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Sequence 826 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 is empowered. Rather than seeing himself as a cog in the machine, the… |
Sequence 927 Cunningham • From Cosmic Education to Civic Responsibility where a sense of social responsibility is fostered. The… |
Sequence 232 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 “kingdom of powers.” Taking a unit bead, a seven bar, a seven square,… |
Sequence 636 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Throughout the NAMTA event at the AMI Refresher Course in Austin, I was… |
Sequence 1040 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 is the perfect choice (The Earth Charter can be found at http://… |
Sequence 345 Myers • Designing Montessori Discipline Frameworks for All Settings to Adolescence, Dr. Montessori writes that during… |
Sequence 1tHe water molecule: How montessori HigH scHool, international baccalaureate, anD university circle bonD to form a… |
Sequence 553 Doerr, Good, and Waski • The Water Molecule Water is made up of two elements: hydrogen and oxygen. In From Childhood to… |
Sequence 654 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Montessori is our oxygen and the International Baccalaureate (IB) and… |
Sequence 755 Doerr, Good, and Waski • The Water Molecule is developing much more nonlinearly than linearly, there is not a clear point… |
Sequence 856 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 order to participate in society in ways according to their talents, gifts… |
Sequence 1765 Doerr, Good, and Waski • The Water Molecule “cookie cutter,” and performances in the music course are created and… |
Sequence 2169 Doerr, Good, and Waski • The Water Molecule inspire students in the creation of action plans that could be used for… |
Sequence 2472 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 institute of music and spends some time with their unique library. Dance… |
Sequence 2775 Doerr, Good, and Waski • The Water Molecule Personality needs to be allowed spontaneous activities in a prepared… |
Sequence 1HigH scHool frameworks at clark montessori by Dean Woodring Blase and Marta Donahoe Clark Montessori Junior and Senior High… |
Sequence 1191 Blase and Donahoe • High School Frameworks at Clark Montessori The younger adolescent is the social infant and the older… |
Sequence 1frameworks tHat organize tHe grove scHool by Ben Moudry and Andrew Christopherson As with the other case studies in this… |
Sequence 5101 Moudry and Christopherson • Frameworks: The Grove School Grove is in the process of considering each key term of its… |
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 2AMI Journal 2017 - 2018 page 9 cycle of activity Little children, when engaged in an activity which interests them, will… |
Sequence 3Glossary of Montessori Terms page 10 isolation of a difficulty Before giving a presentation, the Montessori teacher… |
Sequence 4AMI Journal 2017 - 2018 page 11 be effective, it must be done slowly and exactly, step by step, and with a minimum of words… |
Sequence 1Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes This talk was presented at the… |
Sequence 2Embodying the Montessori Challenge as a Totality page 14 that drives the selective retention of functional nerve connections… |
Sequence 3AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 4page 16 Embodying the Montessori Challenge as a Totality brains undergo profound changes that are not only a necessary part… |
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 4AMI Journal 2017 - 2018 page 21 Thus, the apparent passivity of the infant belies the profound work in which the infant is… |
Sequence 5Optimal Developmental Outcomes page 22 to respect the work of others. They can now wait patiently for an object whereas… |
Sequence 6AMI Journal 2017 - 2018 page 23 • patience and the ability to share • respect for others • a willingness to abide by rules… |
Sequence 7Optimal Developmental Outcomes page 24 Misflavour is “pathological” and comes from misfortune, trauma, or mishap. The… |
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 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 18AMI Journal 2017 - 2018 page 35 knowledge is placed within the context of all that it is possible to know: “Knowledge,… |
Sequence 19Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 20AMI Journal 2017 - 2018 page 37 It is worth emphasizing the interplay of the cognitive and moral realms. Montessori states… |
Sequence 21Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
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 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 27Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 1Equal Opportunity and the Montessori Magnet School No man is free who is not master of himself. Epictetus The principle of… |
Sequence 3AMI Journal 2017 - 2018 page 47 1. Confusion. Disconnecting and unrelating everything results in an incoherent understanding… |
Sequence 4Equal Opportunity and the Montessori Magnet School page 48 our impotence....We have no conscience in the humanistic sense,… |
Sequence 5AMI Journal 2017 - 2018 page 49 Children have the right, just as adults have the right, to be treated as ends rather than… |
Sequence 1Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 5Montessori and Assessment page 56 at all for the tests and of the half that did, no more than several periods a year were… |
Sequence 1Universal Interest Levels in Early Childhood: Montessori’s Theory of Sensitive Periods Even though this dissertation was… |
Sequence 2AMI Journal 2017 - 2018 page 59 Thus the primary quality of early development which sets it apart from later learning is “… |
Sequence 3Universal Interest Levels in Early Childhood page 60 the education par excellence.” (1892/1985, p. 95.) Montessori, who… |
Sequence 4AMI Journal 2017 - 2018 page 61 Montessori offers a model of developmental planes creating evolving cognitive structures… |
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 1The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 2AMI Journal 2017 - 2018 page 69 breathing.7 The newborn has also inherited a number of basic reflex action patterns, some of… |
Sequence 4AMI Journal 2017 - 2018 page 71 Cajal and his associates, in the early part of the last century, presented evidence that… |
Sequence 5The Development of Movement page 72 the part of the child. This “point of contact” between internal and external reality is… |
Sequence 1Control and Coordination of Movement All activities of Practical Life help the child control and coordinate their movements.… |
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 Acquisition of Spoken Language: The Nebula Hypothesis Dr Montessori’s views on the child’s acquisition of language are… |
Sequence 2The Acquisition of Spoken Language: The Nebula Hypothesis page 78 often sounds like a foreign language. Out of this… |
Sequence 3AMI Journal 2017 - 2018 page 79 claim of innate linguistic capacities and that “efforts to account for the mysteries of… |
Sequence 4The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
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 3AMI Journal 2017 - 2018 page 83 under six is decisive. Whatever abilities the child constructs will remain incarnate in him… |
Sequence 4The Formation of Mind: Language, Learning and Logic in Early Childhood page 84 pieces of our experience and consists of the… |
Sequence 2AMI Journal 2017 - 2018 page 87 auditory stage: listening Auditive and spoken language are two different developments.… |
Sequence 3The Development of Language page 88 within the child from the first babbling to the formation of meaningful words? Inside,… |
Sequence 1Hurried to Read Browsing through a bookstore at an exclusive and expensive shopping centre, I stop at the Child Care section… |
Sequence 4AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
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 1Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught introduction David Kahn has once again given… |
Sequence 2Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 96 materials and language. In reality, we… |
Sequence 3AMI Journal 2017 - 2018 page 97 language The three-year-old comes into the Casa dei Bambini with his or her language… |
Sequence 4Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 98 as we observe a deepening of… |
Sequence 5AMI Journal 2017 - 2018 page 99 references Fuller, R. Buckminster. Synergetics. New York: Macmillan, 1975. Montessori,… |
Sequence 2AMI Journal 2017 - 2018 page 101 only enjoy what she described as “the privilege and good fortune of becoming its assistants… |
Sequence 3The Casa dei Bambini: Paths to Culture page 102 within him that light which is called intelligence” (240). Montessori gives… |
Sequence 4AMI Journal 2017 - 2018 page 103 “fish,” “bird” (see Figure 1). This way of dividing the world provides the most information… |
Sequence 5The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 1Science and the Montessori Casa dei Bambini Some years ago in Toronto a battle raged around the merit or demerit of colouring… |
Sequence 2AMI Journal 2017 - 2018 page 107 observation skills “Train the eye”, said Dr Montessori. What the eye perceives is directly… |
Sequence 4AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 5Science and the Montessori Casa dei Bambini page 110 can be incarnated so it can become a part of the child’s developing… |
Sequence 1Cosmic Education Maria Montessori found herself interned in India during the war years. It was, perhaps, fortuitous, because… |
Sequence 2AMI Journal 2017 - 2018 page 113 its life—and its own task to perform in a mutual service relationship. This service is… |
Sequence 3Cosmic Education page 114 Truly it is no new idea for it has been the natural plan wherever there was education in the real… |
Sequence 1A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to our time, since we think today… |