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Sequence 40phioscphy. a Core Group had boen formed. Swingng no acton, he Coo-Group do- Soadioavs worshops,sominas Schco vt o A po e… |
Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Camillo Grazzini The first section of Mr. Grazzini… |
Sequence 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 13This cosmic fable begins something like this: I know of a marvelous nation, a marvelous country where the inhabitants are… |
Sequence 1511 IN MY SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth great story… |
Sequence 19The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 20beings, the exploration of this aspect of human society, we usually identify as economic geography in our courses. Montessori… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Camillo Grazzini The first section of Mr. Grazzini… |
Sequence 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 13This cosmic fable begins something like this: I know of a marvelous nation, a marvelous country where the inhabitants are… |
Sequence 1511 IN MY SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth great story… |
Sequence 19The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 20beings, the exploration of this aspect of human society, we usually identify as economic geography in our courses. Montessori… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 2v1s10n of early adolescence, not about all of this period of development. Also, it is my opinion that Montessorians have a… |
Sequence 3having lived among them for 11 years I know from experience that they have many fewer problems than those of the English… |
Sequence 7Very often young people approach their academic work in a complex manner when, in reality, the tasks are relatively simple.… |
Sequence 14Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
Sequence 3sound is concerned;' Dr. Maria Montessori said in The Montessori Elementary Material. "It follows that reading… |
Sequence 10child is very different. Bion uses the word "parasitism" for this different situation. In this state the… |
Sequence 6It also allows the aide and one or two of the children time to set the lunch tables without disturbing anyone.) As the… |
Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 1ALL DAY/ALL YEAR: A MONTESSORI SCHOOL IN A CORPORATE SETTING by Phyllis Kiechle Phyllis Kiechle directs the program she… |
Sequence 5Environmental deprivation is another factor. Families without proper food, clothing, and shelter are hindered from offering… |
Sequence 9condescend, we mutter hurried excuses and flee because we do not understand. There are millions of people who have difficulty… |
Sequence 1AN OVERVIEW OF THE HARVARD FAMILY RESEARCH PROJECT by Heather Weiss Important to urban education are family support and… |
Sequence 4• Children's House classes have full-time assistants. • Elementary classes have half-time assistants. • An art… |
Sequence 1CINCINNATI: DEVELOPING THE MONTESSORI MAGNET SCHOOL by Phyllis J. Williams Building and Grounds Crew North Avondale… |
Sequence 1THE MAROTTA MONTESSORI SCHOOL: A CONCEPT DEDICATED TO URBAN RENEWAL by Alcillia Jones Clifford There is an urgent calling… |
Sequence 3a time are scheduled to visit the mini-environment to work on areas that will help them adjust or normalize in their classroom… |
Sequence 2recommend it to the school and community on the Pine Ridge Reser- vation, and even to the state of South Dakota. The location… |
Sequence 2below). In cases where the food and care that infants receive is uncon- tingent with their strivings, as is the case in many… |
Sequence 17Boehnlein, Mary. (1984). A study of college/uruversity accredited Montessori teacher training programs. NAMTA Quarterly, 9, 49… |
Sequence 1CHILD-INITIATED ACTIVITY: HOW IMPORTANT IS IT IN EARLY CHILDHOOD EDUCATION? by Lawrence J. Schweinhart Child-initiated… |
Sequence 8five-year-olds are not ready for academic kindergartens and that developmental kindergartens should serve all children, not… |
Sequence 9variation in teacher backgrounds and interpretation of curriculum principles. Another problem is the dearth oflongitudinal… |
Sequence 108. For example, Diana Baumrind, "Current Patterns of Parental Authority:' Developmental Psychology Monograph,… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 3Review of the Literature There are different opinions as to what constitutes parent involve- ment in education. Gordon,… |
Sequence 5instructional activities that will help children develop the learning-to- learn skills and behaviors associated with school… |
Sequence 4Maria Montessori observed many times that a family's children are often not treated as well as their guests. Yet our… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 8final point. It is the passages that characterize the Montessori Method. If we say the passages are not the important thing we… |
Sequence 1THE ROOTS OF DISCIPLINE by Lili E. Peller Ms. Peller begins with a Montessori definition of discipline, and then shows a… |
Sequence 3wonder is sometimes filled with exclamation, but it is as often silent. Children are led into contemplation of what is before… |
Sequence 1THE NATURE AND THEORY OF SILENCE ACTIVITIES IN THE CHILDREN'S HOUSE by Mary Black Verschuur Ph.D With the incisiveness… |
Sequence 8is expanded and we have the opportunity to reach out towards things which are normally beyond ow· reach, widening our horizons… |
Sequence 3basically teachers turned trainers. How objectively valid is that pro- cess in terms of maintaining Montessori heritage?… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 1THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 3This idea of presenting the whole universe to the child is explained by Maria Montessori's grandson, Mario M. Montessori… |
Sequence 4his self-made environment in a condition that may permit human life to evolve toward a dignified existence for everyone. This… |
Sequence 5Doesn't it sound like falling back into the ways of earlier educators, defining goals for education in looking at the… |
Sequence 6If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest… |
Sequence 7With this last statement she relates to a concept that later educators have called "exemplary learning."… |
Sequence 8Physics sometimes is seen as dealing with the lifeless nature as opposed to biology dealing with life in nature. It is true… |
Sequence 9placement is that all these experiments provide fundamental impres- sions, sensorial experiences or understanding of phenomena… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 4have little to do with science for science's sake, but rather is an expres- sion of a philosophical view which in turn… |
Sequence 10This not to abandon the scientific rigors of the material to be pre- sented to the child. Montessori is quite clear in that… |
Sequence 2Just as we are taught to gently and lovingly receive the child into our classroom environments, we must learn to gently and… |
Sequence 16Maria Montessori said it so well in the Absorbent Mind:5 Have not all our efforts been aimed at removing obstacles from the… |
Sequence 4CHAPTER I INTRODUCTION The purpose of this book is to analyze research on the Montessori method of education and its effects… |
Sequence 1beginning and end of the kindergarten program than those without this experience. However, on all measures there were no… |
Sequence 3Prusso, K. (1977). Preki1ukrgarl.en Head St.a;rt evaluation year end report 1976-1977, Repqrt No. 7808. Philadelphia:… |
Sequence 2The same children were retested eight months later and their mean gain scores indicated a decline in impulsivity and an… |
Sequence 2poverty cycle for low socioeconomic status families is to provide a quality educational program that also focuses on parenting… |
Sequence 1Multi-Cultural MONTESSORI AND CULTURAL DIVERSITY by Alice Renton Ms. Renton characterizes Montessori /,earning with a… |
Sequence 2help her adapt to the conditions of the present. 1n describing a particu- lar civilization or culture, she understood well… |
Sequence 3In our work of prepruing the environment, our first task is to know, respect, and utilize as fully as possible the culture to… |
Sequence 5child's spirit. It explains why adults engaged in the process of concien- tizacibn often seek a freeing educational… |
Sequence 6not only repressed but effectively killed the child within himself. As MonteS.50ri put it in The Fonnal:ion of Man, we have… |
Sequence 7what was thought possible for children. It is with courage and daring that we must now reaffirm the third level of ascent in… |
Sequence 10Footnotes l Sofia Cavalletti, "The Spiritual Development of the Child," Montessori Thlks to Par- ents,… |
Sequence 2School?;• and to be very much conscious of what we were trying to accomplish. The children became Montessorians. If treated… |
Sequence 9interest, not to teach or to explain something. Again less is more - present too little, not too much. It is the student'… |
Sequence 2Maria Montessori was well versed in philosophy. Her footnotes include allusions to Sequin, Tolstoi, Froebal, Pascal, Poincare… |
Sequence 6Montessori and the Humanities means a clarification of goals. We have a saying in Montessori - "Montessori is an aid… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 1THE MAINSTREAMING OF MONTESSORI IN AMERICA by David Kahn, Editor On April 17, 1989 Newsweek published a cover story entitled… |
Sequence 1Humanities HUMAMITIES AND THE ART OF INQUIRY by Edwin J. Delattre Dr. Delattre's incisive summary of the role of… |
Sequence 2we have discovered ourselves, over generations, to be. As Maria Montessori-and earlier, Aristotle-understood, the natu- ral… |
Sequence 1Research PRELIMINARY REPORT ON THE EDUCATIONAL EFFECTIVENESS OF A MONTESSORI SCHOOL IN THE PUBLIC SECTOR by Tim Duax Dr.… |
Sequence 11a concept of atoms and molecules. We cannot present chemistry any further without an understanding of these substances and… |
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 3the widest range of principles and doctrines put forth by various psychologists and educators. Every philosophical education… |
Sequence 6that of the father; it is a fear of being helpless in the face of disaster- helpless to protect one's children-and again… |
Sequence 1GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Edwin Delattre Delattre's wide range of human experience,… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH (YfHER by Mary Maher Boehnlein Good morning. I am honored… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Charles Torranova I want to thank David Kahn for… |
Sequence 1NORMALIZATION by Chulanganee Fernando Ms. Fernando J>resents an in-depth mew of the genesis of the i,dea of… |
Sequence 6comparison, and choice, and since their interest is held by the movement provided by the apparatus, they are motivated to act… |
Sequence 8already present in them so that the ext.ension and abduction of the lifted leg were to be observed with displacement of the… |
Sequence 1MONTESSORI AND SUZUKI by Linda K. Thompson "'1ierever there is Mon-tessori, there are usually Suzuki Institutes… |
Sequence 31. What opportunities are present for each individual to develop his or her unique potentials? 2. To what degree is each… |
Sequence 5we can virtually watch them incarnating the environment), and with other humans. From three to six, we help the child's… |
Sequence 8looking at him that he's not going to make it." This child had an excellent grasp of country life and a good… |
Sequence 10complex civilizations that the Mexican philosopher and educator Jose Vasconcelos dubbed them "the cosmic race.&… |