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Sequence 292Then,ofcourse, you think: butwhatabout theadolescents?Where are they going to get their vision of the whole? From the… |
Sequence 361interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 38REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |
Sequence 51• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 52Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |
Sequence 139to 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 140Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 166Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 256Montessori Teachers in Milwau- kee Public Schools Applications are being accepted for2006/2007. Teachersareneeded due to… |
Sequence 28THE LIGHT OF THE CHILD by Dr. Maria Montessori First published in 1957 by AMT inn special booklet com111e111orating fifty… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 188Englishwoman Annie Besant in Paris, who was at that time president of the International Theosophical Society. Besant had lived… |
Sequence 189In the late 1930s, Mahatma Gandhi gave her the name Umadevi2, which she subsequently used either together with her original… |
Sequence 190She helped the Tibetans in many ways. She started by collecting clothes and appealing for donations from friends in fndia and… |
Sequence 191refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 192broad public with these almost forgotten forms of art. Even before they visited Adyar, there was already a Montessori children… |
Sequence 94Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 97Movemen~ concentration, and balance, Sophio College, Bombay, around 1942 Bombay, /939-1949 Bombay, I 939-/ 949 Maria… |
Sequence 98An Auspicious Beginning Small images from top to bottom: Dr. Montessori meeting children in Kotohena with the first… |
Sequence 168India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1691948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 170Books Published by Maria Montessori Mario Monressori, /roly, 191 2 __ during Her Lifetim_e _____ _ 1909. II Metodo de/Ja… |
Sequence 1711946. Education for a New World. Adyar, Madras, India: Kalakshetra. 1948. De J'enfant a /'adolescent (From… |
Sequence 22On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 25THE CHILD IN NATURE: MONTESSORI' s ANSWER TO THE ECOLOGICAL CRISIS by Phyllis Pottish-Lewis lll this article, fo1111ded… |
Sequence 49THE FOUR PLANES OF SOCIAL DEVELOPMENT: How To MoVE FROM A LITTLE CHILD TO WORLD PEACE by Patricia Schaefer Ms. Schaefer… |
Sequence 67UNIVERSAL MORAL DEVELOPMENT: THE BASIS FOR HUMAN UNITY AND PEACE by Allyn Travis Because the elementary years represent t!,e… |
Sequence 89Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 303MONTESSORI OUTREACH: A PLATFORM FOR CHANGE by Molly O'Shaughnessy Molly O'5/za ughnessy' s plan for social… |
Sequence 343EARLY INTERVENTION ON A LARGE SCALE by Arthur J. Rolnick and Rob Grunewald It is rare that n top official at fl,e Federal… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 241pleasehanddeliverormailforarrival by Monday, February 2nd, 2009 Ben Moudry Great River School 1326 Energy Park Drive St.… |
Sequence 27Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 162picture) 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 177Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 167enhance a school, collected funds for a Montessori school in Haiti, and worked with an orphanage in the Dominican Republic.… |
Sequence 82child around, then remove blindfold and have the child try to find the tree again. • Seton Walk: Spread students out along a… |
Sequence 179Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 181Farji-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 183Far.from Ira~)': First Europe and 1he11 India 169 they could re-embrace children and grandchildren, respectively, who… |
Sequence 188174 Pan Two - For a Science of the Formation qf Man unlimited caution both when speaking and when approaching people… |
Sequence 8979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
Sequence 9787 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 125115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 138128 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 responsibility. What is the collective order but a realization of the… |
Sequence 153143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 262252 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to live deeply in the abiding wonder and beauty and intimacy presented… |
Sequence 292282 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 vision of the integrated indoor/outdoor experience. We must re-examine… |
Sequence 298288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
Sequence 302292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 1610 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 that of which we are fully capable. We often experience intense joy in… |
Sequence 2115 Black • Community the child can develop a life. That is why we call this institu- tion a House of Children. The idea is… |
Sequence 2216 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 ful activity upon which the child can focus her concentration. This is… |
Sequence 2620 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 able young man serving as a mentor and companion to the young man with… |
Sequence 4135 Black • Montessori All Day all the little objects made of various material, whether brass, silver or wood, laying and… |
Sequence 4236 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 optimal child development available when it is needed? We are, after all… |
Sequence 5044 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 children might climb and jump from. Well-developed outdoor spaces are… |
Sequence 5448 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Does it take a different kind of adult to successfully implement an all-… |
Sequence 5953 Cossentino • Following the Family following The familY: an overview of The BirTh-To-six research ProjecT by Jacqueline… |
Sequence 7064 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 was working towards meeting the remaining specifications listed in the… |
Sequence 9892 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Cornerstone Montessori School, St. Paul, MN |
Sequence 112106 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Cornerstone Montessori School, St. Paul, MN |
Sequence 113107 Black and Davis • Montessori All Day, All Year MontessorI all day, all year by Connie Black and Liza Davis Introducing… |
Sequence 9185 Joosten • Helping the Child in the Conquest of the Written Language conclusion we can ask the child: “Would you like to… |
Sequence 148 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 finally settled on medicine as her life’s work. She became a physi- cian… |
Sequence 3123 O’Shaughnessy • The Observation Artist Jackson reports that “People who focus well report feeling less fear, frustration… |
Sequence 4840 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 5345 O’Shaughnessy and Patell • Interview on the History of Observation tion. In those days, the early days (the 1960s),… |
Sequence 5850 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 some other cause apart from what seems to be superficially obvious so we… |
Sequence 6153 O’Shaughnessy and Patell • Interview on the History of Observation MOLLY. What would you say about a child for whom… |
Sequence 6456 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 7668 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 wOrk curves fOr individual children The practice of creating work curves… |
Sequence 10496 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 clearly explains what is missing is the “Point of Contact” (239). Stand… |
Sequence 120112 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 the ball tracker, put it in the tray and put it away. Isn’t that great?… |
Sequence 145137 MacDonald • Becoming a Scientific Observer for the services of these professionals and to pay for the tools and… |
Sequence 162154 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that we have presented too late! Yet for the child, these activities do… |
Sequence 192184 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 214206 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 iv Observations regarding these points and their particular details… |
Sequence 219211 Joosten • Observations These daily and weekly notes should, of course, also include a more technical and formal part:… |
Sequence 253245 Kripalani • Observation Or do the other children help and put the things in order? Are all the dirty linens, etc.… |
Sequence 259251 Patell • Observation failed and there is no apparent reason for the child to be crying, do we simply dismiss the crying… |
Sequence 269261 Helfrich • Observation You might ask, why then don’t we do all the 90 hours of obser- vation in this carefully… |
Sequence 310302 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 323315 Parker • The Essential Is Invisible to the Eye The parents I interviewed also seemed to feel that their own openness to… |
Sequence 336328 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 398390 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Maria Montessori observing children at work, Adyar, 1940 |
Sequence 428420 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Special thank to the following individuals and schools for sharing… |
Sequence 126 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 forEWord by Barbara Kahn All is Gift is essentially a story about… |
Sequence 217211 Coulter • All Is Gift: Enjoying the Presence of God a rEfErEnCES Cavalletti, Sofia. 1985. “Characteristics of the Good… |
Sequence 31Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 39Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 52AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 116AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 133The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 146AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 105102 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Yesterday I gave the example of the alphabet. It’s extraordinary to think… |
Sequence 75Wikramaratne • The Child In Nature 75 printing all of these facts are now recorded in books. But knowledge must not be sepa… |
Sequence 137Verschuur • The Nature and Theory Of…. 137 claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 43teacher in attractive resort area. AMI pre- ferred. Contact Marie Scott, Montessori Children's Center, 200 W. 7th St.,… |
Sequence 8MONTESSORI BIBLIOGRAPHY FOR PARENTS The Indian publications as well as all Joosten leaflets can be ordered from Montessori… |