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Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 1OF ROOTS AND WINGS by David Kahn A philosophical outlook on the parent's role in Montessm-i, educa- tion, this article… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 3scale, another time computing the relative distances between the plan- ets to a scale that would fit in the classroom. The… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 9The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Charles Torranova I want to thank David Kahn for… |
Sequence 5Although externally her life was affected by political forces, within she remained detached as this statement indicates: Not… |
Sequence 11&location must be considered as most imponant; for as diseases in the world of bodies are extremely contagious, so, in… |
Sequence 14this principle in this way will surely make a difference in our world. In The Promulgation of Universal Peace, 'Abdu… |
Sequence 1Tm: CHILD AND THE WORLD OF NATURE by Annecce Haines We hnve reached a critical time of our residence on earth. If we expect… |
Sequence 8The adolescents may choose to design the garden for community ser- vice: to beautify the city; to provide flowers to nursing… |
Sequence 1ABSORBENT MIND UPDATE: REsEARCH SHEDS NEW UGHf ON MONTESSORI THEORY by Annette M. Haines Citing numerous emptrica/ studies… |
Sequence 10PROGRAM DESCRIPTION SAMPLER 7bese pragmattc descriptions of adolescent program components which provide an operational view… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 2occupations, looking at new challenges in linking practical life and experience with academic frameworks. Louise Chawla and… |
Sequence 2concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 10Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 2It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 166It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 176Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 184concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 196occupations, looking at new challenges in linking practical life and experience with academic frameworks. Louise Chawla and… |
Sequence 5To the Montessori "bleachers" the serving of the luncheon of milk and crackers is the most interesting part… |
Sequence 3misery as it does in prosperity, in oppression as in freedom, in war as in peace, and that he did not really know what life is… |
Sequence 12At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 7"potentialities which determine his development"; "there exists within this inert being a global… |
Sequence 21full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 22ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 32Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 4he thinks he can go anywhere, and the urge to explore and discover his world has to be limited rather than pushed. Motivation… |
Sequence 1Introduction MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM A LIFE 1 S JOURNEY OF EDUCATIONAL IDEAS by David Kahn When… |
Sequence 3where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 3The artistic indeed has a developmental perspective.Jean Miller's and Elise Braun Barnett's music articles relate to… |
Sequence 1THE POWER OF MONTESSORI' s POSITIVE PSYCHOLOGY IN AN EXPANDING UNIVERSE by Annette Haines A bird's-eyeviewofthe… |
Sequence 2THE CASA DEI BAMBINI: p ATHS TO CULTURE by Annette Haines Jn an attempt to reunify science, geography, history, music, and… |
Sequence 2MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 25MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 211THE CASA DEI BAMBINI: p ATHS TO CULTURE by Annette Haines Jn an attempt to reunify science, geography, history, music, and… |
Sequence 242MONTESSORI AND EARLY CHlLDHO0D EDUCATION: A CONTEMPORARY PERSPECTIVE… |
Sequence 1MONTESSORI' S POSITIVE PSYCHOLOGY: A LASTING IMPRINT by David Kahn Often it is difficult to create a cohesive… |
Sequence 19I think Flow is so useful in education because most children don't want to go to school. They want to learn on their own… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 3interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
Sequence 11this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
Sequence 9Afterward: Extending beyond the six weeks was continued work on refining their mission statements in preparation for… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 1The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the… |
Sequence 5For all that, I thought it must be possible to apply certain funda- mental principles of the Montessori method to secondary… |
Sequence 32from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 3First, therefore, we need to look at the connective organs of Montessori pedagogy, as do Peter Gebhardt-Seele and Rita… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 6cal support. The perspective referred to is recent work on optimal experience (i.e., states of "flow" or… |
Sequence 2A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 2COMMENTARY ON Two MANUSCRIPTS BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Rita Schaefer Zener Finally someone has… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 3search for psycho grammar gets the NAMT A website advertising Annette Haines. So I guess I'm the only one talking about… |
Sequence 13on Montessori's interpretation of intelligence by Kay Baker, Annette Haines, Kevin Rathunde, and Shannon Helfrich. This… |
Sequence 3So there is no time barrier in this century of Montessori's work, because the great questions of childhood process are… |
Sequence 1THE FIRST THREE YEARS OF LIFE FROM ALL DEVELOPMENTAL PERSPECTIVES by David Kahn As a proponent of the who/e-sc/100/… |
Sequence 6In this book we shall consider the different stages of human de- velopment and try to understand their significance with the… |
Sequence 1Annette Haines 30 The NAMTA Jour11al • Vol. 34, No. 1 • Winter 2009 |
Sequence 68. Prepare yourself for the birthi11g of your child. You may want to consider taking a birthing class and think about your… |
Sequence 16laundry to be folded precisely and exactly, to calculate how many place settings a re needed for lunch. Repetition of these… |
Sequence 13cent Springs). Schools often provide a list of local resources and referrals for evaluation. 10. Sometimes a student can be… |
Sequence 1HELPING MONTESSORI EDUCATORS REACH ALL KINDS OF MINDS by Mary Jo Dunnington Schools Attuned is one of a suite of… |
Sequence 1INCLUSION: A PREPARATION FOR LIFE by Pam Shanks Rai11tree Montessori Sc1too/ is a model that deserves front and center… |
Sequence 17Linda Davis began her Montessori work in 1971. She has an AMI Elementary diploma a11d has worked with children from ages three… |
Sequence 3ln our classical elementary curriculum, there is a lot of biology, but of course, very Ii ttle of modern biology. Modern… |
Sequence 11on gaining self-knowledge, and literature is a great tool for self- discovery. An excerpt from Sherwood Anderson's… |
Sequence 43Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
Sequence 7knowledge and intelligence. At risk of oversimplification, our ancestors shared stories around the fire. Fire was a… |
Sequence 5to produce our own towers with nothing more than rulers, pencils, scissors, construction paper, some sguares of cardboard (for… |
Sequence 6seeds in a special potting medium that is designed specifically for this time of initial growth. We provide the seeds with… |
Sequence 22Emphasizing what I saw that was good, I was able to give talks to these teachers, but after all these years of internal… |
Sequence 6We need to 111ake it clear to tlte children that there is so 111uclt left to discover. In this world of immediate information… |
Sequence 6like, to amuse them with light occupations, to lead them back to an almost wild state, does not solve the problem. The… |
Sequence 26Pink writes: Ultimately, [intrinsically motivated] behavior depends on three nutrients: autonomy, mastery, and purpose. [This… |
Sequence 1Annette Haines 142 The NAMTA Journal • Vol. 36, No. I• Winter 2011 |
Sequence 2ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 5Historical preparation allows for great latitude, the sine qua non of which is a broad concept of the basic outline of the… |
Sequence 14Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 27Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 2THE STUDY OF THE EARTH AND LIVING NATURE by Jacqui Miller Apart from 1/lerely nlludi11g to tlte biologicnl sciences, Jacqui… |
Sequence 10processes of observation, comparison, reasoning, knowledge, and socialization, without overlooking emotional development. In… |
Sequence 3MONTESSORl'S CONCEPTION OF EDUCATION FOR ADOLESCENCE The chief symptom of adolescence is a state of expectation, a… |
Sequence 13In addition, closer partnership with local middle schools offers a path to develop an aspect of the high school that is at… |
Sequence 18Montessori's path for a science of peace is clear and radical and so optimistic that the junior class is doubtful it can… |
Sequence 10child as the agent of change. In The Discovery of the Child (67), Montes- sori writes of a British family who lived in India… |
Sequence 11humanity. It is this latter part, culture, that which represents the study to be carried out in the schools, the universal… |
Sequence 4sis of the Good Shepherd, that propelling force, as we said, which has carried forward almost a half-century of catechesis, is… |
Sequence 919 Montessori • The House of Children Copyright © 1944 Montessori-Pierson Publishing Company. NAMTA would like to express its… |