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Sequence 14species of birds. The family is the microcosm that readies children for the macrocosm of society. It is the cradle that rears… |
Sequence 1LETIING GO AND LETTING MONTESSORI, PART II: RESOLVING PARENTAL RESISTANCE TO SEPARATION FROM THEIR CHILD by Judy Shepps… |
Sequence 13limitations. Observation in the classroom environment might have yielded better data and could be supplemented by out of… |
Sequence 2poverty cycle for low socioeconomic status families is to provide a quality educational program that also focuses on parenting… |
Sequence 1Humanities HUMAMITIES AND THE ART OF INQUIRY by Edwin J. Delattre Dr. Delattre's incisive summary of the role of… |
Sequence 6Middle School Survey The theoretical midpoint on the response line for each survey item was 5.5. The mean for every survey… |
Sequence 8Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 13Participating Schools Phase 2 and Phase 3 Public Montessori Schools Carson Montessori School Brenda K. White Clissold… |
Sequence 14Nokomis Montessori School t Elnora Battle North Avondale Montessori Thomas G. Rothwell Palm Academy Sylvia Cooper Sands… |
Sequence 15Gloria Dei Virginia Varga Hershey Montessori School Michael Bagiackas Judson Montessori School Jim Judson Lake Country… |
Sequence 3Gloria Dei Virginia Varga Hershey Montessori School Michael Bagiackas Judson Montessori School Jim Judson Lake Country… |
Sequence 4Nokomis Montessori School t Elnora Battle North Avondale Montessori Thomas G. Rothwell Palm Academy Sylvia Cooper Sands… |
Sequence 5Participating Schools Phase 2 and Phase 3 Public Montessori Schools Carson Montessori School Brenda K. White Clissold… |
Sequence 10Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 4encoding and decoding "skills" and must en- compass significant features of rationality (Olsen, 1977, 1986… |
Sequence 5(Levi-Strauss, 1962). Literacy is a set of strategies that are not only utilitarian, but also bon a penser. One purpose of… |
Sequence 11to sleep, in the market or the field, are constantly repeated pieces of the great myths or epic poems of oral cultures.… |
Sequence 12would wish to replicate all aspects of this phenomenon in our schools, it seems important to understand the nature of their… |
Sequence 14The people he observed had a highly developed set of techniques for learning and remembering, and their apparent incapacity… |
Sequence 16to create particular emotional effects and fix particular meanings. The shaping of sound finds one outlet in poetry and… |
Sequence 19distinction between subjective states and the properties of the cosmos" (Levi- Strauss, 1969, p. 240). Oral cultures… |
Sequence 21against change and innovation serve stability, order, and intellectual security. One's familiar territory is… |
Sequence 22favoured the increase in scope of critical activity, and hence of rationality, scepticism, and logic" (Goody, 1977, p… |
Sequence 33If we see the educational task as simply to put literacy in place, we risk undermining the very founda- tions on which a… |
Sequence 36Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The… |
Sequence 37Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 1THE DEVELOPMENT OF AUTONOMY IN CHILDREN: AN EXAMINATION OF THE MONTESSORI EDUCATIONAL MODEL by Sharon Dubble Kendall, Ph.D… |
Sequence 7CURRICULUM FOR CARING Ruffing Montessori School Cleveland Heights, Ohio by Patricia Ludick Overview The Curriculum for… |
Sequence 3SCIENCE MENTOR PROJECT Ruffing Montessori School Cleveland Heights, Ohio by Jennifer Davis Massiello One nine-year-old… |
Sequence 6and female; the secondary diversification would be achieved by one's position in the family constellation and by other… |
Sequence 19Hellbrugge, T. 0979, Spring). Early social development and proficiency in later life. Tbe NAMTA Q11arter(y, 4<.2), 6-14… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 3THE NORMALIZED SCHOOL: MONTESSORI AS A WAY OF LIFE by Mary Zeman Mary Zeman offers a definition of the "nonnalized… |
Sequence 30Healy, J. (1990). Endangered minds: Why children don't think and what we can do about it. New York: Touchstone/Simon… |
Sequence 1STORY UPON STORY by Kathleen Allen Kathleen Allen demonstrates what it means to be a II storyteller of the truth."… |
Sequence 1COSMOS, HISTORY, AND THE HUMAN SPIRIT by Gerard Leonard A rare weave of classroom examples, literary allusions, and… |
Sequence 13REVIEW OF THE GREAT WoRK BY THOMAS BERRY by Gerard Leonard Thomas Berry's latest book, The Great Work, is a very… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 3When I was in junior high school almost forty years ago, I wanted more than anything to work with children. I was inspired by… |
Sequence 1WORKING WITH p ARENTS: BUILDING THE SPIRIT THROUGH COLLABORATION by Barbara Gordon Barbara Gordon's common-sense… |
Sequence 4solving the enigma of what makes for nurturing buildings in the context of Montessori education. As a result of the Frank… |
Sequence 4The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 7differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 3Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 2Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 143differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 146The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 2the din of World War II. She also taught in the poorer section of London right after the war in a wonderful school where they… |
Sequence 2THE ADOLESCENT AND THE f AMILY: LOVE AND LIMITS by Linda Davis Linda Davis characterizes the adolescent's time in life… |
Sequence 3The infant needs an environment that offers physical protection. Not restriction, but protection. The adolescent also… |
Sequence 12CULTIVATING THE MONTESSORI SPIRIT THROUGH f AMILY LIFE by Gerard Leonard Looking back at his own childhood, Gerard Leonard… |
Sequence 15Maria Montessori probably was notable to appreciate the unusual diversity of nature with the same open-mindedness with which… |
Sequence 3REPORTING ON THE "EXPERIMENTAL SCHOOL OF SOCIAL LIFE" Three land experiments were presented as social… |
Sequence 4• Ongoing care of each other. The Montessori School of Lake Forest also creates a social commu- nity by working with an… |
Sequence 2EXTENDING THE SYLLABUS WITHOUT DISTORTION by Linda Davis Linda Davis points to the intent of the Erdkinder essays as being… |
Sequence 2SOCIALIZATION THROUGH THE p ARTNERSHIP WITH PRAIRIE CROSSING by Linda Davis Highlighting the primary function of adolescent… |
Sequence 6What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 1HUMAN DEVELOPMENT AND THE ADOLESCENT by Ann Jordahl with an introduction by Linda Davis Parallelism of the first and third… |
Sequence 4In October, 2005, NAMT A sponsored the third international Ado- lescent Colloquium, a gathering of eminent Montessori… |
Sequence 11the cover of two densely vegetated areas on the margins of the playground. When they were not nestled beneath birches,… |
Sequence 23What we have done sometimes is that we have an art teacher who just comes in and works in the class. If you do decide to have… |
Sequence 1AN EXPLORATION OF THE USE OF SENSORY INTEGRATION IN THE MONTESSORI CONTEXT by Paula Leigh-Doyle Paula Leigh-Doyle c/1ro11… |
Sequence 7Special Acknowledgements There would be no exhibit without the generous contribution and leadership of Thomas Mueller,… |
Sequence 19the Children's Houses firsthand in the years up to 1915, returning to write books and articles in support of the new… |
Sequence 21School bus of Calgary Montessori School, Calgary, Canodo, I 9 2 9 Montessori's Beginnings in Canada Alexander Graham… |
Sequence 22The First American Children's House, Tarrytown, New York, from 191 I These photographs of the Montessori school at… |
Sequence 48Oasis for Montessori Expansion Elementary students sketching from nature, Amsterdamsche Montessori School, 1930s The role of… |
Sequence 51A cypical Dutch classroom, Eerste Nederlandsche Montessori School, 19 30s Botanical drawing at the Amsterdamsche Montessori… |
Sequence 146Montessori Adolescents on the Land, continued Sampling animal specimens from the pond, Hershey Montessori School, 2006… |
Sequence 180Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
Sequence 192Daily Concerts for Listening/Moving Band I MARCH RUN MARCH RUN MARCH RUN MARCH RUN MARCH RUN Band II GALLOP MARCH… |
Sequence 87. Be interested yourself if you want to captivate the child's interest. During the course of my program, we were able… |
Sequence 2FROM CARE OF OTHERS AND THE ENVIRONMENT TO COMMUNITY SERVICE AND SOCIAL RESPONSIBILITY: THE EMERGENCE OF THE SOCIAL AND… |
Sequence 3Two-year-olds are sometimes called "the terrible twos." But in an environment that meets their needs, they… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 14percent of science labs are used for classes other than science and nineteen percent are regularly used for courses other than… |
Sequence 2CHILD DEVELOPMENT TIPS FOR PRENATAL TO THREE: INSIGHTS AND SUGGESTIONS FROM MONTESSORI TEACHERS by Heather Pedersen… |
Sequence 49What we are working against here, again, is nature. No one signs up to be at the ninety-eighth percentile of stress reactivity… |
Sequence 11To fully answer the referral question, however, one must first look at the admissions policies of Montessori schools, which… |
Sequence 2When I met Dana she was three years old. She was lying on a mat in an overcrowded day room of an institution surrounded by… |
Sequence 1THE DISCIPLINES: THEIR EVOLVING ROLES FROM CHILDHOOD TO ADOLESCENCE by David Kahn Looking at elementary progmms from the… |
Sequence 44n lend tencher, testing supervisor, mentor, class advisor, newspaper ndvi- sor, and swi111 cone!,. She /ins n BA a11d MA i11… |
Sequence 7A HISTORY GRAPHIC ORGANIZER FOR THE MONTESSORI ADOLESCENT by Beverly Adamczyk Beverly Adamczyk presents a graphic organizer… |
Sequence 2A HISTORY GRAPHIC ORGANIZER FOR THE MONTESSORI ADOLESCENT by Beverly Adamczyk Beverly Adamczyk presents a graphic organizer… |
Sequence 1AN ADMINISTRATIVE PROCESS FOR VISION BY CONSENSUS USING WHOLE SYSTEMS THEORY by Kathy Minardi Kathy Minardi suggests a… |
Sequence 1FOLLOW THE p ARENT: p ARENT EDUCATION AT THE MONTESSORI SCHOOL OF LAKE FOREST by Ann Jordahl A11nforda'1/ emphasizes… |
Sequence 3event will be an afternoon reception from 3:00 to 5:00, since it will include children. A member of each of our four… |
Sequence 1TECHNOLOGY AND THE ADOLESCENT: FINDING THE TRUE BALANCE IN THE PREPARED ENVIRONMENT by Linda Davis and Colin Palombi Two… |
Sequence 1KEYS TO GLOBAL UNDERSTANDING: THE ROLE OF THE PRIMARY ENVIRONMENT by Polli Soholt Po/Ii So/wits extensive experience lends… |
Sequence 34and so on, that were seen as valuable to the creative process. One example I recently wrote about came from Jonas Salk,… |
Sequence 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 26It is necessary that the human personality should be pre- pared for the unforeseen, not only for the conditions that can be… |
Sequence 4158 Part Two - For a Science of the Formation of Man Mussolini dated 7 August 1932: "The application of her method… |
Sequence 16170 Part Two - For a Science of the Formation of Man which, like India, had to face many difficulties with regard to the… |
Sequence 1THE ART OF SPOKEN LANGUAGE IN THE CHILDREN'S HOUSE by Polli Soholt Looking nt the classical components of language, Po/… |
Sequence 2100 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Montessori School of Beaverton, Portland, Oregon |
Sequence 3101 Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future Biology, set within an ecological framework, includes… |
Sequence 4102 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 For language to be meaningful, it must capture the child’s experience.… |
Sequence 5103 Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future known.” The creative imagination of the child is not… |