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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 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 8Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 10Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
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 2CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 1THE PEDAGOGY OF TIME by Lawrence Schaefer, PhD Larry Scbaefer's keynote lecture at the 1993 Summer Institute, History as… |
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 1ALL-DAY MONTESSORI: MAKING IT WORK by Mary B. Verschuur Man; Verschuur' s seasoned view of the Montessori all-day… |
Sequence 3first, that I couldn't dance and appeared to be devoid of any sense of rhythm; second, that I was totally inept at… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 1MOTIVATION: THE FOUNDATION OF SUCCESSFUL LEARNING by Mary B. Verschuur Like Alfie Kohn, Mary Verschuur emphasizes that… |
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 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
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 2A VISION OF CHILDHOOD TO ADOLESCENCE: THE SCHAEFER TRILOGY I nterpreting the changes in children as they progress toward… |
Sequence 2EMERGING ADOLESCENCE: FINDING ONE'S PLACE IN THE COSMOS by Patricia Schaefer Our society tends to view a child emerging… |
Sequence 15becomes the steward of rooted plants in the garden. Here the task is more defined. The light needed is probably more grounded… |
Sequence 16gain a certain wisdom. Larry refers to it as human-heartedness (the Chinese concept). So while the elementary child thinks,… |
Sequence 1INNOVATION WITHIN LIMITS: How Is IT PossIBLE? A PARTICIPANT'S PERSPECTIVE by Mary B. Verschuur Mary Verschuur, a… |
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 9I had lived a very idyllic life. At the time I thought this might be a sign that I should retire to a monastery. But then I… |
Sequence 10CHARACTERISTICS AND NEEDS OF ADOLESCENTS: A COMPARATIVE STUDY compiled by John Long Almost every Montessori secondary… |
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 30In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 6And in 1189, Henry died, leaving the throne to my beloved son Richard the Lionhearted. Rkhard knew he was my favorite, and… |
Sequence 7environment can assist with? By offering opportunities to function without parents-to take care of self, one another, the… |
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 4space has its own character and its own function, and each nurtures some distinct plant life as well as particular plant… |
Sequence 10cycles in nature through observation and experience, a child will have a base upon which to build more theoretical… |
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 2FINDING THE SPIRITUAL THREAD IN MONTESSORI WORK by Pat Schaefer Pat Schaefer's autobiographical essay is about her own… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 7It was again the children themselves who have led us on in the work for adolescents. Clearly, they deserved an environment… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
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 2O 6 12 18 2A ~I 3 9 15 21 Figure 1. The Four Planes of Education. The first creative plane is zero to six; that… |
Sequence 2THE LENSES OF COSMIC EDUCATION by Pat Schaefer & Larry Schaefer Pat and Larry Schaefer's metaphorical treatment… |
Sequence 2To KNow THE PLACE FOR THE FIRST TIME: WHY THE YOUNG ADOLESCENT BENEFITS FROM THE DEVELOPMENT OF THE PEDAGOGY FOR THE OLDER… |
Sequence 12understand how something moves from one part to the next, e.g., the flow of digested material through the digestive system or… |
Sequence 2BEYOND INFORMATION: FORMATION AND INSPIRATION by Pat Schaefer Pat Schaefer speaks of formation, transformation, and… |
Sequence 12spends oneself, the more we breathe life into (in-spire) those around us. This is of course a high price-but what would we… |
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 19Wolken, Larry. "The International Pencil." SAGE: Scholas- tic Assistn11cefor Global Ed11cntio11. January 27… |
Sequence 24Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
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 16• the need for order, the sense of beauty • the development of inner calm and the ability to be silent • the development of… |
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 2THE FOUR PLANES OF SOCIAL DEVELOPMENT: How To MoVE FROM A LITTLE CHILD TO WORLD PEACE by Patricia Schaefer Ms. Schaefer… |
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 24Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 30Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 65Binocular Vision Working Group. "The Use of Tinted Lenses and Colored Overlays for the Treatment of Dyslexia and… |
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 10Adolescents, as I said earlier today, are incredibly sweet and sensitive when given the place where they can be that way. 1… |
Sequence 12diverse group of students in the classroom. The group talked about ethnocentrism and prejudice, stereotyping and cultural… |
Sequence 34History became stories of past going outs. It could teach the present from the past, such as, "Remember the winter… |
Sequence 4now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |
Sequence 7for places in college and the work force. The term "chalk and talk" is used to describe the methods whereby… |
Sequence 23and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 21Morf, Carolyn. C. & Mischel, Walter. "Epilogue: Self- Regulation, Vulnerability, and Implications for Mental… |
Sequence 262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to make comparisons among all three. This level of sensorial exploration… |
Sequence 565 Verschuur • Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary level, but by becoming… |
Sequence 7141 Leonard • Deepening Cosmic Education of everything from a tiny molecule of glucose to the work of bacteria, bats, oak… |
Sequence 10144 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Stoppani, Antonio. Acqua ed aria: La purezza del mare e dell’atmosfera… |
Sequence 896 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 shoulder are a trinity in themselves. The hand is related to the nervous… |