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Sequence 6142 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 corresponds to an uptick in a child’s responsibilities and adult ex-… |
Sequence 9145 Lillard • Playful Learning and Montessori Education decisions (Montessori [1912] 1964). They receive feedback on the… |
Sequence 11147 Lillard • Playful Learning and Montessori Education Choice in Montessori education varies by level (Lillard 2005). Free… |
Sequence 12148 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 might occur only with peers, in both the guided play and Montessori… |
Sequence 13149 Lillard • Playful Learning and Montessori Education used markers for drawing were offered a reward for drawing with… |
Sequence 14150 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 how does montessori education differ from Playful learning? There are… |
Sequence 15151 Lillard • Playful Learning and Montessori Education up the Red and Blue Rods, the first of the Montessori mathematics… |
Sequence 16152 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 ally, in a Montessori classroom, children cannot choose to engage in… |
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 19155 Lillard • Playful Learning and Montessori Education Some child-development specialists maintained that pretend- ing… |
Sequence 21157 Lillard • Playful Learning and Montessori Education Regarding children’s love of and need for fantasy, recent research… |
Sequence 22158 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Witherington 2004; Ma and Lillard 2006; Nishida and Lillard 2007). And… |
Sequence 23159 Lillard • Playful Learning and Montessori Education Dyer 1975). Montessori was one of several programs compared in two… |
Sequence 24160 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 (parents had applied to send their children to the school). Chil- dren… |
Sequence 25161 Lillard • Playful Learning and Montessori Education important consideration in Montessori research and might explain… |
Sequence 26162 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Social and Personality Outcomes The study reported earlier by Lillard… |
Sequence 27163 Lillard • Playful Learning and Montessori Education summary Montessori shares many elements of playful learning,… |
Sequence 30166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 32168 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Honomichl, Ryan D., and Zhe Chen. 2012. “The Role of Guidance in… |
Sequence 33169 Lillard • Playful Learning and Montessori Education Extrinsic Rewards: A Test of the ‘Overjustification’ Hypothesis.”… |
Sequence 36172 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Experience: A Comparison of Montessori and Traditional School… |
Sequence 1community: a hallmark of our aPProach by Connie Black All the basics of the Montessori prepared environment are put into an… |
Sequence 28 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Dr. Montessori understood and appreciated the importance of community in… |
Sequence 39 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 410 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 that of which we are fully capable. We often experience intense joy in… |
Sequence 511 Black • Community grouping allows each of the children to work at their own pace and rhythm, eliminating the bane of… |
Sequence 713 Black • Community and nurture others is all education for life. This is the education for life that occurs while being in… |
Sequence 814 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 This, she told us, is the task of educa- tion. She told us that… |
Sequence 915 Black • Community the child can develop a life. That is why we call this institu- tion a House of Children. The idea is… |
Sequence 1117 Black • Community enough to know all the steps by heart and exactly what comes next. We have to do more than give… |
Sequence 1521 Black • Community Dr. Montessori said, “Cooperation is the consequence of a free life with free activity” (The 1946… |
Sequence 1622 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Dr. Montessori saw the failure of civilization (remember she lived… |
Sequence 1723 Black • Community a May you make of yourself a light, inspiring awe and wonder in each of the lives you touch everyday… |
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 1337 Ferreira • Children’s House: The Prepared Environment as an Oasis children look up to and admire the work of the older… |
Sequence 1438 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 step on the path to normalization. The child who has experienced the… |
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 444 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 ing, and responding freshly to the needs of the child, wherever it takes… |
Sequence 949 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 1151 Chawla • The Natural World as Prepared Environment Human Potential. Although many people in her generation shared this… |
Sequence 1Blending differing PersPectives of Parents and guides: meeting Parents Where they are and Bringing them along on the Journey… |
Sequence 292 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 The children in our schools are on a developmental journey. We, as… |
Sequence 393 Joyce • Blending Differing Perspectives of Parents and Guides parents have been asking this question forever, but it has… |
Sequence 595 Joyce • Blending Differing Perspectives of Parents and Guides the way parents want to hear. I am suggesting to talk to… |
Sequence 696 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Next, post three easel pages with the following titles: “academic skills… |
Sequence 1the montessori adolescent and the Pedagogy of Journey by Larry Schaefer Another historic Montessori essay puts into writing… |
Sequence 3103 Schaefer • The Montessori Adolescent and the Pedagogy of Journey more staff and one alumnus. On the bus there was a… |
Sequence 5105 Schaefer • The Montessori Adolescent and the Pedagogy of Journey great values are hidden and that in the minds of these… |
Sequence 7107 Schaefer • The Montessori Adolescent and the Pedagogy of Journey Every day is different; nothing is routine. There is… |
Sequence 8108 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 questions. Beyond the laboratories, there are outdoor Anasazi Life Way… |
Sequence 9109 Schaefer • The Montessori Adolescent and the Pedagogy of Journey read, I had lots of friends, people I knew and liked.… |
Sequence 11111 Schaefer • The Montessori Adolescent and the Pedagogy of Journey a junior high.” She didn’t have to use the word… |
Sequence 2114 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Our program is relatively large for a Montessori school; we have more… |
Sequence 3115 Mosher • Into the City Adolescence is a time of growing interest in adult roles and adult society; according to Dr.… |
Sequence 8120 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 one of the group looks up at and says, “Wait, you guys.” Then it is up… |
Sequence 13125 Mosher • Into the City ness, health care, city government, and so on. The points that the young people raised were… |
Sequence 15127 Mosher • Into the City a references Kahn, David. “The Unfolding Drama of the Montessori Adolescent in America.” The… |
Sequence 2130 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 how far we have come as a community. Tonight, twenty- five individuals… |
Sequence 8136 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 level of abstraction than I am capable of and use examples such as… |
Sequence 9137 McNamara • Community, Freedom, and Discipline extra mile for us. If they’re encouraged to express their opinions in… |
Sequence 10138 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 well-read and internalized is always worth more than rushing through… |
Sequence 11139 McNamara • Community, Freedom, and Discipline that contribute to their success. They know what quality looks like and it… |
Sequence 1the Positive Personality of the montessori adolescent by Pat Ludick A theory paper that gives a universal portrait of the “… |
Sequence 3145 Ludick • The Positive Personality of the Montessori Adolescent support we have in our practice by way of the “Plan for… |
Sequence 5147 Ludick • The Positive Personality of the Montessori Adolescent use that as our guide in education. In speaking of the… |
Sequence 6148 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 These are just a few of Dr. Montessori’s strong directives. I invite you… |
Sequence 7149 Ludick • The Positive Personality of the Montessori Adolescent but rather good, consistent, and tolerant adult guides who… |
Sequence 9151 Ludick • The Positive Personality of the Montessori Adolescent than passive learning experiences, particularly if those… |
Sequence 11153 Ludick • The Positive Personality of the Montessori Adolescent est sharing within the group; it was more than touching.… |
Sequence 13155 Ludick • The Positive Personality of the Montessori Adolescent adults as long as they can process experiences in a safe… |
Sequence 15157 Ludick • The Positive Personality of the Montessori Adolescent studies affirm Montessori’s belief in specialists for this… |
Sequence 17159 Ludick • The Positive Personality of the Montessori Adolescent Dazzling by flashes of his light! Then she suggests, he… |
Sequence 2162 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 analysed in all its factors, each carefully studied and provided for” (… |
Sequence 3163 Henke • Toward the Ultimate Goal of Peace and outer peace throughout the developmental continuum. It is our task, as… |
Sequence 19179 Henke • Toward the Ultimate Goal of Peace Through this discussion, the students saw that despite the poten- tialities… |
Sequence 22182 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 of extending it to Montessori adolescent communities around the globe.… |
Sequence 24184 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 they are sharing a piece of themselves. This makes them extremely… |
Sequence 25185 Henke • Toward the Ultimate Goal of Peace Both of these definitions of “great work” apply universally because they are… |
Sequence 27187 Henke • Toward the Ultimate Goal of Peace aPPendix the montessori institute for the science of Peace adolescent… |
Sequence 29189 Henke • Toward the Ultimate Goal of Peace dissemination of knowledge fundamental to the full development of the human… |
Sequence 30190 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 progression and digression, but also see their role in transforming the… |
Sequence 32192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Hart, Roger. Children’s Participation: From Tokenism to Citi- zenship.… |
Sequence 48 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 a disconnect between people’s perception of Montessori and what they… |
Sequence 59 Black, Linares, O’Shaughnessy • The Best for the Youngest But there are larger, systemic issues that interfere with optimal… |
Sequence 1721 Black, Linares, O’Shaughnessy • The Best for the Youngest This holistic approach to youth development is intensive, but… |
Sequence 1822 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 We needed a Montessori guide, and we needed to clean up after the… |
Sequence 2024 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Here is a letter a parent wrote to us: I want to take a few minutes to… |
Sequence 2226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 230 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 It is perhaps most important to remember that what we are really… |
Sequence 331 Black • Montessori All Day I would like to give you a perspective that is backed by Dr. Montessori’s writings as well as… |
Sequence 432 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 I much prefer the term Montessori all day to make it perfectly clear… |
Sequence 533 Black • Montessori All Day together! In those early environments, the guide actually lived in the hous- ing where the… |
Sequence 634 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 were in the home of their Children’s House more of their waking hours… |
Sequence 937 Black • Montessori All Day of catchy names for each session of care. Sometimes each of these was staffed by different… |
Sequence 1038 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Rather, we have set up circumstances where children are on site for long… |
Sequence 1442 The NAMTA Journal • Vol. 39, No. 2 • Winter 2014 the conditions he will have all the needed protocols and tools to do so… |