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Sequence 1ObservaTiOn and develOPMenT frOM dr MOnTessOri’s 1946 lOndOn Training cOurse by Maria Montessori This article exhorts the… |
Sequence 1921 Andrews • The Myth of the “Perfect” Child a Montessori, Maria. (1949). The Absorbent Mind. Claude A. Claremont trans.… |
Sequence 327 Jackson • A Workmanship of Risk humanity, and Montessori education, with its longtime emphasis on concentration, routine… |
Sequence 1sTraTegies To suPPorT concenTraTion by Annette Haines Annette Haines provides a comprehensive overview of concentration… |
Sequence 1256 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For the elementary child, Cosmic Education itself is the hook. Maria… |
Sequence 1idenTifying True norMaliTy in The eleMenTary child by Kay Baker Kay Baker offers a look at the needs and manifestations (… |
Sequence 3101 Baker • Identifying True Normality in the Elementary Child develoPMenT: observaTion assisTs Pedagogy The goal here is… |
Sequence 21119 Baker • Identifying True Normality in the Elementary Child Giving up control is what is needed. What the adult • cannot… |
Sequence 17209 Taylor • Supporting Elementary Children in Crisis classroom environment is the opportunity to do that which makes him… |
Sequence 23215 Taylor • Supporting Elementary Children in Crisis Mistakes are okay! We use them in work and behavior • to learn from… |
Sequence 55247 Taylor • Supporting Elementary Children in Crisis In Conclusion When the weight of this whole big work washes over and… |
Sequence 2250 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Child study is an old-fashioned term. Interestingly, it originated at… |
Sequence 2264 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 lasting way. Here you will learn how varied and complex the un- derlying… |
Sequence 4266 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 sori classroom, combined with the needed supports, can provide these… |
Sequence 11273 Massie • Helping Children with Attentional Challenges a MonTessori vieW of aTTenTion Dr. Montessori’s experiences as a… |
Sequence 12274 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Importance of External Objects The external object is the gymnasium on… |
Sequence 13275 Massie • Helping Children with Attentional Challenges Montessori children became refreshed and happy, unlike the fatigue… |
Sequence 15277 Massie • Helping Children with Attentional Challenges sensory training could be used to stimulate cognitive development… |
Sequence 16278 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 qualities” (The California Lectures of Maria Montessori 261)—such as… |
Sequence 23285 Massie • Helping Children with Attentional Challenges Danner, N. & Fowler, S.A. “Montessori and Non-Montessori… |
Sequence 2288 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 and management. The OT perspective and body of knowledge has a great… |
Sequence 12298 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For a more complete treatment of this topic, look at the question and… |
Sequence 19373 Murphy-Ryan • The Role of the Physician for “poor” gene contribution, or inadequate parental surveillance of adherence… |
Sequence 49403 Massie • Appendix D: ADHD Questionnaire aPPendix d: adhd QuesTionnaire by Catherine Nehring Massie It was in 1898 that… |
Sequence 1115 Waski • How the Mathematical Mind of the Adolescent Develops discover this ratio. After working on this for over a week,… |
Sequence 1from cosmic eDucation to civic resPonsibility by Judith Cunningham Bookending her article with questions for the Montessori… |
Sequence 220 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 927 Cunningham • From Cosmic Education to Civic Responsibility where a sense of social responsibility is fostered. The… |
Sequence 250 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Here is an essential principle of education: to teach de- tails is to… |
Sequence 452 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 The unique characteristics of water are known to us, but we seldom… |
Sequence 1260 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 fer larger projects and individualize learning because students have… |
Sequence 2169 Doerr, Good, and Waski • The Water Molecule inspire students in the creation of action plans that could be used for… |
Sequence 686 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 How do we know and value what students learn? 3. Clark Montessori… |
Sequence 1Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |
Sequence 1Glossary of Montessori Terms Any science has it own vocabulary and terminology and the Montessori method is no exception.… |
Sequence 5Glossary of Montessori Terms page 12 references Groos, K., (1901), The Play of Man, New York: Appleton Haines, A., (1993… |
Sequence 5AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 1Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional Dimensions of a Montessori Education by Annette… |
Sequence 2AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 3Optimal Developmental Outcomes page 20 The First Plane of Development (0-6 years) by Annette M. Haines introduction If… |
Sequence 6AMI Journal 2017 - 2018 page 23 • patience and the ability to share • respect for others • a willingness to abide by rules… |
Sequence 8AMI Journal 2017 - 2018 page 25 routine of life itself, by the little decisions of daily living begun in early childhood. “… |
Sequence 9Optimal Developmental Outcomes page 26 The acquisition of spoken language is perhaps the most remarkable creative act of… |
Sequence 10AMI Journal 2017 - 2018 page 27 thought, internal equilibrium, and sustained interest.” The practical activities focus… |
Sequence 11Optimal Developmental Outcomes page 28 “Any normal six-year-old is intelligent and can use his intelligence. When he was… |
Sequence 12AMI Journal 2017 - 2018 page 29 The activities young children are most enthusiastic about are those that are necessary for… |
Sequence 13Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 14AMI Journal 2017 - 2018 page 31 The Second Plane of Development (6-12 years) Kay Baker Thinking about human development… |
Sequence 22AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 23Optimal Developmental Outcomes page 40 recognition of the individual’s contribution usually follows. The adolescent’s… |
Sequence 24AMI Journal 2017 - 2018 page 41 configured in human, geological, and cosmic terms. Human consciousness strives to understand… |
Sequence 25Optimal Developmental Outcomes page 42 The web of life (interdependencies) provides a cognitive framework. When occupations… |
Sequence 26AMI Journal 2017 - 2018 page 43 continually opening new careers, and at the same time closing or revolutionizing the… |
Sequence 2Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 3AMI Journal 2017 - 2018 page 47 1. Confusion. Disconnecting and unrelating everything results in an incoherent understanding… |
Sequence 6AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 1Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 3Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 6AMI Journal 2017 - 2018 page 73 notes 1. Montessori, Maria, The Discovery of the Child, Ballantine Books, New York, 1967, p… |
Sequence 3Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 1The Formation of Mind: Language, Learning, and Logic in Early Childhood This speech was delivered at the Refresher Course in… |
Sequence 2The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |
Sequence 1The Development of Language This talk was presented at the NAMTA conference titled The Essential Montessori Language: Whole-… |
Sequence 5Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
Sequence 1Science and the Montessori Casa dei Bambini Some years ago in Toronto a battle raged around the merit or demerit of colouring… |
Sequence 1Cosmic Education Maria Montessori found herself interned in India during the war years. It was, perhaps, fortuitous, because… |
Sequence 1A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to our time, since we think today… |
Sequence 3A Science of Peace page 118 heads and intellectuals needed to learn how to work with their hands, as ‘men who have hands and… |
Sequence 1Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 2AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 4The Totality of Montessori page 130 students any more). Standardized tests, teaching to those tests, using workbooks and… |
Sequence 1Montessori: Now More Than Ever Like everything in the universe, the human child is created in accordance with the ordered… |
Sequence 1Work introduction Work. The word in Montessori is not used in the ordinary sense. Montessori raised the concept above the… |
Sequence 1Strategies to Support Concentration This talk was presented at the NAMTA conference titled Finding the Hook: Montessori… |
Sequence 4Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 5AMI Journal 2017 - 2018 page 165 Today, young people often finish university without having made a choice of vocation and… |
Sequence 4AMI Journal 2017 - 2018 page 165 Today, young people often finish university without having made a choice of vocation and… |
Sequence 11Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 14AMI Journal 2017 - 2018 page 155 Strategies to Support Concentration This talk was presented at the NAMTA conference titled… |
Sequence 27Work page 142 Work introduction Work. The word in Montessori is not used in the ordinary sense. Montessori raised the… |
Sequence 36AMI Journal 2017 - 2018 page 133 Montessori: Now More Than Ever Like everything in the universe, the human child is created… |
Sequence 39The Totality of Montessori page 130 students any more). Standardized tests, teaching to those tests, using workbooks and… |
Sequence 48AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 49Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 51A Science of Peace page 118 heads and intellectuals needed to learn how to work with their hands, as ‘men who have hands and… |
Sequence 53A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 57Cosmic Education page 112 Cosmic Education Maria Montessori found herself interned in India during the war years. It was,… |
Sequence 63Science and the Montessori Casa dei Bambini Some years ago in Toronto a battle raged around the merit or demerit of colouring… |
Sequence 75Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
Sequence 83The Development of Language This talk was presented at the NAMTA conference titled The Essential Montessori Language: Whole-… |
Sequence 87The Formation of Mind: Language, Learning and Logic in Early Childhood page 82 prime example. Positron Emissions Tomography (… |
Sequence 88AMI Journal 2017 - 2018 page 81 The Formation of Mind: Language, Learning, and Logic in Early Childhood This speech was… |
Sequence 93Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 96AMI Journal 2017 - 2018 page 73 notes 1. Montessori, Maria, The Discovery of the Child, Ballantine Books, New York, 1967, p… |
Sequence 103Prepared Paths to Culture: Beginning Passages of Ascent page 66 My vision of the future is no longer people taking exams and… |
Sequence 105Part Two Prepared Paths to Culture: Beginning Passages of Ascent Introduction by David Kahn 1 The Development of Movement… |
Sequence 106AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 122AMI Journal 2017 - 2018 page 47 1. Confusion. Disconnecting and unrelating everything results in an incoherent understanding… |
Sequence 123Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 126AMI Journal 2017 - 2018 page 43 continually opening new careers, and at the same time closing or revolutionizing the… |