Search Inside Documents
Displaying results 401 - 500 of 590
Sequence 5Preface by David Kahn Throughout 2007, the year that marks a century since the first Casa dei Bambini, NAMTA has toured… |
Sequence 30Far Journey to the Southlands REPORT Montessori Methods of Education. M. M. SIMPSON. '-"""… |
Sequence 31In New Zealand, the first mention of the Montessori method is in the state schools in Wanganui as early as 191 I. Miss… |
Sequence 32Australia and New Zealand, continued There were no great institutions, no demonstrations, no great work of propaganda by… |
Sequence 104Under Three, continued Core of the outdoor environment ond living things promotes intellectual os well os physical development… |
Sequence 105__J Preparation for meals and snacks is vital to the life of the community, Japan, 2006. The work of the hand, whether… |
Sequence 118Thai land, Pakistan Pouring milk, Thailand, 2006 116 Thailand: Developing the Child's Potential An early 20th-century… |
Sequence 150Montessori Farm Programs in Africa, Australia, and Mexico Shepherding pygmy goats, Telperion Farm School. serving ages 3-18… |
Sequence 159Montessori and the Australian Indigenous Communities Since the mid-1980s, Montessori learning programs have been developing… |
Sequence 166Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
Sequence 182Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
Sequence 187Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 190Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 11Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 19trees, and all life that emanates from the natural world (Montessori, From C!tildhood to Adolescence 19). This inner… |
Sequence 261mission: "The next generation of leaders will come from this program. Soon they will be sitting here, and it will. be… |
Sequence 314student we trained last year from Australia, Julie Retallick, went to help set up the school with Betty and they have been… |
Sequence 350NAMTA NEWS NAMTA's CoNTR1euno To THE CENTENARY YEAR With its touring exhibit, A Montessori Journey: 1907-2007, NAMTA… |
Sequence 106many teachers and schools simply do not want to work with the chi.ldren that we label "special needs" chil… |
Sequence 42Figure 3 Figure 4 decomposing and recomposing actual geometrica I objects. This starts in the Children's House, where… |
Sequence 52THE UNITY OF COSMIC EDUCATION: INTEGRATING THE SUBJECT AREAS THROUGH A SYNTHETIC VIEW OF THE NATURAL WORLD by Greg… |
Sequence 56The right hemisphere reasoned holistically, recognized patterns, and interpreted emotions and non-verbal expressions. Nowadays… |
Sequence 57were younger, or perhaps you have observed children engaged in a similar pastime. First of all, l eliminated the "… |
Sequence 114ELEMENTARY MORAL OUTCOMES LEADING TO A SuccEssFUL ADOLESCENT Col\1MUNITY by Greg MacDonald Greg MncDona/d applies the… |
Sequence 120tales, we call it in Australia): 'Johnny did so-and-so.' 'Betty did such- and-such,' and so forth.&… |
Sequence 213My training is primary, and my work before adolescent was in the Children's House. As Chris Kjaer was saying, "… |
Sequence 280FINDING PEACE AT AGE EIGHTEEN by Saraya van Someren Boyd Following a series of theoretical Colloquium presentations 011 the… |
Sequence 176morning Professor Benedetto Scoppola introduced us to the excit- ing content of the Psico-Aritmetica and Psico-Geo111etrfa,… |
Sequence 189When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 153things and then perhaps discuss and question his observation. This was one way of developing intelligence, his ability to find… |
Sequence 1872009 NAMTA BASELINE SPECIAL EDUCATION SURVEY analysis by Barbara Kahn Whnt does n survey of eighty-two Montessori schools… |
Sequence 188• 18% Midwest (Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota,… |
Sequence 314Practical Life Specialists Pouring • Polishing • Washing • Cooking Cleaning Up• Gardening • Sewing • Woodworking Over 1500… |
Sequence 215USING PEACE STORIES AND TIMELINES AS FOUNDATIONS FOR INTERDISCIPLINARY WORK WITH UPPER ELEMENTARY AND ADOLESCENT MONTESSORI… |
Sequence 216native peoples, and his leadership helped his state to become a leader in the struggle for American values, for peace,… |
Sequence 226diverse group of students in the classroom. The group talked about ethnocentrism and prejudice, stereotyping and cultural… |
Sequence 234the Bengle to Patagonia, the Galapagos Islands, New Zealand, and back to England, and of Darwin's patient scientific… |
Sequence 245Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 277ing with this journey. It is one in harmony with the preparation for adult life Dr. Montessori speaks about in the educational… |
Sequence 305time, it's the people in it, it's how they relate to the place, it's how they relate to each other. And in the… |
Sequence 385NAMTANEWS ADOLESCENT 01H£NTATION SHOWS RECORD ENROLLMENT IN 2009 Summer 2009 is NAMTA's biggest Orientation to… |
Sequence 71ply never heard about Maria Montessori and her little school in San Lorenzo? It's far more likely that we shouldn't… |
Sequence 192course the child should not be afraid to do work for the geometry book; the search for perfection should be not stressful.… |
Sequence 222backed steel rulers be used for making geometric drawings, thanks to Dr. Claremont's urgings. Dr. Claremont knew that the… |
Sequence 18The roots are in the way we organize the sharing of the wealth. That is where the root of world peace is. Our children, being… |
Sequence 20GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 26assistance in developing a funding submission and, with the help of other international colleagues, a proposal was developed… |
Sequence 27The project is underway, and AMl signed the agreement with camp council members in February, 2010. As the project progresses… |
Sequence 28Ardyn's father, Bob Masterman, had a deep concern for the plight of Indigenous people in Australia, and he came to… |
Sequence 29board was established with people of influence and connections. Pro bona legal services were secured from two of Australia… |
Sequence 32REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 51The children are allowed to observe one another, helping them prepare indirectly for new work or review work already… |
Sequence 54the process, all the children understand that no one is allowed to hurt the other children, and they can talk to each other… |
Sequence 57incarnate and mirror the respect that we demonstrate through our presentations of information and inclusion of this cultural… |
Sequence 58children who are allowed to observe the natural life going on around them appreciate the respect that adults show by allowing… |
Sequence 123participation in actions meant to bring social justice to people in the classroom, in the community, all over the world. We… |
Sequence 269We offer competitive salaries, group health, retirement benefits and professional development funds. Respond to: Dorothy… |
Sequence 17The child is ripe for re-discovery of his environment and of his inner wealth of impressions of it. In order to realize this… |
Sequence 18include plants and animals and show children how to care for and respect them. We guide the observation of nature and… |
Sequence 20• Creativity Creativity is fostered throughout the Children's House, through art, language, movement, senso- rial… |
Sequence 233Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 281Meghan Smyth, Director of Education & Admissions 4337 West Beltline Hwy. Madison, WT 53711 Phone: 608-274-9549 Fax… |
Sequence 5TABLE OF CONTENTS Publisher:~ Note by David Kahn ........................................................ Yll Foreword by… |
Sequence 7056 Part One - Toward the Children's House: The Formation Years vegetable garden, and inside the "House"… |
Sequence 118104 Par/ Two - For a Science of 1he Formation of Man towards the Children's Houses. In 1910 there were another two… |
Sequence 119011 the Move with the "New Child'' 105 the means for conducting work that the child seeks and wants.… |
Sequence 122108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 129On the Move with the "New Child" I 15 attention to the study of the dynamics of child psichic life. The… |
Sequence 143School, Family and Society 129 would be respected and guaranteed in Italy. In the "Introduction" to the… |
Sequence 158144 Purl Two - For a Science of'the Formation of Alan teacher must always be open lo the new paths indicated by the… |
Sequence 163Hopes and Disappointments 149 children's cultural gains: The triumphal chariot. The image of four horses represents the… |
Sequence 164150 Part Two - For a Science <~f the Formation of Man new inclusions mentioned above, Montessori kept in most of the… |
Sequence 83them develop their ability to focus and listen intently to stories and poems, this experi- ence needs to be available to… |
Sequence 87Sometimes this finely tuned phonological system misfires somewhere along the line. The most commonly diagnosed language… |
Sequence 112• Use no value j11dge111ent. Be objective and descriptive: "You used a lot of red." "I see a lot… |
Sequence 206The Just Community D yn amlc In Nature Strong in Principle Skill Development Critical Thinking Problem Solving… |
Sequence 246Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 247The teacher paid attention to details,"to the shape of the parts of the body the child washes," and &… |
Sequence 252processes of observation, comparison, reasoning, knowledge, and socialization, without overlooking emotional development. In… |
Sequence 254In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
Sequence 255guides in the contemporary society adapting themselves to the new situations. The adult is responsible for the development… |
Sequence 264cultures in both public and private sectors, going from induction to the deep commitment to Montessori materials. NAMTA Ado/… |
Sequence 5NAMTA p AYS TRIBUTE TO AUSTRALIA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 10Preface The Momesson Australia Foundation firmly believes In the Montessori idea of 'Education as an aid to life',… |
Sequence 16Moncesson National Curriculum Framework Montessori National Curriculum: Overview Introduction The Montesson National… |
Sequence 26Montessori National Curriculum Framework or repeat the activity until they have mastered 1L In this way children come to lhmk… |
Sequence 28Monteuori National Curriculum Framework Mooney C G 2000. Theones of childhood: an introduction to Dewey, Montesson. Erikson,… |
Sequence 34Montessori National Curriculum for the First Plane of Development from Birth to Six Years Freedom of choice is a central… |
Sequence 47Montessori National Curriculum for the First Plane of Development from Birth to Six Years The Montessori Early Years Learning… |
Sequence 50Montessori National Curriculum for the First Plane of Development from Birth to Six Years Social relations regulate (in… |
Sequence 53- - Montessori National Curriculum for the First Plane of Development from Birth to Six Years ,-- I Activities include:… |
Sequence 68Montessori Nat1onal Curriculum for the First Plane of Development from Birth to Six Years Geography Content Strand I… |
Sequence 74Molltessori Natiollal Curriculum for the First Plane of Developmem from Birth co Six Years Content Strand Knowledge, Skills… |
Sequence 79Montessori National Curriculum for the First Plane of Development from Birth to Six Years For this reason, the guidelines… |
Sequence 84Montessori National Curriculum lor the Second Plane ol Development from Six to Twelve Years Children's House for a vIsIL… |
Sequence 90Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years how these domains are interrelated… |
Sequence 91Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years Mathematics The power of the… |
Sequence 94Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The Montessori Curriculum for the… |
Sequence 107Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years… |
Sequence 126Montessori National Curriculum for the Second Plane of Development from Si)( to Twelve Years Writing: spelling Writing:… |