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Sequence 177Montessori National Curriculum for the Second Plane of De•elopment from Six to Twelve Years Society and civilisation needs… |
Sequence 178Montessori National Curriculum for the Second Plane of Development from Six to Twel,e Years - I Our Nation Build knowledge… |
Sequence 179Montessori National Curriculum for the Second Plane of Development from Six lo Twelve Years Landforms Review knowledge of and… |
Sequence 180Montessori National Curriculum for the Second Plane of Development from Slx to Twelve Years I The creation I Explore and… |
Sequence 181Montessori National Curriculum for the Second Plane of Development from SiK to Twelve Years f Geography: first… |
Sequence 188Montessori National Curriculum for the Second Plane ol Development from Si~ to Twelve Years Society and civilization (2nd… |
Sequence 189Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years Migration Study the movement of… |
Sequence 190Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years I Australian I political… |
Sequence 191Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The study of the world Study of… |
Sequence 192Montessori National Curriculum for the Second Plane of Development from Si~ to Twelve Years L Australian citizenship… |
Sequence 194Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years - - reference and research… |
Sequence 216Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years Dance Styles Appreciation… |
Sequence 235Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years The Montessori National… |
Sequence 252Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years English Introduction… |
Sequence 285Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years History and the… |
Sequence 286Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sncteen Years Timelines are used and… |
Sequence 296Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Students then pose one… |
Sequence 5This continual effort and experi- ence of living together is important. We must look at it from the point of view of a… |
Sequence 9PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 818 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 part in work. Work can be of varied kinds in the garden: preparation of… |
Sequence 254 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Children serving soup, Laren, Holland, 1940, courtesy of Margot Waltuch… |
Sequence 688 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 4110 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 unceasing toil of these agents explain so many of the phenomena with… |
Sequence 8142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 10118 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Each culture is represented by a horizontal line at • the appropriate… |
Sequence 2218 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 The Montessori movement has certainly flourished here in the United… |
Sequence 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 1nurturinG the reSPectful community throuGh Practical life by Joen Bettmann Joen Bettmann’s depiction of practical life… |
Sequence 395 Abbott • Battling for the Soul of Education of numerous decisions taken in times past by policymakers as they reacted to… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 365 Norris • Biodiversity and Peace Box 1. The Children’s Eternal Rainforest: The Heart of Conservation in Costa Rica Per… |
Sequence 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 6138 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 I also want to emphasize that this process of self-construction happens… |
Sequence 1The rOad hOMe by Molly O’Shaughnessy “Children have the potential to create a world we cannot imagine. This is our hope.” In… |
Sequence 4362 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Holland?”—that being the country where we then were working. On being… |
Sequence 2486 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 drawn to each of these sources of information. Rather than over-… |
Sequence 3AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 5The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 1Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 2AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 5AMI Journal 2017 - 2018 page 131 conference, we come together from around the world to Sydney, Australia, to celebrate the… |
Sequence 38AMI Journal 2017 - 2018 page 131 conference, we come together from around the world to Sydney, Australia, to celebrate the… |
Sequence 48AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 49Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 65The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 154AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 166AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 39AMI Journal 2017 - 2018 page 131 conference, we come together from around the world to Sydney, Australia, to celebrate the… |
Sequence 49AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 50Part Three The Positive Psychology of the Adolescent Becoming Adult Introduction by David Kahn 1. The Power of Montessori’s… |
Sequence 66The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 155AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 167AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 69 Chawla and White • Place-Based Education and Citizen Science Krishnaswami, Uma. Beyond the Field Trip: Teaching and… |
Sequence 976 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 nections, the way Ted Sizer did with his opening homeroom period of 35… |
Sequence 1JOEN BETTMANN _________________________________________________________________________ Joen Bettmann was a highly regarded… |
Sequence 2the loss of human perspective and then of moral values. It is a lesson applicable to our field as well: work done solely for… |
Sequence 5of country a more vital force than any instinctive pieties of blood and soil. The whole piece depends on the thought America… |
Sequence 3Certainly many features of the Casa could be used to help these children, but really cognitive stimulation is not the only… |
Sequence 5instinctual behavior of the salmon. Being human beings, however, they have built up their behavior patterns through education… |
Sequence 2got used to it. If you threw a party and all your guests were in tears until about two o'clock in the morning, it was… |
Sequence 2The USA office/warehouse was set up in the summer of 1975 with the first orders being shipped in August of that year. After… |
Sequence 9Working and Earning Many of the activities of Erdkinder - whether in a hostel, on the farm, or in the shop - provide… |
Sequence 2Erdkinder: The Experiment for the Experiment The following is transcribed by Ann Freeman from tape recordings of a conversa-… |
Sequence 4her what the group would be discussing here.) said that she would be interested in making arrangements for the Mercy Center to… |
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 1Feature: Nienhuis - Who Are You? by David Kahn Introduction When a customer receives a refined. polished nomenclature box,… |
Sequence 2The factory operation gives many impressions - order, precision, solidity, and once again good humor. The employees are both… |
Sequence 3At the end of that period everything was together, the showroom, the factory, the offices and the warehouse, but the… |
Sequence 6neatly planted shrubs, vines and flowers with hand laid brick paths. Bert has built a farmpen near the house; the goats… |
Sequence 27. They create unity between thought, will, and action. We are speaking of universal principles guiding the development of man… |
Sequence 2social integration of the handicapped and multiply handicapped child. They have systematically applied Montessori therapy to… |
Sequence 2Plank: We lived right in the school at first, and then around the corner. We were in a working class district where there were… |
Sequence 4one, i.e. the less divergent education of their children. should be the first to be organized. 5. An advantage is that such a… |
Sequence 3cial child especially in Europe. Both Eldert and Montessori Jr. in panel discussion later that day expressed a negative view… |
Sequence 6unlocks leads to nothing of interest to the child. Either the door led to something that was of great interest to the teacher… |
Sequence 6What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's… |
Sequence 1The Kodaikanal Experience - Chapter II Kahn-Montessori Interview David Kahn: You once alluded to Kodaikanal as a community in… |
Sequence 4Montessori: Well, they do get an illustration of the facts, and if they don't have this kind of sentiment, they should… |
Sequence 226 Dr. Vernout: The fee depends on what taxes the parents are paying. The lowest fee is $30 a year and the highest is about $… |
Sequence 3Callender: In the United States, and in Holland too, I understand we are in a period of declining school enrollment. How has… |
Sequence 428 Dr. Vernout: I could not say a percentage; it differs. With the whole class, some are doing extra work, but some of them… |
Sequence 10disciplined, are mutually helpful, and pursue their work with joy. So one way we can create and preserve a harmony is to be… |
Sequence 514 Cued speech is not that difficult to learn, especially for Montessori teachers. During the State hearing a member of the… |
Sequence 4older members of the class first choice on the major parts, don't you think? (Assenting comments from the group -… |
Sequence 3good for discussion because all it leads to is other people saying, "Ooh" or "Aah" or &… |
Sequence 1Montessori Secondary Education: An Outline of Possibility by Dr. J. Koning edited by David Kahn Dr. Koning's practical… |
Sequence 3She was joined by Joseph Hamilton who is currently the director of the program at the Montessori Junior-Senior High School in… |
Sequence 2The Child's Nature: Mario Montessori and A.S. Neill Discuss their famous schools and their radical approaches to child… |
Sequence 430 Not a photograph: only the eyes have seen for remembrance. The Master of Cere- monies conducts us to another room already… |
Sequence 2that the Directress is the active link between the child and the environment but that as the child increases, the role of the… |
Sequence 1October, 1983 Dear Mr. Kahn Letter to the Editor In reviewing Rita Kramer's biography, MARIA MONTESSORI. some years ago… |
Sequence 2the leadership of Barbara Gordon - quiet, persuasive, and able to bring a community of teachers and parents together in a… |
Sequence 5Approximate Mailing Date Jan. 15, 1984 Winter April I. 1984 Spring-Summer Publication Schedule 1983-84 Publication… |
Sequence 2Merrill, Jenny B. (1910). A neglected corner in the Montessori method. The Kindergarten-Primary Magazine, 11., 125, (1).… |
Sequence 911-a Lyon, Peter. (1963). Success stor : the life and times of S. s. McClure (pp. 350-52). New York: Charles Scribner… |