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Sequence 139to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |
Sequence 166Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 132Montessori, Maria. Ed11catioJ1 and Pence. 1949. Trans. Helen R. Lane. Oxford: Clio, 1992. Montessori, Maria. Educazio11e e… |
Sequence 65For, ultimately, the healthy, balanced personality who has built herself through work and passion, throughout the four planes… |
Sequence 89Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 105Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 341the power of self-direction increasing by degrees in the sum these of successively repeated acts, are the stout little… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 103accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 120projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 199We hope that attention to this sort of customization of the tools will make the classical languages much more accessible and… |
Sequence 379Next time, there are a few changes we will make besides the structural changes to get more of the transcription done than last… |
Sequence 39REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 104child'.s experience with seeing patterns and the ability to predict what may happen or what should happen. Planning means… |
Sequence 216THE INTEGRATED SCIENCE AND MATHEMATICS OF DR. CLAUDE CLAREMONT, DISCIPLE AND COLLEAGUE OF MARIA MONTESSORI by Harvey R.… |
Sequence 243Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 1The N-A-M-T-A NAMTA Journal Science, Scientific Pedagogy, and the Importance of Montessori Structure Volume 36 Number 1… |
Sequence 4SCIENCE, SCIENTIFIC PEDAGOGY, AND THE IMPORTANCE OF MONTESSORI STRUCTURE ScrENCE, SclENTIFIC PEDAGOGY, AND THE !MPORTANCE OF… |
Sequence 98SPANNING SPACE by Claude A. Claremont Claude Claremont's little treasure book Spanning Space is a11 imagina- tive… |
Sequence 110recent times; so, generally speaking, the wider and flatter the arch, the more modern the bridge. Every bridge has a… |
Sequence 208Kahn, David. "Normalization and Normality across the Planes of Development." Tlte NAMTA Jo11r11a/ 22.2 (1997… |
Sequence 132Docu111c11/s, ed. Austin Flannery, op (New York: Costello Publishing Company, 1975), p. 917. 12. Maria Montessori, I… |
Sequence 153143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 177171 Lillard • Playful Learning and Montessori Education ———. (1948) 1976. From Childhood to Adolescence Including “Erdkinder… |
Sequence 221215 Sackett • “The Lines That Make the Clouds” a references Devlin, Keith. The Math Gene: How Mathematical Think- ing… |
Sequence 308300 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 3. I had not attempted to conduct a scientific, quantitative study.… |
Sequence 333325 Parker • The Essential Is Invisible to the Eye adventure by undertaking your own qualitative research. The op-… |
Sequence 2721 Andrews • The Myth of the “Perfect” Child a Montessori, Maria. (1949). The Absorbent Mind. Claude A. Claremont trans.… |
Sequence 143137 Lebitz • Creative Engagement: Handwork as Follow-Up Work Music: models of antique or historical instruments, dioramas or… |
Sequence 20AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 31Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 81The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
Sequence 116AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 120AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 146AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 30Claremont's Point of View: Literature and Grammar by Mrs. Francesca Claremont Transcribed and Edited by Jim and… |
Sequence 17LITERATURE THROUGH HISTORY AND GEOGRAPHY by Francesca Claremont Transcribed and Edited by Jim and Frances Fitzpatrick The… |
Sequence 138 Chicago Board of Education. (1977). Options in Public education: a source document, Available from National… |
Sequence 96Rhymes and rhythm. (1960). Around the Child, 1, 55-56, (2). Selman, Ruth,. (1984). First words: Anecdotal observations of… |
Sequence 175Cardboard Model of an old Amsterdam house made by girl 9 1/4 years of age. (1925). Call of Education, !, 229-30, (2).… |
Sequence 206200 Bashyal, R. P. (1969/70). Glimpses at the Indian Montessori training courses. Around the Child, 13, 105-110, (6).… |
Sequence 53From the Archives THE MONTESSORI APPARATUS. (1919) By Claude A. Claremont, B.Sc. Assistant to Dr. Montessori in her… |
Sequence 9Treasure Article 2017 page 8 tional Montessori Training Course, London, 1946, p. 48 —, From Childhood to Adolescence (New… |