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Sequence 35171 Lillard • Playful Learning and Montessori Education ———. (1948) 1976. From Childhood to Adolescence Including “Erdkinder… |
Sequence 1community: a hallmark of our aPProach by Connie Black All the basics of the Montessori prepared environment are put into an… |
Sequence 1959 Chawla • The Natural World as Prepared Environment Montessori, M. To Educate the Human Potential. 1948. Ox- ford: Clio… |
Sequence 1317 Black, Linares, O’Shaughnessy • The Best for the Youngest we have established two departments: the Education Department… |
Sequence 442 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 it that I came to the splendid results of my experiences and method for… |
Sequence 2260 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the answer: Because neurotic and deficient children go to the domain of… |
Sequence 2462 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 applied scientific and medical pedagogy. Through these programs, a… |
Sequence 39247 Luborsky • Occupational Therapy and Montessori—Kindred Spirits www.crayonrocks.net www.funandfunction.com Lap pads,… |
Sequence 15265 Schonleber • Hawaiian Indigenous Education educational approach that is congruent with some of their deepest beliefs.… |
Sequence 2030 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of education, for this is the only way to build a new world and to bring… |
Sequence 1nurturinG the reSPectful community throuGh Practical life by Joen Bettmann Joen Bettmann’s depiction of practical life… |
Sequence 8158 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Here is an example of the difference in the study of geography. In a… |
Sequence 2166 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 One of the parents was a young mother named Rocio. Rocio had two sons,… |
Sequence 1sTUmBle inTo GRaCe by Jennifer Rogers Jennifer Rogers writes with apt and lyrical snippets from her perspective as a… |
Sequence 1scaffoldIng for dIscovery In the thIrd Plane by Laurie Ewert-Krocker Laurie Ewert-Krocker emphasizes the teacher’s role in… |
Sequence 1creatIng a context for flow: the IMPortance of Personal InsIght and exPerIence by Kevin Rathunde Kevin Rathunde reflects on… |
Sequence 923 Rathunde • Creating a Context for Flow and work, or that it was related to the positive outcomes discussed earlier in… |
Sequence 2250 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 “We had been working like crazy on this project” quotation. Page 11 of… |
Sequence 1212 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 occurring in speech (variations of the original Valley Girl speech in… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 913 Sackett • The Scientist in the Classroom of a particular child, the truth of our children. And then–because we are not… |
Sequence 527 Sackett • The Scientist in the Casa knowledge for the very practical purpose of supporting optimal development in young… |
Sequence 19127 Moudry • Technology, Togetherness, and Adolescents to identify community issues that relate to global issues and produce… |
Sequence 2134 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 observation. This offers us the opportunity to achieve a great deal more… |
Sequence 3135 MacDonald • Becoming a Scientific Observer Here is one statement that she made about observation: We must hold ourselves… |
Sequence 39171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |
Sequence 4306 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 her “relationship” with the teacher. She didn’t consider that she had a… |
Sequence 4332 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Still other children are walking through the classroom seemingly not… |
Sequence 2264 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 lasting way. Here you will learn how varied and complex the un- derlying… |
Sequence 11273 Massie • Helping Children with Attentional Challenges a MonTessori vieW of aTTenTion Dr. Montessori’s experiences as a… |
Sequence 12274 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Importance of External Objects The external object is the gymnasium on… |
Sequence 15277 Massie • Helping Children with Attentional Challenges sensory training could be used to stimulate cognitive development… |
Sequence 16278 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 qualities” (The California Lectures of Maria Montessori 261)—such as… |
Sequence 23285 Massie • Helping Children with Attentional Challenges Danner, N. & Fowler, S.A. “Montessori and Non-Montessori… |
Sequence 298 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 facts anD DemograPHics of tHe grove scHool 216 students total (middle… |
Sequence 1Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes This talk was presented at the… |
Sequence 2Embodying the Montessori Challenge as a Totality page 14 that drives the selective retention of functional nerve connections… |
Sequence 5AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 7AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 3Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 1The Casa dei Bambini: Paths to Culture This talk was presented at the NAMTA conference titled The Casa dei Bambini on the… |
Sequence 69The Casa dei Bambini: Paths to Culture This talk was presented at the NAMTA conference titled The Casa dei Bambini on the… |
Sequence 93Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 118AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 152AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 155Embodying the Montessori Challenge as a Totality page 14 that drives the selective retention of functional nerve connections… |
Sequence 156AMI Journal 2017 - 2018 page 13 Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes… |
Sequence 70The Casa dei Bambini: Paths to Culture This talk was presented at the NAMTA conference titled The Casa dei Bambini on the… |
Sequence 94Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 119AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 153AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 156Embodying the Montessori Challenge as a Totality page 14 that drives the selective retention of functional nerve connections… |
Sequence 157AMI Journal 2017 - 2018 page 13 Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes… |
Sequence 1JOEN BETTMANN _________________________________________________________________________ Joen Bettmann was a highly regarded… |
Sequence 2When questioned concerning the methods used to get a meal down which satisfies parental anxiety, the reply indicates coaxing… |
Sequence 3When plays were just developing in the early days of the Italian theater, the audience came provided with a suitable… |
Sequence 1At Home in the Natural World by Jim Roberts Jim Roberts emphasizes the importance of sensorial experiences of na- ture at… |
Sequence 2In our second year, we built our own building and expanded the class considerably - so much so that I had just enough time for… |
Sequence 2Erdkinder: The Experiment for the Experiment The following is transcribed by Ann Freeman from tape recordings of a conversa-… |
Sequence 3Joosten: It is a kind of in-service training for a regular institution, so not like we have the pre-primary and primary people… |
Sequence 4her what the group would be discussing here.) said that she would be interested in making arrangements for the Mercy Center to… |
Sequence 5together to make sure that maybe he doesn't have to leave at nine and then go into the third grade, fourth grade and not… |
Sequence 6Not so much at the seventh and eighth and ninth and tenth years, which is precisely what you are now doing, but when the child… |
Sequence 7Joosten: The seventh leg is someone who really wants to do it. But it's not enough to want to. That is where we have to… |
Sequence 8Joosten: Limit the preliminary experiment to two years and then during the third it will be complete. Then repeat the… |
Sequence 9Joosten: No, do something. Whatever the difficulties are, even if it can't be Erdkinder, still do something. Erdkinder… |
Sequence 10themselves during the years from six to twelve: during these years when they can work the hardest, when they are capable of… |
Sequence 11Erdkinder Atlanta: It may be the expansion of the peer group. Joosten: If it is that, then it is already not your experiment.… |
Sequence 12adaptable than the mother. I don't even talk about the fathers. Tomorrow, if you go to Europe for three months, the… |
Sequence 13a clarity of vision. But anyone's vision can fail. How can we build in experimental controls so that we can have the same… |
Sequence 14some of what is done does not come from Montessori, they know after thirteen years what works practically. Erdkinder Atlanta… |
Sequence 1A School for My Children by Phil Gang Mr. Gang, in an effort to bring the Montessori adolescenr education closer to the mind… |
Sequence 3for the theater and thereby free up that money for the water heater. After about fifteen minutes of debate ... each resident… |
Sequence 6neatly planted shrubs, vines and flowers with hand laid brick paths. Bert has built a farmpen near the house; the goats… |
Sequence 13birth. He looked better, felt better and became more physically active. The details of this remarkable psychoanalytic event… |
Sequence 2the needs of our two 3-6 classes. The small glassed-in room mentioned above was pure serendipity. Already existing in the bank… |
Sequence 4A convincing example of the child's capabilities in this area is provided by Marie- Yvonne Vellard, a child of the… |
Sequence 1Report from Erdkinder Atlanta By Phil Gang Jn this report Mario Montessori responds to the previous Erdkinder Atlanta inter… |
Sequence 5The basic community is already functioning. permanently, even if with only a minimum of personnel. In the first place the… |
Sequence 3S - STUDENTS F - CORE FACULTY R - COMMUNITY RESOURCES to the same number for 16-I 8 year olds. When the student group is… |
Sequence 44 urban school to be an acceptable compromise it will have to be organized along more traditional lines. So the task for the… |
Sequence 1Thoughts on the Erdkinder Project by Dr. Lena Wikramaratne Dr. Wikramaratne makes both philosophical and practical commentary… |
Sequence 1Report from Atlanta by Marsha Kleis The mere notice of an AMI National Study Conference - Adolescence: An Ex- ploration -… |
Sequence 1Feature: The First Campout by Jim Roberts Jim Roberts has contributed the definitive campout manifesto, demonstrating a… |
Sequence 1Daycare & Montessori: Is It A Justifiable Compromise? MONTESSORI CENTER OF BUCKHEAO. LTD. 2461 Peachtree Road. .E. P… |
Sequence 1Mario M. Montessori Is Dead Chronicle of a Ceremony by Camillo Grazzini Mr. Grazzini's sensitive portrayal of the… |
Sequence 2cases) one-half hour with another third of the cases as long as 45 minutes. Chil- dren are grouped by 80-95% of the teachers… |
Sequence 625. Student progress is evaluated by the following methods: Yes No % Yes -teacher conference with child IOI 13 88% -… |
Sequence 7It appears from this study that Montessori elementary training can be structured so that students can obtain both the… |
Sequence 10Enrollment I. 16 2. 8-14 3. 4. 25-30 5. 15-20 6. 14-15 7. 15 8. 25 9. 25-35 Budget Concerns Supports? College… |
Sequence 1Atlanta Conference: Giving Peace a Chance By David Kahn Raudonis, Momessori. Gang, Muller There are no words to describe the… |
Sequence 108109 Heller, H. H. (1914). Appreciation: Maria Montessori. Journal of Education, 79, 96, (l). Hoehm, Matthew (Ed.). (1948… |
Sequence 156158 Berk, Laur a E • ( 19 7 3) • :cA:..:.nc...:a:..:.na;a::.:l:.iYc,S:-=i:..;s:.....;oc;fc--'a:..;c'"'… |
Sequence 201Kahn, David. (1981). Some higher education guidelines for the prospective Montessori teacher. NAMTA Quarterly, 2, 32-34… |
Sequence 1A WORLD CORE CURRICULUM by Robert Muller Assistant Secretary-General. United Nations Robert Muller's inspirational… |
Sequence 1Robert Muller: Thoughts of Peace (Speech - excerpts - Atlanta. April, 1985) You have asked me to speak about peace,… |
Sequence 1Montessori's Concept of Personality: The Development of Inner Peace by Michael Gross Using a careful analytic approach… |
Sequence 5failure. Third, we force children to focus or concentrate on their weaknesses. Lastly, children are bombarded with negative… |
Sequence 82INTRODUCING OUR BOOK: THE DAYCARE DECISION by William and Wendy Dreskin The Day Care Deciswn with an introduction by Burton… |
Sequence 106GEORGIA AMI ELEMENTARY TEACHER needed for 1987-88 for 6-9 class. MCDC Montessori School, Atlanta, established 1970. New… |