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Sequence 46Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 174Korpela, K. "Adolescents' Favorite Places and Environ- mental Self-Regulation." Journal of… |
Sequence 215Foreign Language Program." Foreign Lnngunge A1111nls 25 (1992): 129-136. Shrum,J.L., & E.W. Glisan. Teacher… |
Sequence 22On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 65For, ultimately, the healthy, balanced personality who has built herself through work and passion, throughout the four planes… |
Sequence 66l\lontessori, Mari,1. Fr<>m Child/11md to A,iolt•sct'IICt 19-18. Trans. -\ M. Jom,ten. Rt•,. ed. Oxford:… |
Sequence 89Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 129Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 199REFERENCES Arendt, Hannah. Tire H11111a11 Condition. Chicago: U of Chicago P, 1998. Aelian. Historical Miscella11y. Loeb… |
Sequence 201Menzel, Emil W., Jr. Preface. Deception: Perspectives 011 H11111n11 n11d Nonl111111n11 Deceit. Ed. Robert W. Mitchell &… |
Sequence 230Louv, Richard. LnstChildi11 the Woods. Chapel Hill: Algonquin Books, 2006. Maslow, Abraham. The Fnrther Renches of H11111n11… |
Sequence 279most basic of tools in any community and need to be prevalent in the Montessori school. Patience As we all must exhibit in… |
Sequence 300ge11t. Ed. R. Bar-On, J.G. Maree, & M.J. Elias. Westport, CT: Praeger, 2007. Cohen,J., L. McCabe, N.M. Mitchel Ii,… |
Sequence 316REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 3257. Be interested yourself if you want to captivate the child's interest. During the course of my program, we were able… |
Sequence 342Montessori, Maria. From Childhood to Adolesce11ce. 1948. Rev. ed. Trans. A.M. Joosten. Oxford: Clio, 1996. Montessori, Maria… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 217Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 219Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 34hear a baby's cries in the next room and ignore it, saying, "Oh, babies cry. They'll outgrow it."… |
Sequence 50a Montessori approach, materials helping children to ac- quire one-to-one correspondence? From my talk one thing should be… |
Sequence 67Rr I LREI\CLS C,razztn1, Cam1llo. 'Co::,m1l Educ,11lon ,1t thl' Elcnwntar} Level ,rnd the Roll• of the Materials.… |
Sequence 83REFERENCES Blake, William." Auguries of Innocence." 1803. Blake, William. So11gs of /1111oce11ce n11d of… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 135little doubt that that person would pause and then respond: "No- body-I taught myself." Then, many of them… |
Sequence 170Yesterday, PeterGebhardt-Seele reminded us of the way Montessori used the term Erdkinder. Our prepared environment is not a… |
Sequence 193quickly obsolete? Continued observation, communication, and re- search will help unravel this and other mysteries surrounding… |
Sequence 209REFERENCES Association of Secondary Teachers Ireland. Science Survey 2006. 2006. Grazzini, Camillo. "The Montessori… |
Sequence 226So what do you have? For the adolescent, it's them at the center. This is the healthy egocentrism. But it is never just… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 270REFERENCES Adler, Mortimer)., Robert Hutchins, et al., eds. Great Books of the Western World. 54 vols. Chicago: Encyclopredia… |
Sequence 28Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 54Horner, Jack. "The Extraordinary Characteristics of Dys- lexia." Perspccti,•es 011 Ln11g11nge n11d Literacy… |
Sequence 163Montessori, Maria. Tile For111alion of Man. 1949. Trans. A.M. Joosten. Oxford: Clio, 1989. Montessori, Maria. Spo11taneo11s… |
Sequence 181integrate the arts (in children's eyes). Therapeutic gardens offer innumerable opportunities for in- tegration of the… |
Sequence 34certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 92about the world that our students are about to enter. We need to expose the students to adults who believe in humanity,… |
Sequence 120projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 144a time there was a child, and the child asked why, and we told the story of why. And once upon a time there was an adolescent… |
Sequence 145Montessori, Maria. Tlte Cltild, Society a11d tlte World: Unpub- lished Speeches n11d Writings. 1979. Trans. Caroline Juler… |
Sequence 245Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 247Morgan, Nina. Chemistry in Actio11: The Molec11/es of Everyday Life. New York: Oxford UP, 1995. Smith, Richard F. Chemistry… |
Sequence 262So my conclusion is, you must provide opportunity at age six to twelve to explore the abstract rules. That is not in your… |
Sequence 270It was at that moment that I witnessed the child becoming a more adult-like part of the universe through their personal connec… |
Sequence 314ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 368areas of society, it reduces some of the mystique of the social order and makes society a manageable environment within which… |
Sequence 379Next time, there are a few changes we will make besides the structural changes to get more of the transcription done than last… |
Sequence 384with staff in order to achieve the level of understanding that is nec- essary. Staff must present their information and… |
Sequence 20Montessori, Maria. Tile For111ntio11 of Mn11. 1955. Oxford: Clio, 1989. Montessori, Maria. Unpublished lectures. Dr. Maria… |
Sequence 39REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 67But ... there are dangers. Any new invention, any new techno- logical development can become dangerous. Montessori says that… |
Sequence 166REFERENCES Anecdotage. April 24, 2010 <http:/ /anecdotage.com/>. Beckmann, Petr. A History of Pi. New York: St… |
Sequence 214Figure 29. A self-similar structure constructed of triangles. Jn the self-similar construction in Figure 29, Montessori proved… |
Sequence 62personal harmony and have the capacity to guide us toward more mutually beneficial ways of Jiving together in the world.… |
Sequence 91early and continue to build incrementally on their independence and realization of empowerment. We show them that even though… |
Sequence 125CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 126Montc-.~ori, l\faria. 7i1 Ed1m1/t• tire f/111111111 Po/1•11tinl. Madra!->: Ka la kshctrc1, 1948. \itontcssori, \l.… |
Sequence 182REFERENCES Covey, Sean. The Seven Habits of Highly Effective Teens. New York: Fireside, 1998. Montessori, Maria. Fro111… |
Sequence 193For our school, the project has provided an opportunity to heal some of the discomfort felt in the neighborhood when we bought… |
Sequence 214CONCLUSION If Dr. Montessori's principles and ideas on education were adopted universally through group consensus, this… |
Sequence 85and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 96How did Montessori put it? Knowledge can best be given where there is eagerness to learn, so this is the period when the… |
Sequence 145REFERENCES Einstein,Albert. "Autobiography." In P. Schilpp, Ed.,Albert Ei11stei11: Philosopher-Scie11tist.… |
Sequence 180world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 188OUTCOMES Dr. Montessori provides this optimistic description, "the whole life of the adolescent should be organized… |
Sequence 209Morf, Carolyn. C. & Mischel, Walter. "Epilogue: Self- Regulation, Vulnerability, and Implications for Mental… |
Sequence 268hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 269Montessori, Maria. A New Education for the Secondary School. Public Lecture, Utrecht, January 1937, AMl 1979. Reprinted in… |
Sequence 271NAMTA WELCOMES EDITOR Renee Ergazos brings fifteen years of ex- perience as an academic editor to her new role at NAMTA.… |
Sequence 41REFERENCES Bronson, Po & Ashley Merryman. N11r/11res!tock: New TJ,i11ki11g About CJ,i/dre11. New York: Hatchette Book… |
Sequence 107Gardner, Howard. The U11schooled Mind. NY: Basic Books, 1991. Haines, Annette. Lecture. "Creativity: Our Challenge.… |
Sequence 184veloped, the interaction of that individual with the world, and ulti- mately their effect on the world, depends a great deal… |
Sequence 188the present. What Montessori offers here is a fundamental approach: allow the human personality to freely develop, cultivate… |
Sequence 198so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 219in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 228so many other ways. Scientific studies and practical experiences are preparation for making choices and thinking about the… |
Sequence 2422. The Houston Museum of Natural Science has hosted our group for intimate talks with Dr. Donald Johan- son (credited with… |
Sequence 297Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
Sequence 318section, "Self-Expression" is an intrinsic need of the human being who is shaping a conscious seH with an… |
Sequence 9REFERCNC[S Cavaletti, Sophia. L1r•i11g Lil11rg11: Ele111c11/nry Refl1•c/io11s. Chicago: Liturgy Training Publication<… |
Sequence 45whole and that his actions contribute to the welfare of this larger whole. From such experiences stems the feeling of… |
Sequence 64of self-observation, of looking first to ourselves when we observe certain behaviors in the environment is essential to our… |
Sequence 84The Atlantic Wire. "Americans vs. Basic Historical Knowledge." June 3, 2010. <http://www.… |
Sequence 155 Kahn • Preface: Revelations Then and Now—Guided by Nature all of Montessori. The critical function of the natural world is… |
Sequence 8979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
Sequence 126116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |
Sequence 159149 Allen • The Elementary Child’s Place in the Natural World prepares its environment. A marvelous, mysteri- ous, and… |
Sequence 160150 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Phoebe Allen received her elementary training in Bergamo, Italy, in 1974… |
Sequence 172162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 302292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 6054 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 The new education consists not only in supplying the means of… |
Sequence 2923 Black • Community a May you make of yourself a light, inspiring awe and wonder in each of the lives you touch everyday… |
Sequence 4438 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 step on the path to normalization. The child who has experienced the… |
Sequence 133127 Mosher • Into the City a references Kahn, David. “The Unfolding Drama of the Montessori Adolescent in America.” The… |
Sequence 198192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Hart, Roger. Children’s Participation: From Tokenism to Citi- zenship.… |
Sequence 5650 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 to hurry for pick-up, getting a sitter, getting everyone fed and only to… |
Sequence 221215 Sackett • “The Lines That Make the Clouds” a references Devlin, Keith. The Math Gene: How Mathematical Think- ing… |
Sequence 9387 Urioste • Multicultural Inclusion in an Urban Setting In conclusion, I also share with you a Montessori article sum- mary… |
Sequence 253247 Luborsky • Occupational Therapy and Montessori—Kindred Spirits www.crayonrocks.net www.funandfunction.com Lap pads,… |