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Sequence 2250 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 each individual at the end of every term. Amongst Montessorians, keeping… |
Sequence 4252 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 In a lecture on observation Dr. Montessori says, “Observation is one of… |
Sequence 5253 Patell • Observation esting over a period of time before something interesting actually occurs. Montessori says “be… |
Sequence 6254 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 We are given a very clear guidance for observation in Chapter 3 of… |
Sequence 2260 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 vation as “a comment or remark based on something observed” (p. 982,… |
Sequence 4262 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 the scene. The red notebook in my hand was also a signal to me to stop… |
Sequence 5263 Helfrich • Observation all the children were focused and concentrated, doing just exactly what had been shown to them.… |
Sequence 2268 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 beyond childhood (birth to puberty) but this answer will be limited to… |
Sequence 1The essenTial is invisible TO The eye: The evOluTiOn Of The ParenT Observer ParT i by Mary Caroline Parker In… |
Sequence 5281 Parker • The Essential Is Invisible to the Eye competing, grasping, possessing, and achieving, forever burdening… |
Sequence 23299 Parker • The Essential Is Invisible to the Eye I liked the integration of doing the exercise, kind of like doing your… |
Sequence 24300 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 3. I had not attempted to conduct a scientific, quantitative study.… |
Sequence 1The essenTial is invisible TO The eye: The evOluTiOn Of The ParenT Observer by Mary Caroline Parker ParT ii The question of… |
Sequence 1ObservaTiOns On sara’s firsT eighT MOnThs by her MOTher by Grazia Honegger Fresco Grazia Honegger Fresco gives us direct… |
Sequence 1MeThOds evOlved by ObservaTiOn by Maria Montessori Montessori’s idea of the child’s nature and the teacher’s perceptive-… |
Sequence 5363 Montessori • Methods Evolved by Observation child has had scientific care, then at the age of three the child should be… |
Sequence 1aTTenTiOn by Maria Montessori The Advanced Montessori Method, Volume 1 was published in 1918 in English and is considered a… |
Sequence 1lecTure 4 aPril 11, 1927 by Maria Montessori Using examples from the animal world, Montessori speaks of the natural laws of… |
Sequence 2400 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 also note the fact that during this period of fixed attention, even very… |
Sequence 8406 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 age. There is here, in addition, the fact that one of the most difficult… |
Sequence 12410 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 had been placed correctly, but this way of verifying is different from… |
Sequence 1ObservaTiOn and develOPMenT frOM dr MOnTessOri’s 1946 lOndOn Training cOurse by Maria Montessori This article exhorts the… |
Sequence 4416 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Mr. Montessori came in and the child was excited to see another person… |
Sequence 24 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 connected to the work she is doing that she is completely oblivious to… |
Sequence 46 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 or to be these definitions of perfection, but these ideas creep into our… |
Sequence 68 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 of us. Whether consciously or unconsciously, if for ourselves or the… |
Sequence 911 Andrews • The Myth of the “Perfect” Child of external control, and the beginnings of the building up of internal control… |
Sequence 1214 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 terruption or interference and without judgment. Until the child is… |
Sequence 1315 Andrews • The Myth of the “Perfect” Child child just started taking as many cylinders as she could and putting them in… |
Sequence 1416 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 inder block. We never will know what materials or activities will touch… |
Sequence 1517 Andrews • The Myth of the “Perfect” Child paper airplanes. He made them for several days. He brought them outside at… |
Sequence 1820 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 take care that our environments are complete, and lacking nothing… |
Sequence 327 Jackson • A Workmanship of Risk humanity, and Montessori education, with its longtime emphasis on concentration, routine… |
Sequence 1135 Jackson • A Workmanship of Risk skillfully approach a roster of different types of reflective thinking, from the… |
Sequence 1sTraTegies To suPPorT concenTraTion by Annette Haines Annette Haines provides a comprehensive overview of concentration… |
Sequence 246 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 should be retained with ease in the memory of the child. There should be… |
Sequence 448 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 trained adult, the Montessori teacher or guide, is needed to be the… |
Sequence 650 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 machinery to lay down and select the links among brain cells that will… |
Sequence 1458 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 But let me return to the small child. The first period, the period from… |
Sequence 1660 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 scientificamerian.com/article/critical-ingredients-for- brain-… |
Sequence 971 Conklin-Moore • Theory into Practice: Advancing Normalization on these well-defined periods of interest in certain areas… |
Sequence 1678 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 sure we are not mindlessly replicating patterns that evolved from old… |
Sequence 2789 Conklin-Moore • Theory into Practice: Advancing Normalization act. Our words have offered a possible route to success.… |
Sequence 3395 Conklin-Moore • Theory into Practice: Advancing Normalization WraPPing iT uP When it comes to putting theory into… |
Sequence 3101 Baker • Identifying True Normality in the Elementary Child develoPMenT: observaTion assisTs Pedagogy The goal here is… |
Sequence 2122 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 The Work of The hand At the time of her first contemplation into the… |
Sequence 3123 Lebitz • Creative Engagement: Handwork as Follow-Up Work preposition can be explained or its definition be stated, when… |
Sequence 17137 Lebitz • Creative Engagement: Handwork as Follow-Up Work Music: models of antique or historical instruments, dioramas or… |
Sequence 8162 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Montessori presentations from the infant community to my home visits. Of… |
Sequence 13167 Alarcón • Parent Education in the Home The introduction of Montessori principles to our parent education program is… |
Sequence 2170 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Opportunities to strengthen adaptive skills and self- • regulatory… |
Sequence 6174 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Secure and positive relationships are especially important for children… |
Sequence 11179 Andrews • Guiding Children “Back from the Edge” positive social interactions (and we do, every year), it is our work to… |
Sequence 15183 Andrews • Guiding Children “Back from the Edge” because many other programs begin with an adult-planned activity or pre-… |
Sequence 22190 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Hattie, J. & Yates, G. Visible Learning and the Science of How… |
Sequence 2194 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 of work towards beginning to figure out how to support children living… |
Sequence 7199 Taylor • Supporting Elementary Children in Crisis content our children will need to know even just a few years from now… |
Sequence 9201 Taylor • Supporting Elementary Children in Crisis tal characteristics of elementary aged children, the importance of the… |
Sequence 17209 Taylor • Supporting Elementary Children in Crisis classroom environment is the opportunity to do that which makes him… |
Sequence 19211 Taylor • Supporting Elementary Children in Crisis I was instantly in love with the children; there were twenty-two of… |
Sequence 26218 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 weight into the other side of the balance, showing the children that… |
Sequence 27219 Taylor • Supporting Elementary Children in Crisis to work. I didn’t see it happen, though I noticed later that just as… |
Sequence 32224 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 what they’ve discovered or learned about living more harmoniously in… |
Sequence 35227 Taylor • Supporting Elementary Children in Crisis example, when Susan, our special education teacher, comes into the… |
Sequence 36228 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 years ago, materials in other languages, and the countless stories about… |
Sequence 38230 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 specialized licensed special education teachers to English language… |
Sequence 1WhaT’s going on WiTh This child? child sTudy for The 21sT cenTury by Allison Jones and Jacqueline Cossentino Allison Jones… |
Sequence 2250 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Child study is an old-fashioned term. Interestingly, it originated at… |
Sequence 3251 Jones and Cossentino • What’s Going on With this Child? to provide that support through a community of practice focused… |
Sequence 9257 Jones and Cossentino • What’s Going on With this Child? solved problems.” Like Montessori, Greene’s assertion that “kids… |
Sequence 1helPing children WiTh aTTenTional challenges in The MonTessori classrooM: inTroducTion by Catherine Nehring Massie… |
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 12274 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Importance of External Objects The external object is the gymnasium on… |
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 17279 Massie • Helping Children with Attentional Challenges Dr. Montessori thought expansively. She viewed her work of… |
Sequence 18280 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 their current classrooms and almost half of the Montessori teachers… |
Sequence 21283 Massie • Helping Children with Attentional Challenges professionals must evaluate and identify the individual’s diagnosis… |
Sequence 23285 Massie • Helping Children with Attentional Challenges Danner, N. & Fowler, S.A. “Montessori and Non-Montessori… |
Sequence 1helPing children WiTh aTTenTional challenges in a MonTessori classrooM: The role of The occuPaTional TheraPisT by Barbara… |
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 14300 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 may be necessary team members). The medical professionals may observe… |
Sequence 15301 Luborsky • The Role of the Occupational Therapist only for that student. If care is taken that everyone else in the class… |
Sequence 22308 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 along that path that their developmental trajectory strays far from the… |
Sequence 27313 Luborsky • The Role of the Occupational Therapist Strategies for Students in the Classroom: How to Support Students with… |
Sequence 53339 Luborsky • The Role of the Occupational Therapist In a 2011 article in the journal Science, Diamond and coauthor… |
Sequence 1helPing children WiTh aTTenTional challenges in a MonTessori classrooM: The role of The Physician by Maureen Murphy-Ryan… |
Sequence 9363 Murphy-Ryan • The Role of the Physician Child Behavioral Check List (CBCL), other ADHD rating scales). Their evaluation… |
Sequence 18372 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Optimal treatment (behavioral and psychopharmacological) of the symptoms… |
Sequence 40394 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 through a medical-educational partnership in a Montessori school.… |
Sequence 49403 Massie • Appendix D: ADHD Questionnaire aPPendix d: adhd QuesTionnaire by Catherine Nehring Massie It was in 1898 that… |
Sequence 65419 Massie • Appendix D: ADHD Questionnaire Part of ADHD is that you make a mess, then move on and never go back and clean… |
Sequence 67421 Massie • Appendix D: ADHD Questionnaire Claire: Totally. I love it, actually. I would not give it up if I had the option… |
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 321 Cunningham • From Cosmic Education to Civic Responsibility problems” (Barres). She recognized and respected their… |
Sequence 422 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 subjects, the unity of humanity, and the gratitude to all of the past… |
Sequence 523 Cunningham • From Cosmic Education to Civic Responsibility day-to-day actions of each and contributes to the maintenance… |
Sequence 725 Cunningham • From Cosmic Education to Civic Responsibility dently, the systems of the human body are weak, but when… |