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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 12Commentary The design and execution of this study is quite acceptable, but one criticism of the study would be the small… |
Sequence 1Montessori: The Humanities Connection Mythos, Logos, and the Generalist Ideal by David Kahn Montessori education may be a… |
Sequence 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 10st,aff training. If we can raise funds for a new air conditioning unit, we can raise funds for sclw/,arships. We can be… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 9Informal Mathematics Mosr people use informal marhemarics in their daily lives narurally- organizing, classifying, numbering… |
Sequence 1EDITORIAL REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn To what degree is the fundamental test of… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 3tion and successful adaptation to the new environment. Originally called "attachment behavior" by John… |
Sequence 3This great truth evokes in us a deep sense of humility and admiration. Children, who live a purer life than ours, are divine… |
Sequence 10cannot be free without being independent, hence, in order to gain independence, the active manifestations of personal liberty… |
Sequence 158cannot be free without being independent, hence, in order to gain independence, the active manifestations of personal liberty… |
Sequence 191This great truth evokes in us a deep sense of humility and admiration. Children, who live a purer life than ours, are divine… |
Sequence 9development, can build up in and around itself the foundations of peace. They have opened to mankind a new and luminous road… |
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 14tor, kinesthetic experience as often as the spirit moves them. However the little gath- erings coalesce, to listen and move,… |
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 4tion becomes possible if there are activities that are appropriate to the child. Activities need to catch interest, bring… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 4to do the task well had required from him a vol- untary control of his move- ments. Dr. Montessori stresses that it is… |
Sequence 21Anyone planning to involve children in a community participation project should be prepared to answer such questions as… |
Sequence 13this child showing me?" and you ask the child what he or she likes to do. My nephew attends a Montessori preschool.… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 9One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 4in a plundering industrial world of wires, wheels, and machines, of steel and plastics, of paved-over land and poisoned seas… |
Sequence 120in a plundering industrial world of wires, wheels, and machines, of steel and plastics, of paved-over land and poisoned seas… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 230One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
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 4importantly, as the protector of the moral and spiritual forces that appear anew in every human being born" (… |
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 19layers with the powers of observation and the proximity of the farm, it was our hope that these areas would seek their own… |
Sequence 1IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 6tion is the educational plan for six- to twelve-year-olds. The Greek idea of cosmos refers to the totality of the universe,… |
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 12• Share this factual information with peers while listening to their diverse histories. • Write a story supported by the… |
Sequence 4teaching be continued in a secondary school. Plans were devised to open a Montessori high school in Amsterdam and my father… |
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 20A. I think we' re only beginning to reach that. Stephen Kaplan and Rachel Kaplan, at the University of Michigan, have led… |
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 6dynamic leader, the general on the white horse, the workaholic, the careerist, the successful capitalist. He, or she, is… |
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 4which ensures the purity of the sea-water and the purity of the air during the many millions of years is called life"… |
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 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 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 20INDEPENDENCE There are other qualities developed in Montessori children that will serve them as well when it comes time for… |
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 5books, television, and computers. As these technologies have grown, so has the potential risk of disembodiment. Abram's… |
Sequence 20soul of a child to stimulate imagination and interest: "What he learns must be interesting, must be fascinating. We… |
Sequence 30Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 13Nature Center at Shaker Lakes, Native American ways of living in the Shaker Parklands, Gorge Metropark, and Lake Erie Nature… |
Sequence 65Binocular Vision Working Group. "The Use of Tinted Lenses and Colored Overlays for the Treatment of Dyslexia and… |
Sequence 124. Grace and courtesy exercises to help oil the wheels of society as well as to learn the ground rules of the prepared environ… |
Sequence 15ln addition to the clinic, Rivendell Preschool is an inclusion model, accepting children with a variety of learning styles and… |
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 11on gaining self-knowledge, and literature is a great tool for self- discovery. An excerpt from Sherwood Anderson's… |
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 5tion watching a tiny bug: the insect undisturbed, unchanged, and unintruded upon by the child. Only such a self-effacing… |
Sequence 23and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 14latory processes differ to the extent that they have been integrated within the self. The degree of integration results in… |
Sequence 21Morf, Carolyn. C. & Mischel, Walter. "Epilogue: Self- Regulation, Vulnerability, and Implications for Mental… |
Sequence 2summary of the syllabus derived precisely from Montessori's book, From Childhood to Adolescence. Perhaps you think that… |
Sequence 2THE STUDY OF HUMAN PROGRESS AND THE BUILDUP OF CIVILIZATION by Shekkola Barnett Gray and John McNamara Bot!, S'1ekkola… |
Sequence 2136 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 life” (from the chapter “Life as a Telluric Force,” page 75, cited in… |
Sequence 7141 Leonard • Deepening Cosmic Education of everything from a tiny molecule of glucose to the work of bacteria, bats, oak… |