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Sequence 1the house of children lecture, KodaiKanal, 1944 by Maria Montessori This article vividly describes the indoor and outdoor… |
Sequence 919 Montessori • The House of Children Copyright © 1944 Montessori-Pierson Publishing Company. NAMTA would like to express its… |
Sequence 1nature in education by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of… |
Sequence 1nature in education by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of… |
Sequence 1the children’s house by Lili E. Peller Lili Peller’s The Children’s House essay begins where Maria Montessori left off in her… |
Sequence 937 Peller • The Children’s House Outdoor Equipment. As mentioned before, the playground should be directly connected with… |
Sequence 658 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 HouseofChildren,3–6years Elementary,6–12years 6.Gymnastics:jumping,… |
Sequence 464 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 The permanency of a year-round prairie and a forest close at hand and… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 486 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Working outside, Allahabad, India, 1928 the Theosophical Society had… |
Sequence 991 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 496 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |
Sequence 1Maria Montessori’s cosMic vision, cosMic Plan, and cosMic education by Camillo Grazzini This classic position of the breadth… |
Sequence 8114 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 contact between groups has varied from peaceful trade and exchange right… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 2120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 1deePeninG cosMic education by Gerard Leonard This article is a special blend of research, theory, and practice, with clear… |
Sequence 6140 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 can literally make you weep. In The Dream of the Earth, Thomas Berry… |
Sequence 7141 Leonard • Deepening Cosmic Education of everything from a tiny molecule of glucose to the work of bacteria, bats, oak… |
Sequence 1exPeriences in nature: resolute second-Plane directions toward erdKinder Gerard Leonard and Kathleen Allen Gerard Leonard… |
Sequence 4156 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 So first of all it is essential that our children get their hands in the… |
Sequence 5157 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder work” (Montessori, The… |
Sequence 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
Sequence 12212 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 returning organic matter to the soil to re-enter the ecological cycles… |
Sequence 1nature exPerience and education by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 2238 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 respect. David Orr comments, “The civilization we have built causes us… |
Sequence 4240 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 matched traditional schools, so these kids were all in similar-sized… |
Sequence 1the ecoloGy of the Mind by Luciano Mazzetti Dr. Mazzetti’s almost lyrical description of the role of encounters, both human… |
Sequence 2244 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Confronted by these problems, I have asked myself if, in Maria… |
Sequence 3245 Mazzetti • The Ecology of the Mind and care for an environment. You know what it means to watch for the smallest detail… |
Sequence 4246 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 disturb the stars,” as a Spanish poet once said. It means being… |
Sequence 2250 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 time. The Biblical world and the modern scientific world agree on this… |
Sequence 8256 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There would also be a rethinking of the inner life of mind and soul… |
Sequence 1fifth lecture by Maria Montessori We include the ninth chapter of Education and Peace by Maria Montessori (1949) to draw… |
Sequence 1exercises of Practical life: introduction and list by A.M. Joosten Albert Joosten wrote this article in 1968, and it is… |
Sequence 1721 Joosten • Exercises of Practical Life: Introduction and List girls, they lay a foundation, or more correctly, help the… |
Sequence 1movement and character lecture, london, 1946 by Maria Montessori Dr. Montessori’s words from the 1946 London Lectures… |
Sequence 1Practical life for the older children in the casa by Polli Soholt Polli Soholt writes about advanced practical life and… |
Sequence 359 Soholt • Practical Life for the Older Children in the Casa are running low, they will notice when the flowers that… |
Sequence 571 Baker • The Significance of the Hand for the Elementary Years of obedience, has no initiative, and seems lazy and sad” (… |
Sequence 672 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 abstractions such as geometric shapes, letter sounds, and numbers. All… |
Sequence 975 Baker • The Significance of the Hand for the Elementary Years passed down knowledge to us for our greater comfort and… |
Sequence 2086 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Creativity emerges when the intelligence guides the • hand to express… |
Sequence 4130 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Philosophers of education describe three periods of learning. Maria… |
Sequence 1Playful learning and montessori education by Angeline S. Lillard Although Montessori education is often considered a form of… |
Sequence 4140 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 materials and some featuring computer-topped desks set in rows.… |
Sequence 17153 Lillard • Playful Learning and Montessori Education it. For example, a child might realize independently that two sides… |
Sequence 18154 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 to pretend, and they do it even in cultures that restrict it (Carlson,… |
Sequence 22158 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Witherington 2004; Ma and Lillard 2006; Nishida and Lillard 2007). And… |
Sequence 32168 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Honomichl, Ryan D., and Zhe Chen. 2012. “The Role of Guidance in… |
Sequence 35171 Lillard • Playful Learning and Montessori Education ———. (1948) 1976. From Childhood to Adolescence Including “Erdkinder… |
Sequence 226 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 described as a paradise that heals the soul. Our world today can be… |
Sequence 327 Ferreira • Children’s House: The Prepared Environment as an Oasis Water—A lake or underground spring that comes • to the… |
Sequence 630 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 activities) and a space for gross movement ac- tivities, such as… |
Sequence 731 Ferreira • Children’s House: The Prepared Environment as an Oasis the motives for activity as they stimulate spontaneous… |
Sequence 1135 Ferreira • Children’s House: The Prepared Environment as an Oasis are set, we see the children slowly grow in independence… |
Sequence 1539 Ferreira • Children’s House: The Prepared Environment as an Oasis Montessori, Maria. “The House of Children.” Lecture de… |
Sequence 242 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 my research as it relates to children and nature, and relate it to my… |
Sequence 343 Chawla • The Natural World as Prepared Environment This caught me up short. I don’t think of Dr. Montessori as a vagrant—… |
Sequence 1555 Chawla • The Natural World as Prepared Environment inhabited by 1,000 people, 780 live in low-income areas and 390 are… |
Sequence 1656 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 In the elementary years, as children learn about world history and… |
Sequence 1757 Chawla • The Natural World as Prepared Environment about what Maria Montessori herself epitomized: the education of girls… |
Sequence 4104 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 grown-up and adult, and their teachers should expect them to do so. It… |
Sequence 3131 McNamara • Community, Freedom, and Discipline ments either come from the essays they wrote for class, their gradu- ation… |
Sequence 4132 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 identified by Maria Montessori as the alphabet of any aspect of reality… |
Sequence 1toWard the ultimate goal of Peace: hoW a montessori education at the high school level suPPorts moral develoPment through… |
Sequence 2162 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 analysed in all its factors, each carefully studied and provided for” (… |
Sequence 658 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 guide Charo Alarcón, “Nothing is ever the same.” Clearly these stories… |
Sequence 363 Begin • Montessori Early Childhood Education in the Public Sector One such promising option is Montessori education. Maria… |
Sequence 2585 Begin • Montessori Early Childhood Education in the Public Sector Developing and disseminating a general guide, •… |
Sequence 7129 Trierweiler • An Overview of Family Star Montessori School fit their hands and myriad opportunities to take care of… |
Sequence 2134 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Adults often pay attention to the physical development and mile- stones… |
Sequence 3151 Shubitz • What is the Ideal Infant Group Care Environment In 1946, Adele Costa Gnocchi, professor of phi- losophy at… |
Sequence 12160 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 and who continue to attend courses and workshops to stay current on… |
Sequence 12194 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 dressing Skills and Attitudes, Not Just Content. September 1, 2010.… |
Sequence 6222 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 in Tokyo, London, or San Francisco would instantly recognize the same… |
Sequence 341 Nehring • Implementing Inclusion Theory into Practice mum independence, full physical, mental, social and vocational… |
Sequence 442 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 it that I came to the splendid results of my experiences and method for… |
Sequence 2260 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the answer: Because neurotic and deficient children go to the domain of… |
Sequence 569 Urioste • Multicultural Inclusion in an Urban Setting the use of artificial rewards, including stars, tokens, • letter… |
Sequence 771 Urioste • Multicultural Inclusion in an Urban Setting for young Hispanic children in a Montessori classroom. During the… |
Sequence 2286 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 followed successfully during these challenging times! “Never doubt that… |
Sequence 2387 Urioste • Multicultural Inclusion in an Urban Setting In conclusion, I also share with you a Montessori article sum- mary… |
Sequence 2154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 1suPPorTing The Dyslexic chilD in The MonTessori environMenT by Alison Awes Alison Awes provides a comprehensive review of… |
Sequence 16186 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Systematic phonics instruction helps children increase their ability to… |
Sequence 17187 Awes • Supporting the Dyslexic Child in the Montessori Environment task and by breaking the whole task down into its… |
Sequence 32202 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The trained Montessori adult observes the child and provides her with… |
Sequence 35205 Awes • Supporting the Dyslexic Child in the Montessori Environment 39. Diana Hanbury King, “A Condition Rightly Named:… |
Sequence 36206 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 53. Maria Montessori, The Formation of Man (Madras, India: Kalakshetra… |
Sequence 3211 Luborsky • Occupational Therapy and Montessori—Kindred Spirits The Person, Environment, Task Triad When treating clients… |
Sequence 39247 Luborsky • Occupational Therapy and Montessori—Kindred Spirits www.crayonrocks.net www.funandfunction.com Lap pads,… |
Sequence 2252 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 from the past to the future.” (J. Palakiko, Personal Communication,… |
Sequence 638 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 638 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 1livinG Grace and courteSy in the Primary by Polli Soholt Polli Soholt looks at grace and courtesy from the 3-6 classroom… |
Sequence 252 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 First, they offer specific skills and information that aids the child in… |
Sequence 656 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 to do the skill. This results in the children giving these presenta-… |
Sequence 1060 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 the little community If we look at all of this social guidance we are… |
Sequence 1880 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 When little children of three or four ask for silence, or when having… |