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Sequence 3INFANT COMMUNITY The Infant Community consists of twelve children from four months to three years of age. Staff for twelve… |
Sequence 20The study of African and American children mentioned earlier (Super, 1991) revealed changes in cognition proceeding at similar… |
Sequence 5child continuing. (2) Another day, child works near teacher. (3) When confident, child works independently. Throughout the… |
Sequence 6Although the development of a child's ability to make indepen- dent choices is important, it is so within the framework… |
Sequence 5generations, and the spirit of a place reflected the spirit of the people who inhabited it. Displacement is also the tragedy… |
Sequence 5Research on animals indicates that when an animal is quiet after a period of exploration, many cells in the critical region… |
Sequence 21• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 78• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 20on and found their children strikingly independent, good natured, and well adjusted. Two regional papers, including the… |
Sequence 9compared Individual Humanities to a complete life philosophy. It also explains why they have continued to admire and revere… |
Sequence 7Emerging out of these maturing roles on the farm is the "more dynamic training of character and development of a… |
Sequence 2Montessori speaks about to occur, we must take the next step. We must "give" this environment over to the… |
Sequence 3dustpan." Returning to the area with the child, who was carrying the broom, my attention was suddenly diverted by a… |
Sequence 2As Montessori teachers, we carefully "hold" the prepared envi- ronment as an ordered and inviting space; we… |
Sequence 4to them about what the We force is. It's not just physical We. And where did we come from, and where are we going after… |
Sequence 9rediscover knowledge already in place, to explore it with the abstract powers of the mind and to begin to discover how this… |
Sequence 12Let's take another example from practical life that has even more connections to a particular path-geometry. We fold-we… |
Sequence 12208 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 specialized training. Mathematics has had philosophical, religious,… |
Sequence 797 O’Toole • Following the Child for Real Seeing-Eye Minds Dr. Montessori’s conclusions about human tendencies come from… |
Sequence 23Optimal Developmental Outcomes page 40 recognition of the individual’s contribution usually follows. The adolescent’s… |
Sequence 2The Power of Montessori’s Positive Psychology in an Expanding Universe page 124 Around active points of sensitivity, the… |
Sequence 45The Power of Montessori’s Positive Psychology in an Expanding Universe page 124 Around active points of sensitivity, the… |
Sequence 129Optimal Developmental Outcomes page 40 recognition of the individual’s contribution usually follows. The adolescent’s… |
Sequence 46The Power of Montessori’s Positive Psychology in an Expanding Universe page 124 Around active points of sensitivity, the… |
Sequence 130Optimal Developmental Outcomes page 40 recognition of the individual’s contribution usually follows. The adolescent’s… |
Sequence 116INFANT COMMUNITY The Infant Community consists of twelve children from four months to three years of age. Staff for twelve… |
Sequence 28The study of African and American children mentioned earlier (Super, 1991) revealed changes in cognition proceeding at similar… |
Sequence 98child continuing. (2) Another day, child works near teacher. (3) When confident, child works independently. Throughout the… |
Sequence 99Although the development of a child's ability to make indepen- dent choices is important, it is so within the framework… |
Sequence 72generations, and the spirit of a place reflected the spirit of the people who inhabited it. Displacement is also the tragedy… |
Sequence 121Research on animals indicates that when an animal is quiet after a period of exploration, many cells in the critical region… |
Sequence 169• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 118on and found their children strikingly independent, good natured, and well adjusted. Two regional papers, including the… |
Sequence 559compared Individual Humanities to a complete life philosophy. It also explains why they have continued to admire and revere… |
Sequence 117Emerging out of these maturing roles on the farm is the "more dynamic training of character and development of a… |
Sequence 11Montessori speaks about to occur, we must take the next step. We must "give" this environment over to the… |
Sequence 12dustpan." Returning to the area with the child, who was carrying the broom, my attention was suddenly diverted by a… |
Sequence 164As Montessori teachers, we carefully "hold" the prepared envi- ronment as an ordered and inviting space; we… |
Sequence 252to them about what the We force is. It's not just physical We. And where did we come from, and where are we going after… |
Sequence 182rediscover knowledge already in place, to explore it with the abstract powers of the mind and to begin to discover how this… |
Sequence 185Let's take another example from practical life that has even more connections to a particular path-geometry. We fold-we… |
Sequence 214208 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 specialized training. Mathematics has had philosophical, religious,… |
Sequence 10397 O’Toole • Following the Child for Real Seeing-Eye Minds Dr. Montessori’s conclusions about human tendencies come from… |
Sequence 3325 O’Shaughnessy • The Observation Artist “Mindless in America: Ellen Langer and the Social Psychology of Mindlessness,”… |
Sequence 41Optimal Developmental Outcomes page 40 recognition of the individual’s contribution usually follows. The adolescent’s… |
Sequence 125The Power of Montessori’s Positive Psychology in an Expanding Universe page 124 Around active points of sensitivity, the… |