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Sequence 29Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 10REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 12Then,ofcourse, you think: butwhatabout theadolescents?Where are they going to get their vision of the whole? From the… |
Sequence 15interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 14REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |
Sequence 13• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 14Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |
Sequence 17to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |
Sequence 18Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 24Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 1THE LIGHT OF THE CHILD by Dr. Maria Montessori First published in 1957 by AMT inn special booklet com111e111orating fifty… |
Sequence 37extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 13Englishwoman Annie Besant in Paris, who was at that time president of the International Theosophical Society. Besant had lived… |
Sequence 14In the late 1930s, Mahatma Gandhi gave her the name Umadevi2, which she subsequently used either together with her original… |
Sequence 15She helped the Tibetans in many ways. She started by collecting clothes and appealing for donations from friends in fndia and… |
Sequence 16refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 17broad public with these almost forgotten forms of art. Even before they visited Adyar, there was already a Montessori children… |
Sequence 92Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 95Movemen~ concentration, and balance, Sophio College, Bombay, around 1942 Bombay, /939-1949 Bombay, I 939-/ 949 Maria… |
Sequence 96An Auspicious Beginning Small images from top to bottom: Dr. Montessori meeting children in Kotohena with the first… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 168Books Published by Maria Montessori Mario Monressori, /roly, 191 2 __ during Her Lifetim_e _____ _ 1909. II Metodo de/Ja… |
Sequence 1691946. Education for a New World. Adyar, Madras, India: Kalakshetra. 1948. De J'enfant a /'adolescent (From… |
Sequence 16On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 23Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 21We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 8stem, triggered by higher hormonal reactions. Such a child may seek out a much higher level of input as his homeostasis.… |
Sequence 17picture) on the wall and a short list of words from the picture to be placed next to it. [t is wise to remember that creative… |
Sequence 11working together to create a seamless process of interaction with transitioning children. It is with these ideas in mind that… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 16We also want to consider the social aspect of the adolescent. People often see this as a detriment, so if you go into a more… |
Sequence 37Ele111e11tnry (6-9 nnd 9-12) and Adolesce11t (12-15) Tuition Ranges Figure 22 shows tuition ranges for lower elementary (6-9… |
Sequence 8which typically are very difficult to see, imagine, or demonstrate. We need to be clear about our message, though. In a recent… |
Sequence 1MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 2for peace during an era in which the rea I ities of world war were both recent past and near future. At the European Congress… |
Sequence 8enhance a school, collected funds for a Montessori school in Haiti, and worked with an orphanage in the Dominican Republic.… |
Sequence 20child around, then remove blindfold and have the child try to find the tree again. • Seton Walk: Spread students out along a… |
Sequence 11Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 13Farji-om Italy: First Europe and then India 167 heard a word that was not the right one, and then smiled to him. As one… |
Sequence 15Far.from Ira~)': First Europe and 1he11 India 169 they could re-embrace children and grandchildren, respectively, who… |
Sequence 20174 Pan Two - For a Science of the Formation qf Man unlimited caution both when speaking and when approaching people… |
Sequence 231Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years PDHPE Curriculum for Children Aged… |
Sequence 2MONTESSORI' s PLAN OF w ORK AND STUDY: AN EXPLICATION by Laurie Ewert-Kroeker The slim essays on Erdkinder in the… |
Sequence 3In the spirit of these tasks, and in an effort to serve communities who feel compelled or inspired to provide environments for… |
Sequence 4ties looking to evolve a moral and spiritual mission in the young adult, the insight of this journal gives some direction to… |
Sequence 2point of 50 years on the "path," to which the children led them and guided their every step. That is at the… |
Sequence 979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
Sequence 587 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 10128 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 responsibility. What is the collective order but a realization of the… |
Sequence 9143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 3177 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the healing and restorative aspects of nature tomor- row… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 743 Montessori • Movement and Character nastics. It also develops ability, for this child had to be very careful not to spoil… |
Sequence 30166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 745 Nehring • Implementing Inclusion Theory into Practice environments that are physically located in situations very differ… |
Sequence 1175 Urioste • Multicultural Inclusion in an Urban Setting financial assistance for a Mitchell Montessori state of • the art… |
Sequence 14166 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 recoMMenDaTions anD acTion Planning Based on this small-scale study, I… |
Sequence 4212 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 manner. Due to complex historical and personal circumstances, she… |
Sequence 638 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 638 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 8110 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 a medical doctor–the first ever trained in Rome. She was bold and… |
Sequence 13103 Leonard • The Montessori Classroom years the students were asked to list the course that most pushed their knowledge… |
Sequence 4110 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 breakfast, lunch, a nap, and goes late into the afternoon beyond the… |
Sequence 585 Joosten • Helping the Child in the Conquest of the Written Language conclusion we can ask the child: “Would you like to… |
Sequence 48 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 finally settled on medicine as her life’s work. She became a physi- cian… |
Sequence 1The scienTisT in The cAsA: The child As scienTisT in The MAking by Ginni Sackett If a parent were to ask what science and… |
Sequence 1ObservaTiOn by Lakshmi A. Kripalani The adult who is inexperienced in the art of observation may, even with the best… |
Sequence 1Designing montessori DisciPline frameworks for all settings by Katy Myers During the process of conceptualizing the school… |
Sequence 13Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 21Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 7AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 4AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 6The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 4AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 24AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 37The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 54AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 118AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 131Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 139Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 25AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 38The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 55AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 119AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 132Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 140Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 1459 Allen • Of Natural Science When I was looking for a parallel quote from Montes- sori’s writings, this one stood out to me… |
Sequence 9102 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Yesterday I gave the example of the alphabet. It’s extraordinary to think… |
Sequence 1PREFACE By Jacquie Maughan In the fall of 1975, Volume 1, Number 1 of the North American Montessori Teachers’ Associ- ation… |
Sequence 5mond, and Dr. Patricia Kuhl (a specialist in early child- hood language development at the University of Wash- ington who… |
Sequence 234 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Instruction from Indiana University. Today, she serves as the Executive… |
Sequence 7Wikramaratne • The Child In Nature 75 printing all of these facts are now recorded in books. But knowledge must not be sepa… |
Sequence 8Verschuur • The Nature and Theory Of…. 137 claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 6160 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 160 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 NAMTA: A… |
Sequence 4MONTESSORI BIBLIOGRAPHY FOR PARENTS The Indian publications as well as all Joosten leaflets can be ordered from Montessori… |