the ways of earlier educators, defining goals for education in looking at the… |
Sequence 6If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest… |
Sequence 7With this last statement she relates to a concept that later educators have called "exemplary learning."… |
Sequence 8Physics sometimes is seen as dealing with the lifeless nature as opposed to biology dealing with life in nature. It is true… |
Sequence 9placement is that all these experiments provide fundamental impres- sions, sensorial experiences or understanding of phenomena… |
Sequence 11is,not just an outdated image, made obsolete by physical research. It is rather a very helpful and ever valid image of the… |
Sequence 13teacher and material) provides the raw materials for that act of build- ing, but the work has to be done by the children… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 4have little to do with science for science's sake, but rather is an expres- sion of a philosophical view which in turn… |
Sequence 10This not to abandon the scientific rigors of the material to be pre- sented to the child. Montessori is quite clear in that… |
Sequence 2Just as we are taught to gently and lovingly receive the child into our classroom environments, we must learn to gently and… |
Sequence 16Maria Montessori said it so well in the Absorbent Mind:5 Have not all our efforts been aimed at removing obstacles from the… |
Sequence 4CHAPTER I INTRODUCTION The purpose of this book is to analyze research on the Montessori method of education and its effects… |
Sequence 8Disadvantaged; studies done with low socioeconomic status (SES) chil- dren. These studies tended to overlap into both the… |
Sequence 91. The teacher held a recognized Montessori diploma: AMI or AMS. 2. The classroom was fully equipped in all basic areas, and… |
Sequence 35with a set solution, a product. Their purpose is process not product oriented. They are to provide a sensorial impression, not… |
Sequence 42Akron Model Cities Program Guidubaldi et al. (1974) evaluated the effectiveness of four types of preschool programs on the… |
Sequence 43children. He investigated the long-term effects of a traditional day care and a Montessori preschool for disadvantaged… |
Sequence 1beginning and end of the kindergarten program than those without this experience. However, on all measures there were no… |
Sequence 2Children were pre- and posttested on measures of cognitive skills, curiosity, self-concept, and spontaneous language.… |
Sequence 5The children were from middle income families and were restricted to four-year-olds attending school for the first time and… |
Sequence 5Education. She strongly supports the idea of the social responsibility of humans and their interdependence with each other and… |