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Sequence 8Renilde Montessori and Margo Waltuch Photo by Paul Biwer. MONTESSORI DIVERSITY IN THE PUBLIC SECTOR "Multicultural… |
Sequence 1EDITORIAL THE MONTESSORI LEGACY- CONNECTING THE INDOOR AND OUTDOOR ENVIRONMENTS T ilian Katz, a prominent early childhood… |
Sequence 3(1936/1975, 1949/1961, 1949/1975). When the developmental pro- cess proceeds normally, normalization occurs, and all four of… |
Sequence 183(1936/1975, 1949/1961, 1949/1975). When the developmental pro- cess proceeds normally, normalization occurs, and all four of… |
Sequence 7These booklets are sold in three-volume sets. Series One includes The Home Environment, The Road to Discipline, and The… |
Sequence 1THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her… |
Sequence 1/J~ ---------------------- MONTESSORI EDUCATION: p AST, PRESENT, AND POSSIBLE by David Kahn In 1998, Renilde Montessori… |
Sequence 1Margot Waltuch, Ada Montessori, and Mario Montessori Baarn, Holland, 1963 50 The NAMTA Journal • Vol. 24, No. I • Winter 1999 |
Sequence 2THE MONTESSORI FAMILY AND ME by Margot W altuch This beautiful vignette of Margot Waltuch' s connection to the… |
Sequence 10Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 9Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 184Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 229Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 9trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 6In Montessori's original Children's House, there were no toys for pretend play. Instead of dressing and undressing… |
Sequence 6· The organization of the work. And last but by no means least, • The ability of the teacher to observe the phenomenon and to… |
Sequence 14the fields or exploring the woodlands, playing around the old castles with no adult in sight. My grandfather had a sixth sense… |
Sequence 26American Media, continued McClure's Magazine, May, 191 I This issue of McClure's magazine carried the first… |
Sequence 55The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 61i ~ "' 1 t:: f. i @ Antique Wooden Stamp Game This early stamp game box was manufaaured in The Hague by… |
Sequence 84A History of War and Peace "Enchance. Mademoiselle." An exercise in grace and courtesy, Paris, 1918… |
Sequence 90Practical Life and Language Materials, continued From 1933 to 1938, Margot Waltuch was a directress at La Maison des Enfants… |
Sequence 91In Europe we had aprons far each activity. I think this came down from the Middle Ages, when each trade had its own costume… |
Sequence 124Movement and Silence Walking on the line was a daily occurrence about midday-often out-oJ- doors .... The children [in Sevres… |
Sequence 126Movement and Silence, continued Children love silence and immobility and practice it spontaneously. One day [in Sevres,… |
Sequence 152Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 188Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 5In 1950, Mario Montessori wrote about the celebration of his mother's eightieth birthday: "UNESCO gave a… |
Sequence 10REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 222 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 be a great help to a child. The seashore is often thought to be… |
Sequence 222 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 be a great help to a child. The seashore is often thought to be… |
Sequence 836 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 does miss something. The more all “perishable” items, anything that can… |
Sequence 254 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Children serving soup, Laren, Holland, 1940, courtesy of Margot Waltuch… |
Sequence 7285 O’Shaughnessy • Epilogue: The Child and the Environment The greatest gift we can give this spontaneous explorer is time… |
Sequence 7285 O’Shaughnessy • Epilogue: The Child and the Environment The greatest gift we can give this spontaneous explorer is time… |
Sequence 8286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 8286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 9287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 9287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 848 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the roots. My eyes would contemplate the cockleweeds without searching… |
Sequence 949 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 1240 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 during the morning work cycle to set the tables, laying the table cloths… |
Sequence 1846 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 regard to the child himself. Those simple daily activities are for the… |
Sequence 9115 Black and Davis • Montessori All Day, All Year tion. Systems can be put in place that allow for a natural flow from one… |
Sequence 2116 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 ity he felt as he meditated on a mountain side in India during World War… |
Sequence 66 courage his efforts and enthusiasm. Haim Ginott had a unique gift for listening to children with the third ear: "… |
Sequence 1Atlanta Conference: Giving Peace a Chance By David Kahn Raudonis, Momessori. Gang, Muller There are no words to describe the… |
Sequence 44Goodlad, J. I., Klein, M. G., & Novotney, J. M. (1973). the United States. Theory into Practice, New York: 81-90,… |
Sequence 11and to seek ways for a greater fulfillment of human life to an extent which no philosopher, prophet or social reformer would… |
Sequence 97NAMTA WORKSHOPS PAST Muriel Dwyer-A Classic Montessorian Beyond all doubt, the over-enrolled Muriel Dwyer workshop indicated… |
Sequence 54Renilde Montessori and Margo Waltuch Photo by Paul Biwer. MONTESSORI DIVERSITY IN THE PUBLIC SECTOR "Multicultural… |
Sequence 136NAMTANEWS NAMTA WORKSHOPS FOR 1990-1991 EARLY CHILDHOOD EDUCATION AND COMMUNITY PARI'NERSHIPS Cleveland, Ohw October… |
Sequence 7EDITORIAL THE MONTESSORI LEGACY- CONNECTING THE INDOOR AND OUTDOOR ENVIRONMENTS T ilian Katz, a prominent early childhood… |
Sequence 19(1936/1975, 1949/1961, 1949/1975). When the developmental pro- cess proceeds normally, normalization occurs, and all four of… |
Sequence 12These booklets are sold in three-volume sets. Series One includes The Home Environment, The Road to Discipline, and The… |
Sequence 1Vol. 21, No. 3 Summer 1996 Rediscovering the All-Day Montessori Community AD-Day Montes..orl: Notes on the HJstory of the… |
Sequence 4REDISCOVERING THE ALL-DAY MONTESSORI COMMUNITY ALL-DAY MONTESSORI: NOTES ON THE HISTORY OF THE EXPERIMENT… |
Sequence 47Margot Waltuch, 1986 42 The NAMTA Journal • Vol. 21, No. 3 • Summer 1996 |
Sequence 48THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her… |
Sequence 348PRESENTING.,, Kay Baker is AMI Elementary Director of Training at the Washington (DC) Montessori Institute. Wmfried Bohm is… |
Sequence 350ascertain the usefulness and influence of Montessori education for the future. 12:00 noon-2:00 pm Luncheon: The Montessori… |
Sequence 5Mario Montessori (Photo from the Margot Waltuch collection) The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 4MONTESSORI PAST, PRESENT, AND POSSIBLE: A GLOBAL REALITY MONTESSORI EDUCATION: PAST, PRESENT, AND POSSIBLE… |
Sequence 6/J~ ---------------------- MONTESSORI EDUCATION: p AST, PRESENT, AND POSSIBLE by David Kahn In 1998, Renilde Montessori… |
Sequence 55Margot Waltuch, Ada Montessori, and Mario Montessori Baarn, Holland, 1963 50 The NAMTA Journal • Vol. 24, No. I • Winter 1999 |
Sequence 56THE MONTESSORI FAMILY AND ME by Margot W altuch This beautiful vignette of Margot Waltuch' s connection to the… |
Sequence 18Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 250READERS RESPOND TO THE WHOLE-SCHOOL MONTESSORI HANDBOOK; INSPIRES ADMINISTRATOR-TEACHER RETREAT The scope, organization… |
Sequence 207lowed by study of funding blends, sustainable outreach, and permanent support. Century Study Six: Archives, Bibliography,… |
Sequence 143trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 70In Montessori's original Children's House, there were no toys for pretend play. Instead of dressing and undressing… |
Sequence 168· The organization of the work. And last but by no means least, • The ability of the teacher to observe the phenomenon and to… |
Sequence 176the fields or exploring the woodlands, playing around the old castles with no adult in sight. My grandfather had a sixth sense… |
Sequence 28American Media, continued McClure's Magazine, May, 191 I This issue of McClure's magazine carried the first… |
Sequence 57The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 63i ~ "' 1 t:: f. i @ Antique Wooden Stamp Game This early stamp game box was manufaaured in The Hague by… |
Sequence 86A History of War and Peace "Enchance. Mademoiselle." An exercise in grace and courtesy, Paris, 1918… |
Sequence 92Practical Life and Language Materials, continued From 1933 to 1938, Margot Waltuch was a directress at La Maison des Enfants… |
Sequence 93In Europe we had aprons far each activity. I think this came down from the Middle Ages, when each trade had its own costume… |
Sequence 126Movement and Silence Walking on the line was a daily occurrence about midday-often out-oJ- doors .... The children [in Sevres… |
Sequence 128Movement and Silence, continued Children love silence and immobility and practice it spontaneously. One day [in Sevres,… |
Sequence 154Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 190Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 258In 1950, Mario Montessori wrote about the celebration of his mother's eightieth birthday: "UNESCO gave a… |
Sequence 263REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 3020 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Children hoeing, Sèvres, France, 1936, courtesy of Margot Waltuch… |
Sequence 3222 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 be a great help to a child. The seashore is often thought to be… |
Sequence 4636 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 does miss something. The more all “perishable” items, anything that can… |
Sequence 6454 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Children serving soup, Laren, Holland, 1940, courtesy of Margot Waltuch… |
Sequence 6959 Montessori • Exercises of Practical Life: 3 to 6 Compared to 6 to 12 Child washes cloths for classroom which over the next… |
Sequence 288278 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Sèvres, France, around 1935, courtesy of Margot Waltuch collection |
Sequence 295285 O’Shaughnessy • Epilogue: The Child and the Environment The greatest gift we can give this spontaneous explorer is time… |
Sequence 296286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 297287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 4236 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Older child teaches a younger child the bow tying frame, Sèvres, France… |
Sequence 182176 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 provided refuge to many Montessorians by housing them in her famous… |
Sequence 82 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Interestingly, the revelations of adolescent reform in 2013 offer a new… |
Sequence 5448 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the roots. My eyes would contemplate the cockleweeds without searching… |
Sequence 5549 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |