Search Inside Documents
Displaying results 1 - 100 of 436
Sequence 86 Montessori, Bducationfor a New World, 16•17. 7 Montessori, Rcamstn«:tion in EducnLum, 6. 8 Paulo Freire, Pedagogy qf the… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 5from tomes of scope and sequence which compel schools into a blind confor- mity. The reform of education in the Montessori… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 18References 'Abdu'l-Baha. (1982). The promul,gation of universal peace. Wilmette. Baha'{ Publishing Trust.… |
Sequence 3work of the conscious absorbent mind but it needs an environment for its action. The sensorial material of the Montessori… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 3educationalese all have a purpose. But in my estimation they represent exercises in minutiae-the kind of minutiae that… |
Sequence 2CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 3Needs of Adolescents Physical Needs Montessori/Stephenson Emotional -A need to strengthen self-confidence. Needs -A time… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 62Kahn, David U980, Winter). Extending the elementary: McNamara- Kahn imerview. The /\~\ffA Quarter(v. ~2), 13-20. The… |
Sequence 17You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 169You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 16Gordon, E. E. (1990). A music learning theory for newborn and young children. Chicago: GIA. Madaule, P. (1994). When… |
Sequence 3Stephenson, Elementary Director of Training emerita of the Montes- sori Institute of Milwaukee. Not only does Lillard present… |
Sequence 2birth to 3 years of age, the child from 3 to 6 years, the child from 6 to 12, concerns a much more detailed look at individual… |
Sequence 6Nonetheless, the four triangles, and therefore the four planes, are distinguished two by two through the use of color. The… |
Sequence 33In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant… |
Sequence 3their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 7most of their waking day, provide further incentive for Montessori to integrate pedagogy and life, time and space into an… |
Sequence 17REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 1PHILOSOPHY STATEMENT FOR THE NORTH AVONDALE MONTESSORI SCHOOL by the Cincinnati Public Schools Montessori Assessment… |
Sequence 2Psychologists note the importance of developing responsibility in children at the elementary age. (Lickona, 1991). It is felt… |
Sequence 3realization that it is important to provide a specially prepared environment to support a child's growth. Dr. Montessori… |
Sequence 4we introduce the children to the idea of respect of all of us for one another. (Stephenson, 1993, p. 26) A rich body of… |
Sequence 5In a Montessori class, there is a continual unfolding of how the world was prepared for humanity and the development of… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 14describes the unconscious process for the adolescent as being rooted in life experience. The adolescent must solve social… |
Sequence 15REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.… |
Sequence 9Montessori. As a first step, every document kept at the AMI has been photocopied. This task has now been completed and the… |
Sequence 15With that vision, however, Maria Montessori joins the ranks of the great educational philosophers of all time and gains the… |
Sequence 18The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 20Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
Sequence 5read from the Epistle of the Mass of the day, the Feast of the Epiphany-" Arise, shine; for thy light is come and the… |
Sequence 12Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 2FOREWORD TO THE SECRET OF CHILDHOOD by Margaret E. Stephenson Margaret Stephenson's classic introduction to the root… |
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 225FOREWORD TO THE SECRET OF CHILDHOOD by Margaret E. Stephenson Margaret Stephenson's classic introduction to the root… |
Sequence 227Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 234read from the Epistle of the Mass of the day, the Feast of the Epiphany-" Arise, shine; for thy light is come and the… |
Sequence 2MONTESSORI IN EARLY CHILDHOOD: POSITIVE OUTCOMES ALONG SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Annette M.… |
Sequence 6Moreover, some unexpected tastes emerge from the social life of a Montessori classroom. The children come to prefer one… |
Sequence 20to think lies at the heart of our very humanity (Stephenson, "First Plane" 21). The creation of intelligence… |
Sequence 21speech reflects the characteristic intonation, pronunciation, or dialect of a region. The infant memory, Montessori said, is… |
Sequence 31thing, saying: I did it all alone, you did not think I could have done that; I did it better today than yesterday" (… |
Sequence 32• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 33Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 34Montessori, Mario M.,Jr. Education for Human Development. NY: Schocken, 1976. Montessori, Renilde. "Human Education… |
Sequence 2THE HUMAN TENDENCIES by Margaret E. Stephenson At Dr. Montessori's last public lecture she disclaimed the atten- tion… |
Sequence 2THE FIRST PLANE OF DEVELOPMENT by Margaret E. Stephenson One of the more significant principles of Dr. Montessori was her… |
Sequence 1Margaret E. Stephenson, circa 1970 40 The NAMTA Journal • Vol. 25, No. 3 • Summer 2000 |
Sequence 2PLAN WHICH WILL BEST PRODUCE THE RESULTS MONTESSORI CAN GIVE by Margaret E. Stephenson The Montessori class should begin… |
Sequence 1Richard and Karin Salzmann, founders of Washington Montessori Institute, circa 1970 • ., •• ·.'.ac~:,,. ~c.;;;;;,;. :4… |
Sequence 2REMINISCENCES AND THOUGHTS ABOUT MONTESSORI DAY CARE by Margaret E. Stephenson I'd like to start off by saying that I… |
Sequence 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 1NAMTA President Charlotte Kovach-Shea recognizes Margaret E. Stephenson for her Montessori contribution, 1980s 78 The NAMTA… |
Sequence 2INDEPENDENCE by Margaret E. Stephenson I would like to begin by linking independence to this one definition of man: one… |
Sequence 2NOTES ON THE MONTESSORI ADOLESCENT by Margaret E. Stephenson I think we have encountered some gems already, which will help… |
Sequence 2THE ADOLESCENT AND THE FUTURE by Margaret E. Stephenson I have read just recently in a London newspaper the obituary of… |
Sequence 12herself how a moment's insight is captured in the seventeen syllables of haiku, translated from the Japanese. As with… |
Sequence 1HOMO LOQUENS: LANGUAGE IN THE CONTEXT OF COSMIC EDUCATION by Margaret E. Stephenson Placing language in the context of human… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 10CHARACTERISTICS AND NEEDS OF ADOLESCENTS: A COMPARATIVE STUDY compiled by John Long Almost every Montessori secondary… |
Sequence 11Characteristics of Adolescents Physical Characteristics Montessori/Stephenson Emotional • Doubts, hesitations, violent… |
Sequence 13Physical Needs Emotional Needs Social Needs Cogitive Needs Needs of Adolescents Montessori/Stephenson • A need to… |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 17The parents have to accept that you cannot give guarantees for one year. We can guaran- tee that we will get the child to a… |
Sequence 18Joosten: It is a kind of in-service training for a regular institution, so not like we have the pre-primary and primary people… |
Sequence 20tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 21school-for those eleven years, the children went to the public exami- nation, and they didn't mind at all. And so then,… |
Sequence 22Joosten: The only thing is that you should assume obligations to the families and the children over periods of time, so that… |
Sequence 23Joosten: The individuals who would work in and for this experi- ment would work like concentric circles. At the center there… |
Sequence 24Joosten: The seventh leg is someone who really wants to do it. But it's not enough to want to. That is where we have to… |
Sequence 1they will be accepted. I think it is not-I am not good at defining personal qualities. Joosten: Let me try. They should be… |
Sequence 3your child first goes on an independent shopping expedition and you shadow him. The present queen of Holland, when she was a… |
Sequence 4that it is not the full answer for setting it up, but the land is one of the things. If you get money, you will definitely… |
Sequence 5Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 1Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 5Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a… |
Sequence 6foosten: But that's elementary material. Erdkinder Atlanta: So we don't have all the elementary material. Joosten:… |
Sequence 6Epstein, Paul. A Montessori Program for the 7th and 8th Grade. Pamphlet. Glenndale, MD: CEkos, a Foundation for Edu- cation,… |
Sequence 10A WHOLE MONTESSORI EXPERIENCE In summary, "the whole Montessori experience" refers to the development of… |
Sequence 10He wanted to be a friend of children, and he became that friend. This is not unlike our own wish. Aren't we lucky to be… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 9REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 34matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 15other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 18environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 7We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 41We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 163other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |