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Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 5Just as the understanding of the growth and development of the child in our complex society continues to build in the… |
Sequence 1The Humanities MONTESSORI: THE HUMANITIES CONNECTION Minneapolis, March 2, 3, 4, 1989 by David Kahn Minneapolis marks a… |
Sequence 2There is a broad spectrum of interest in the six year old, and Mont- essori suggests accordingly that we must sow as many… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 2from one learning stage to the next, the first must be completely mastered. But Bruner implies that the conceptualization… |
Sequence 9The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete… |
Sequence 3takes place without any voluntary effort on the part of the child. It is a time when children project themselves, by activity… |
Sequence 4sensorially, they are simultaneously absorbing the world into them- selves. Children build their conception of self and… |
Sequence 6comparison, and choice, and since their interest is held by the movement provided by the apparatus, they are motivated to act… |
Sequence 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 1THE MFANING OF EDUCATIONAL REFORM by Jerome Bruner Jerome Bruner has the ability to view curriculum with its foll interactive… |
Sequence 5community members are viewed as resources and are involved in curricular planning and the evaluation of their children.… |
Sequence 5oversee. I became daddy for 15 kids, something that also is built into the structure of the school. But within that advisory… |
Sequence 9What causes us co distinguish between species is always their differences, never their likeness. What constitutes another… |
Sequence 11cioned above, Bruner and Coghill, have now accepted that face chat the creative process comes into play in growth and learning… |
Sequence 1610. Jerome S. Bruner, Toward a Theory of Instruction (Cambridge, Mass.: Harvard Universiry Press, 1966). I l. Alexis Carrel,… |
Sequence 3implementation of the Montessori model but will provide a wealth of more general information about children's school… |
Sequence 3Montessori views personal autonomy as interconnected with social re- sponsibility and the evolution of human societies. The… |
Sequence 18The study supports the findings of Bruner, DeCharms, and others that self- motivation is part of a complex process In… |
Sequence 19The analysis of behaviors characterizing autonomy in this study implies the cyclical nature of its development, involving the… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 10creation of a public space; Dewey talked consistently about an "articulate public" bringing a public sphere… |
Sequence 5opment guarantees the unfolding of basic "experience expectant" systems. Refinements of language, such as… |
Sequence 14the teachers do not already know tJ1e answer. Even when tJ1e form of the question seems to invite a variety of answers, tJ1ere… |
Sequence 16as models and guides at every stage of devel- opment. Jerome Bruner calls this "loaning chil- dren our conscious… |
Sequence 20fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 134fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 138as models and guides at every stage of devel- opment. Jerome Bruner calls this "loaning chil- dren our conscious… |
Sequence 22Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 1THE VERBAL/LINGUISTIC AND VISUAL/ SPATIAL INTELLIGENCES by Rita Schaefer Zener Dr. Zener aligns Gardner's verbal/… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 1MovEMENT, Music, AND LEARNING: THE MUSICAL AND BoDILY/KINESTHETIC INTELLIGENCES by Audrey Sillick Audrey Sillick' sin… |
Sequence 2THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 4words of Bob Samples, Sir Isaac Newton, and Jerome Bruner as cited in Samples' The Metaphoric Mind: The inventive… |
Sequence 5Yourn: But why say it's a green dragon when obviously it isn't? THOMAS: For several reasons. I call the universe a… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 7Reeve), the distance between actual development and the potential level of development possible with guidance or help (… |
Sequence 8learner goes from one step to the next. Once mastered in that appropri- ate form, the learner can go on to more powerful, more… |
Sequence 13when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 14when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 19learner goes from one step to the next. Once mastered in that appropri- ate form, the learner can go on to more powerful, more… |
Sequence 20Reeve), the distance between actual development and the potential level of development possible with guidance or help (… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 2DEVELOPING A POSITIVE VISION FOR THE WHOLE SCHOOL by Sharon L. Dubble Dr. Dubble features one of the pivotal methodologies… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 1IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 8some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 5should exist side by side: the first belongs to the inner life of man, the second to his life in society. (102) In their own… |
Sequence 3Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass, 1998. Rathunde, Kevin. "Adolescent Engagement… |
Sequence 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 5measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 10REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 4for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 40Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 3ties that directly sustain him, but in the symbolic activities which give significance both to the processes of work and… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff One should not address the concept of… |
Sequence 8objects and exercises, which one might l.ook for in vain at a later age. (cited in Standing 120) We might ask ourselves,… |
Sequence 10homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 10Rathunde, Kevin. "Montessori Education and Optimal Experience: A Framework for New Research." The NAMTA… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 2To KNow THE PLACE FOR THE FIRST TIME: WHY THE YOUNG ADOLESCENT BENEFITS FROM THE DEVELOPMENT OF THE PEDAGOGY FOR THE OLDER… |
Sequence 14enlarges this picture to the great array of grazing and browsing animals all over the planet-the deer, the antelope, the bison… |
Sequence 18Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 4This article represents my progress thus far in understanding how flow theory and Montessori philosophy help to reveal the… |
Sequence 34Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 62The Early Days of Montessori Education in Berlin Multiplication work, Berlin Montessori class, I 92 7 Children's House… |
Sequence 187Another Viennese Montessorian and Holocaust survivor who made a significant contribution in the United States was Lena Gitter… |
Sequence 6Montessori does a bit of mixing of metaphors as she explains the socialization of the child from zero to twelve. While I might… |
Sequence 3independence, which is the scope and sequence of the Montessori developmental continuum from birth to adulthood. This… |
Sequence 183. Global applications (from Lunds University): The global anthropological approach is not n macro theory. It is a framework… |
Sequence 19· To impart a sense of respect for the capacities and human- ity of man as a species. · To leave the student with a sense of… |
Sequence 235. Economics can interact with almost any discipline as well as provide insight into the school's business and service… |
Sequence 30Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 19REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 65Binocular Vision Working Group. "The Use of Tinted Lenses and Colored Overlays for the Treatment of Dyslexia and… |
Sequence 3saying, first of all, stop calling it a new century. It has to be mnde new, and human originality has to be exercised. Our… |
Sequence 29natural right. If our children are in despair in such large number during their adolescence and teenage years, then obviously… |
Sequence 2We are asked to make conscious and dear all that is small and infinite, linear and turning, the music and the dance, and the… |
Sequence 4now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |