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Sequence 13on Montessori's interpretation of intelligence by Kay Baker, Annette Haines, Kevin Rathunde, and Shannon Helfrich. This… |
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 2BEYOND INFORMATION: FORMATION AND INSPIRATION by Pat Schaefer Pat Schaefer speaks of formation, transformation, and… |
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 180Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
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 1MONTESSORI INTERVENTION IN THE ELEMENTARY: A COMPREHENSIVE APPROACH by Jennifer Bloch-Garcia and Sonya Maslenikov Jennifer… |
Sequence 11A COLLABORATIVC TEAM APPROACH JACQUIE MAUGHAN I'm from Pacific Crest Montessori School in Seattle, and we're… |
Sequence 12That taught me quite a bit. The first thing! learned was that we were starting to support students in parallel lives. We have… |
Sequence 21or Daddy is if you say the word. But it's not until about one year of age that they start saying their first words or… |
Sequence 5midst of nature for the young child or for bringing nature into our environments. Dr. Montessori has been called the greatest… |
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 1MONTESSORI' s ROLE IN TWENTY-FIRST- CENTURY EDUCATIONAL REFORM by Krishna Kumar Mo11tessori adolescent education finds… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 2native peoples, and his leadership helped his state to become a leader in the struggle for American values, for peace,… |
Sequence 10111ni11 (which is a great vehicle for talking about family and personal conflict as well). Read The Crucible and learn about… |
Sequence 19a lesson on some of these things that they've had before is kind of boring for them because there isno context for it. So… |
Sequence 8enhance a school, collected funds for a Montessori school in Haiti, and worked with an orphanage in the Dominican Republic.… |
Sequence 35REFERENCES Bagot, Kathleen L. "Perceived Restorative Components: A Scale for Children." Children, Yo11th… |
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 341 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness open in the woods for a child is the one… |
Sequence 644 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There have been some amazing studies done right here in South Chicago.… |
Sequence 272 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 develop (defectives) with those who have not yet had time to develop (… |
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 11289 O’Shaughnessy • Epilogue: The Child and the Environment Once again, the bedding of empathy and knowledge grows stronger… |
Sequence 11289 O’Shaughnessy • Epilogue: The Child and the Environment Once again, the bedding of empathy and knowledge grows stronger… |
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 14156 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 laborative and even risky. Work that calls them to deep research and… |
Sequence 33 Lawrence • The Revelation of the Universal Child of their place in the universe, of the sheer scale and diver- sity and… |
Sequence 1The monTessoRi ClassRoom: a foUndaTion foR GloBal CiTizenship by Gerard Leonard Gerard Leonard maps the child’s increasingly… |
Sequence 292 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 day in Seattle and a few more to travel west to the Olympic Rain- forest… |
Sequence 393 Leonard • The Montessori Classroom bi-national ecosystem, and laying between the Cascade Range and the Olympic Mountains… |
Sequence 11101 Leonard • The Montessori Classroom I began today telling a little of the story of Seattle because it is first of all… |
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 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 2Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
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 35Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
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 36Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
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 991 Margulis • Living by Gaia In this view, organisms do not compete in the neo-Darwinian sense—“nature, red in tooth and… |
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 1AN UNLIKELY MONTESSORI CLASSROOM Catherine DeNardo is a writer and editor based in Seattle. While her children went through… |
Sequence 2AN UNLIKELY MONTESSORI CLASSROOM by Catherine DeNardo One parent found inspiration and grounding in Dr. Montessori’s… |
Sequence 5dinghy (our only means of getting to and from shore) to the stern of the boat with a painter. And for every rope and role… |
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 4MONTESSORI BIBLIOGRAPHY FOR PARENTS The Indian publications as well as all Joosten leaflets can be ordered from Montessori… |
Sequence 5pressions of the wonder and beauty of the world is however restricted to a "vacuum." Then in elementary… |
Sequence 15Farb, P. Word Play, Knopf, New York, 1974. Gibson, E. J. Principles of Perceptual Learninl{ and Development, Appleton, Century… |
Sequence 4children to see this actually happening. I want to see the spontaneous activity. I wanted to see it happening. Kahn: How old… |
Sequence 3We got 50 children on the first day. Some of the students of my previous school rather than proceed with further education,… |