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Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 5Just as the understanding of the growth and development of the child in our complex society continues to build in the… |
Sequence 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 1THE VERBAL/LINGUISTIC AND VISUAL/ SPATIAL INTELLIGENCES by Rita Schaefer Zener Dr. Zener aligns Gardner's verbal/… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 1MovEMENT, Music, AND LEARNING: THE MUSICAL AND BoDILY/KINESTHETIC INTELLIGENCES by Audrey Sillick Audrey Sillick' sin… |
Sequence 2THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 2DEVELOPING A POSITIVE VISION FOR THE WHOLE SCHOOL by Sharon L. Dubble Dr. Dubble features one of the pivotal methodologies… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 1IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 8some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 5should exist side by side: the first belongs to the inner life of man, the second to his life in society. (102) In their own… |
Sequence 3Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass, 1998. Rathunde, Kevin. "Adolescent Engagement… |
Sequence 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 17I'm the international coordinator of a project for UNESCO called Growing Up in Cities, which has produced many examples… |
Sequence 22Chawla, Louise. "Significant Life Experiences Revisited." Journal of Environmental Education 29.1 (1998,… |
Sequence 6THE FOREST The forest at Lincoln Montessori came into being largely through the effort and generosity of a family whose child… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 5measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 10REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 4for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 40Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff One should not address the concept of… |
Sequence 8objects and exercises, which one might l.ook for in vain at a later age. (cited in Standing 120) We might ask ourselves,… |
Sequence 10homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 10Rathunde, Kevin. "Montessori Education and Optimal Experience: A Framework for New Research." The NAMTA… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 2To KNow THE PLACE FOR THE FIRST TIME: WHY THE YOUNG ADOLESCENT BENEFITS FROM THE DEVELOPMENT OF THE PEDAGOGY FOR THE OLDER… |
Sequence 14enlarges this picture to the great array of grazing and browsing animals all over the planet-the deer, the antelope, the bison… |
Sequence 18Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 3NAMTA's Center for Adolescent Studies (Project 2012) is initiat- ing a new research study after its previous success with… |
Sequence 4This article represents my progress thus far in understanding how flow theory and Montessori philosophy help to reveal the… |
Sequence 34Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 4depends-land, water, energy, air, animals, plants, humans-is the relevantadultissue for our time, so that insofar as… |
Sequence 1Nilda Cosco and Robin Moore 128 The NAMTA Journal • Vol. 32, No. I • Winter 2007 |
Sequence 2GREENING MONTESSORI SCHOOL GROUNDS BY DESIGN by Robin Moore and Nilda Cosco Robin Moore and Nilda Cosco view the Montessori… |
Sequence 62The Early Days of Montessori Education in Berlin Multiplication work, Berlin Montessori class, I 92 7 Children's House… |
Sequence 187Another Viennese Montessorian and Holocaust survivor who made a significant contribution in the United States was Lena Gitter… |
Sequence 19experience in the backyard, in the tool shed, in the fields and woods, has been replaced by indirect learning, through… |
Sequence 6Montessori does a bit of mixing of metaphors as she explains the socialization of the child from zero to twelve. While I might… |
Sequence 30Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 65Binocular Vision Working Group. "The Use of Tinted Lenses and Colored Overlays for the Treatment of Dyslexia and… |
Sequence 1Nilda Cosco and Robin Moore 158 The NAMTA .!oumaf • Vol. 34, No. 2 • Spring 2009 |
Sequence 2SENSORY INTEGRATION AND CONTACT WITH NATURE: DESIGNING OUTDOOR INCLUSIVE ENVIRONMENTS by Nilda Cosco and Robin Moore Nilda… |
Sequence 2We are asked to make conscious and dear all that is small and infinite, linear and turning, the music and the dance, and the… |
Sequence 4now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |
Sequence 7for places in college and the work force. The term "chalk and talk" is used to describe the methods whereby… |
Sequence 23and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 21Morf, Carolyn. C. & Mischel, Walter. "Epilogue: Self- Regulation, Vulnerability, and Implications for Mental… |
Sequence 947 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness advanced KnowledGe Rachel Carson leads us… |
Sequence 1250 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 migrating animals: monarch butterflies, birds, creatures that move… |
Sequence 363 Verschuur • Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary the forest The forest at LMS… |
Sequence 7141 Leonard • Deepening Cosmic Education of everything from a tiny molecule of glucose to the work of bacteria, bats, oak… |
Sequence 1GreeninG Montessori school Grounds by desiGn by Robin Moore and Nilda Cosco Robin Moore and Nilda Cosco view the Montessori… |
Sequence 2220 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 process, and the space must be designed to retain its lush quality.… |
Sequence 4222 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 desiGn iMPleMentation A full range of play and learning settings was… |
Sequence 5223 Moore and Cosco • Greening Montessori School Grounds by Design long-term site development. As the school expands, these… |
Sequence 6224 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 and as a place for special study. Although enclosed for safety reasons,… |
Sequence 7225 Moore and Cosco • Greening Montessori School Grounds by Design Secondary pathways should be considered as an independent… |
Sequence 8226 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Figure 8. Narrow tertiary pathways offer children the quiet, intimate… |
Sequence 9227 Moore and Cosco • Greening Montessori School Grounds by Design three to six years old, or more dramatic elevations may… |
Sequence 10228 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the livinG landscaPe Once the grounds are served by a circulation… |
Sequence 11229 Moore and Cosco • Greening Montessori School Grounds by Design Figure 12. Rain gardens are easy to install in a wet… |
Sequence 12230 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 These data reinforce more general research conclusions that suggest… |
Sequence 13231 Moore and Cosco • Greening Montessori School Grounds by Design world by pressing against the “unknown” (see Figure 17).… |
Sequence 14232 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 with higher levels of diversity are likely to satisfy the exploratory… |
Sequence 15233 Moore and Cosco • Greening Montessori School Grounds by Design Kaplan, R. “The Nature of the View from Home:… |
Sequence 16234 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 websites Natural Learning Initiative: www.naturalearning.org LEED (U.S… |
Sequence 896 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 shoulder are a trinity in themselves. The hand is related to the nervous… |
Sequence 18106 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 meaningful and that, therefore, my life, in self-surrender, had a goal… |
Sequence 3139 Lillard • Playful Learning and Montessori Education what is montessori? Montessori education began in the early 1900s (… |
Sequence 7143 Lillard • Playful Learning and Montessori Education quence. In Montessori teacher-training courses, teachers walk through… |
Sequence 9145 Lillard • Playful Learning and Montessori Education decisions (Montessori [1912] 1964). They receive feedback on the… |
Sequence 13149 Lillard • Playful Learning and Montessori Education used markers for drawing were offered a reward for drawing with… |
Sequence 15151 Lillard • Playful Learning and Montessori Education up the Red and Blue Rods, the first of the Montessori mathematics… |
Sequence 17153 Lillard • Playful Learning and Montessori Education it. For example, a child might realize independently that two sides… |
Sequence 19155 Lillard • Playful Learning and Montessori Education Some child-development specialists maintained that pretend- ing… |
Sequence 23159 Lillard • Playful Learning and Montessori Education Dyer 1975). Montessori was one of several programs compared in two… |
Sequence 25161 Lillard • Playful Learning and Montessori Education important consideration in Montessori research and might explain… |
Sequence 29165 Lillard • Playful Learning and Montessori Education Case of Mennonite Children.” Merrill-Palmer Quarterly 44:538–65.… |