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Sequence 142Lovely country setting located 1 hour from Jersey seashore and within easy commute of Philadelphia with its fine educational… |
Sequence 143Richard Salzmann Died December 2, 1989 Richard Salzmann was an inspiration to the Montessori movement. He had the fire of a… |
Sequence 3THE MONTESSORI CIDLDREN'S HOUSE: CLASSICAL CONCEPTS AND NEW DIRECTIONS To Be Or Not To Be Montessori by David Kahn… |
Sequence 5TO BE OR NOTTO BE MONTESSORI by David Kahn Profound differences in thmry are never gratuitnus or invented. They grow out of… |
Sequence 6The whole issue of assimilation is a very critical one, it seems to me. As Kramer says, to call it Montessori is important -… |
Sequence 7education, in 1990 Montessori is being systematically introduced into the public sector. Here the crisis regarding the… |
Sequence 8that comes from small-scale private schools that have made Montessori both successful with children and in demand by the… |
Sequence 9and thereby engage the whole teacher with a guide to what to expect and principles of how to proceed. Montessori pedagogy must… |
Sequence 11NORMALIZATION by Chulanganee Fernando Ms. Fernando J>resents an in-depth mew of the genesis of the i,dea of… |
Sequence 12newspapers, and magazines. People began to speak of the "Discovery of the Child," and the discovery of the… |
Sequence 14forms of life we should ask, "Fbr what purpose?" Only human beings can be conscious of their purpose. To the… |
Sequence 15Dr. Montessori was convinced that there was one human nature, but that it manifested itself at a superior level or lower level… |
Sequence 16Do not focus on specific, individual deviations. Do not label the child. Do not overemphasize. Deviations are like a sickness… |
Sequence 18So the character traits that we call virtues spring up spontaneously. We cannot teach this kind of morality to children of… |
Sequence 19MOVEMENT by Constance Corbett Constance Corbett presents a comprehensive view of movement, it,s relatwnship to inwllectual… |
Sequence 21takes place without any voluntary effort on the part of the child. It is a time when children project themselves, by activity… |
Sequence 22sensorially, they are simultaneously absorbing the world into them- selves. Children build their conception of self and… |
Sequence 23intellect. Junes believed that all consciousness is motor. Whatever holds the attention determines action. Interest in an… |
Sequence 25Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 26THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 27cerebellum is so small as to be completely covered by the rest of the brain and is virtually unnoticeable. At six months, the… |
Sequence 287 years especially) love to sit on the ground or floor placing the weight upon the whole length of their legs or upon the… |
Sequence 29therapists is one of approach. Physical therapists generally deal with undeveloped or damaged muscular systems. Their approach… |
Sequence 30reveals an emphasis on the development of equilibrium or the kinesthe- tic sense. In the exercise of washing a table, for… |
Sequence 31control of movement." In these exercises, the child first focuses on the mechanics of walking - with natural steps,… |
Sequence 33already present in them so that the ext.ension and abduction of the lifted leg were to be observed with displacement of the… |
Sequence 36The constructions of the subconscious mind throw a great deal oflight upon the functions of the conscious mind at a later… |
Sequence 41OBSTACLE HUNTING: A "PRACTICAL" FOR TEACHERS by Nikki Hughes Ms. Hughes gives a li,ghthearted examinat:ion… |
Sequence 44sitting in a chair that allows your feet to rest comfortably on the floor. Then try it sitting on a chair that is too high… |
Sequence 47MONTESSORI AND SUZUKI by Linda K. Thompson "'1ierever there is Mon-tessori, there are usually Suzuki Institutes… |
Sequence 49study the work of Itard and Seguin. After her return, she began working with these children developing materials and making… |
Sequence 50builds from the concrete to the abstract. Suzuki method teachers paral- lel this approach in their ordering of the pieces… |
Sequence 51process is internalized. There are no limits on how far a child may advance in an area. The third similarity is that both… |
Sequence 56"soup" to a "salad bowl" concept in which each ingredient maintains its separate flavor,… |
Sequence 63as the central value of American culture): "Does succeeding aca- demically mean sacrificing my child's own… |
Sequence 66developmental bilingualism, community outreach, and neighborhood redevelopment. In Mexico, Montessori environments have been… |
Sequence 69MONTESSORI EDUCATION FOR ALL by Alcillia Clifford and Carol Takacs R.edefining minority eduooi,ionfrom the st,a,rt, Ms.… |
Sequence 70This article is an overview of what we like to call a demonstration project that has been in operation since 1979. The schools… |
Sequence 725. &8'pect for the child and tke aault and for the Casa (Children's House) is an im-portant part of life.… |
Sequence 73We are now in the third year of our follow-up study and two new campuses have been added to the program resulting in an… |
Sequence 80Staff Development Montessorians should provide assistance to schools and districts in the effort to improve staff development… |
Sequence 89THE MONTESSORI PUBLIC SCHOOL CONSORTIUM AND THE FUTURE OF MONTESSORI RESEARCH by Mary Maher Boehnlein, Ph.D. As a result of… |
Sequence 91David Kahn, Executive Directm; NAMTA , wlw has su:pported CYUr work UJ disseminate research information UJ Montessori.ans and… |
Sequence 93able to articulate the ·outcomes of a well implemented quality Mon- tessori program in terms of social and cognitive… |
Sequence 94addition, this funding will allow us to establish data collection pro- cedures that can assist in the ongoing collection and… |
Sequence 110NAMTANEWS MONTESSORI PUBLIC SCHOOL CONSORTIUM IS TRANSFERRED TO CSU Denver's Public School Conference, held last March… |
Sequence 111NAMTA PUBLIC SCHOOL HANDBOOK PRODUCES A RECORD-SIZE PUBLICATION NAM'Il\'s long awaited Implementing Montessori in… |
Sequence 112HUMANITIES INSTITUTE PLANNING CONTINUES The Cleveland Humanii:ies and Education Institut,e (CHEI) is a teacher in-service… |
Sequence 115Personals CALIFORNIA BRIGHT STAR MONTESSORI SCHOOL is seeking 1 primary and 1 elementary guide with experience for the 1.… |
Sequence 116Elementary teacher needed for well-established, fully equipped 6 to 9 classroom. School owned and operated by AMI directress… |
Sequence 118Pittsburgh on 37 acres, country setting, ro min- utes from the cultural cent.er ol the city. Classes: two toddler; three… |
Sequence 119organi,.e and teach in central London. Applica- tions to: Mrs. Hood, 7 Park Mansions, London, SWll4HG. Phone(071)622-76li8.… |
Sequence 120THE MONTESSORI INSTITUTE an affiliate of the Association Montessori lnternationale announces 1990-1991 Summer Assistants… |
Sequence 3MONTESSORI UNDER THREE PARf ONE - ORIGINS: THE ASSISTANTS TO INFANCY The Assist.ant to Infancy: A Special Educator by… |
Sequence 5THE ASSISTANT TO INFANCY: A SPECIAL EDUCATOR by Dr. Silvana Quattrocchi Montanaro Dr. Mont.am.aro introduces the arigins of… |
Sequence 6"Man himself must become the center of education and we must never forget that man does not develop only at… |
Sequence 7great dissatisfaction when she learned that I was a medical doctor and at that time a pediatrician. It was evident that she… |
Sequence 8Assistants to Infancy can provide parents, who are the "natural special educators," with information about… |
Sequence 9Jan.23, 1883 1909 1935 1946 1947 1957 1961 HISTORY OF ASSISTANTS TO INFANCY Adele Costa Gnocchi was born in Montefalco… |
Sequence 13THE CHILD FROM BIRTH TO THREE by Dr. Maria Montessori I have spoken to you about the great problem of the psychology of the… |
Sequence 19Physical hygiene is not in itself sufficient. Often, on the contrary, it has been physical hygiene which indirectly has done… |
Sequence 22The need to place all the golden rules of child care at the service of the child and not to force him into those of authority… |
Sequence 26measures, prolonged inactivity after the third month - without even mentioning the errors committed during birth, which have… |
Sequence 105ASSISTANTS TO INFANCY TRAINING By Judi Orion This section provides informatwn about the Assistants w Infancy Training, it-S… |
Sequence 106At the birth to three level the Montessori movement has years of experience to draw from though not experience in our own… |
Sequence 107(developmentally speaking), who want more information about child development in order to offer more effective parenting… |
Sequence 109ASSISTANTS TO INFANCY COURSE CONTENT By Judi Orion MONTESSORI PEDAGOGY These lectures cover child psychology and child… |
Sequence 124Families will be invited to use park space adjoining the infant/ toddler cent.er in which a solar biodome will facilitate year… |
Sequence 1284. The 1,anguage arts curriculum includes oral language development, written expression, reading, the study of grammar,… |
Sequence 135Research and Documentation The program's ongoing products will include: 1) Montessori Curricu- lum in an… |
Sequence 136NAMTANEWS NAMTA WORKSHOPS FOR 1990-1991 EARLY CHILDHOOD EDUCATION AND COMMUNITY PARI'NERSHIPS Cleveland, Ohw October… |
Sequence 137MONTESSORI AND THE ADOLESCENT Greenwich, Connecticut December 6, 7, and 8, 1990 A general appraisal of Montessori secondary… |
Sequence 139Personals CALIFORNIA Primary and/or Elementary Directress!Di- rector (full and/or part-time) wanted for small, Catholic,… |
Sequence 140Administrator, MONTESSORI INTERNA- TIONAL CHILDREN'S HOUSE, 1641 Winches- ter Road, Annapolis, MD, 21401, (301) 757-7789… |
Sequence 141CANADA SASKATOON MONTESSORI SCHOOL needs AMI directress(3to 6)forSept. '90. AMI adminis- trator; est. 1979, 2 classroom… |
Sequence 4ALBERT JOOSTEN AND MARIA MONTESSORI: CELEBRATING THE HUMAN SPIRIT PART ONE: ALBER!' JOOSTEN, A RETROSPECTIVE Albert… |
Sequence 7for uniting the family and the school with a passionate plea for respect- ing the culture of the home, especially the culture… |
Sequence 8ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 11Her opportunity failed to mat.erialize in this form. Instead, at the end of 1906, she was approached by the director of a… |
Sequence 12several governments and a candidate for the Nobel Prize for Peace. Thanks to her untiring apostolate the world has begun to… |
Sequence 13world," "the new world for a new man," based not on ideas or ideals, but on facts and realities to… |
Sequence 14director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 15were conducted with sufficient fidelity to the method, and the name was sometimes used as if it were an advertisement. The… |
Sequence 16the theory of the Montessori method, and practical instruction in the technique of the method. The classes last for six months… |
Sequence 17direction have already been taken, but very much more remains to be done. This requires that a large number of people come… |
Sequence 35phenomenon of excessive obedience and its harmful consequences. This is not difficult to understand, because to recognize it… |
Sequence 36The very idea that Dr. Montessori based her method of education on an a priori idea that freedom should be its basic feature… |
Sequence 37free." People were disappointed because they felt Dr. Montessori was hiding the truth from them. For how can freedom… |
Sequence 44MAHATMA GANDHI AND MARIA MONTESSORI (1969) by A.M. Joosten Mr. Joosten offers an interesting comparison of two important 2oth… |
Sequence 45imposed on Dr. Montessori who was considered an enemy alien. Being under restrictions himself, he could do nothing to have… |
Sequence 46In fighting for the causes to which they dedicated their lives, both recognized nonviolence as a positive all-embracing… |
Sequence 52THE HAND IN EDUCATION a971) by A. M. Joosten One aspect of Montessori educatwn that sets it apart from some other… |
Sequence 54Its function and the objects it needs change, however, with the characteristics of the successive phases in the development of… |
Sequence 58needs of human development. The hand serves the child during his whole long struggle for ever widening conquests of ever… |
Sequence 59"Observation - loving, exact, modest, continuous, and espe- cially objective is the cornerstone of Dr. Montessori :S… |
Sequence 66A completely different exercise which is done outside the real time of observation consists of the interpretation of… |
Sequence 697) discipline (orderly and disorderly conduct, obedience, quiet); 8) gen- eral remarks; 9) d,ai,e. These reports are signed by… |
Sequence 72KEEPING IN TOUCH WITH MONTESSORI ROOTS An Interview with Mildred Gunawardena In an interview with Damd Kahn, Mildred Guna:… |
Sequence 73Dr. Montessori lectured from 9 A.M. until 12 noon and 3 P.M. to 6 P.M. every day. Saturdays_ were ow· practical days, our… |
Sequence 74Kahn: So you prepared your albums during that second period. Gunawardena: No, we did that with Dr. Montessori. I had to make… |