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Sequence 178Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 45REFERENCES Brazelton, T. Berry, & Stanley I. Greenspan. The Irreducible Needs of Children: What Every Child Must Have… |
Sequence 63treat your souls. So I will leave you with this: Be strong and moral young men and women, and as you face the world before… |
Sequence 132uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 159the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 178in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 196Montessori, Maria. The Child, Society and the World: Unpub- lished Speeches and Writings. 1979. Trans. Caroline Juler &… |
Sequence 199The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 201social conceptions, and was interned by the British just as she was. As a professor and later chancellor of the university, he… |
Sequence 204able to choose freely which groups of students and teachers I wished to observe and listen to; I was able to join any group as… |
Sequence 205House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 212opened a small school, where she began working with four children and eventually, together with other Indian women, cared for… |
Sequence 219introduction to her thoughts on the theory and practice of cosmic education; another was the fact that this was the first… |
Sequence 227Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
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 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 136ence, learning styles, psychomotor skills, and personality traits. The dense diversity of life in natural settings offers a… |
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 5Preface by David Kahn Throughout 2007, the year that marks a century since the first Casa dei Bambini, NAMTA has toured… |
Sequence 38Haus der Kinder, Vienna: The Young Child's Adventures in Space Ai Looking out, looking in. Haus der Kinder, Vienna, 19… |
Sequence 39need for simple beauty in mind. Its model school building was designed by the architect Franz Schuster in the Bauhaus style… |
Sequence 40The pantry It should be possible to move almost everything outdoors- chairs, tables, shelves, screens, and easels. Often… |
Sequence 41Haus der Kinder, Vienna, Austria, 1930 39 |
Sequence 43Haus der Kinder, Vienna, Austria, 19 30 |
Sequence 44Municipal Montessori Nursery, Vienna, 1932. Architect: Franz Singer Isometric projection showing the entrance, cloakroom,… |
Sequence 46Display Case Vienna, Austria: Mus/co Montessori and the art of woodworking This display highlights the musical work of Elise… |
Sequence 48Musica Montessori and the Art of Woodworking, continued Original folio of musical selections collected by Elise (Lisi) Broun… |
Sequence 49A spontaneous explosion into singing was repeatedly observed in Vienna and later again when Lisi worked with children in… |
Sequence 75Information about the Montessori teaching materials that were not yet available in Germany around that time is given in the… |
Sequence 94Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 95Cosmic Education for the Elemen- tary-aged child. Dr. Montessori researched the needs of the child under three, culminating… |
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 127In this passage written in 1967, Claude Claremont described how to start the Silence Game: "Setting her chair in a… |
Sequence 167/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
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 174Correspondence, continued - ...... .. ... //- -··- :;:~: ., -..:_ ::-:~··.:::~ -✓- .,; .,._,. 6 ..P… |
Sequence 187Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 188Notes and Sources, continued Centenary Exhibit. The collection also contains Lisl's beautifully handwritten notes of Dr… |
Sequence 22On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 89Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 234also as a mother and a grandmother deeply concerned about what kind offuture our children and our grandchildren will have. I… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 260· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 99have that similarity. Their initial inspiration did not come from working with normal children, but from working with children… |
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 2814 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 10288 Maria Montessori Through the Seasons of the "Method" Illustration 27: "Vienna: a corner of the… |
Sequence 10311/ustrations Illustration 28: "A cabinet with various brushes for different uses: it is not a toy for fun, but a… |
Sequence 139School, Fami(I' and Society 125 his dignity and sensibility. With The Child in the Fami~1·. Montcssori's… |
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 226212 Maria Montessori Through 1he Seasons of the "Method"' desks". Illustration 8: The… |
Sequence 227Maria Montessori Through the Seasons of the ''Method" 213 in the model Children's House specially… |
Sequence 266Why not take your AMI Primary training in Vienna? one of the world's most beauti[ul cities.' This course for ages 3… |
Sequence 326lution relative to place and time the adolescent could make come to life through the re-imagination of lives lived, using the… |
Sequence 106The Way Young children seem to want to point out to us that tl1eir way of going to God is different, for example, from what… |
Sequence 153entitles us to unlimited use of a 4000 acre forest environmental sci- ence preserve in Cornwall, NY. As part of our Primary… |
Sequence 3929 Peller • The Children’s House the children’s house by Lili E. Peller Lili Peller’s The Children’s House essay begins… |
Sequence 4030 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 equipment of the house whether her working day is a long chain of… |
Sequence 4131 Peller • The Children’s House cannot do for himself. In the children’s house, the burden of being small in size, weak,… |
Sequence 4232 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 other children is nothing new, disproves this; they often like to play… |
Sequence 4333 Peller • The Children’s House might be a step leading up or down to one of the alcoves; or an alcove might be separated… |
Sequence 4535 Peller • The Children’s House to expect the child to use each piece of equipment in the conventional way and to make it… |
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 228218 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Figure 1. Early example of Montessori education transitioning into the… |
Sequence 302292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 187181 The NAMTA Journal ship to motivated candidates. PRINTS is a unique, AMI-rec- ognized, dual immersion school which… |
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 398390 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Maria Montessori observing children at work, Adyar, 1940 |
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.… |