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Sequence 39247 Luborsky • Occupational Therapy and Montessori—Kindred Spirits www.crayonrocks.net www.funandfunction.com Lap pads,… |
Sequence 2452 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Sid Caesar and Your Show of Shows. Fischer, B., & Boynton, A. (… |
Sequence 1BattlIng for the soul of educatIon: MovIng Beyond school reforM to educatIonal transforMatIon by John Abbott John Abbott is… |
Sequence 294 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 That there is no easy an- swer to this question concerned the Ancient… |
Sequence 12104 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Cognitive apprenticeship gives us a whole new way of looking at the… |
Sequence 1111 Wolf • Chapter Three: A Child’s Tale in spoken language. For example, humans rarely employ rhyme or alliteration when… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 23285 Massie • Helping Children with Attentional Challenges Danner, N. & Fowler, S.A. “Montessori and Non-Montessori… |
Sequence 63349 Luborsky • The Role of the Occupational Therapist www.asensorylife.com–A great resource for teachers and par- ents with… |
Sequence 2068 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 A third program unique to the IB DP is the Theory of Knowl- edge class,… |
Sequence 3078 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 bibliograPHy Berry, T. The Great Work: Our Way Into the Future. New… |
Sequence 4AMI Journal 2017 - 2018 page 11 be effective, it must be done slowly and exactly, step by step, and with a minimum of words… |
Sequence 1Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes This talk was presented at the… |
Sequence 2AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 21Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 6AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
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 4The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
Sequence 1The Development of Language This talk was presented at the NAMTA conference titled The Essential Montessori Language: Whole-… |
Sequence 1Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught introduction David Kahn has once again given… |
Sequence 3The Positive Psychology of the Adolescent Becoming Adult page 122 over again. By 1946, she is totally sure of herself and… |
Sequence 4AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 1Psycho-Grammar: Montessori’s Reflections on Grammar and Psychic Development This talk was presented at the NAMTA conference… |
Sequence 19Psycho-Grammar page 150 Psycho-Grammar: Montessori’s Reflections on Grammar and Psychic Development This talk was presented… |
Sequence 24AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 47The Positive Psychology of the Adolescent Becoming Adult page 122 over again. By 1946, she is totally sure of herself and… |
Sequence 64AMI Journal 2017 - 2018 page 105 materials of the region. They have enjoyed the flowers and would take some into their… |
Sequence 74AMI Journal 2017 - 2018 page 95 Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught introduction… |
Sequence 83The Development of Language This talk was presented at the NAMTA conference titled The Essential Montessori Language: Whole-… |
Sequence 89The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
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 106AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 131Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 150AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 156AMI Journal 2017 - 2018 page 13 Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes… |
Sequence 158AMI Journal 2017 - 2018 page 11 be effective, it must be done slowly and exactly, step by step, and with a minimum of words… |
Sequence 20Psycho-Grammar page 150 Psycho-Grammar: Montessori’s Reflections on Grammar and Psychic Development This talk was presented… |
Sequence 25AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 48The Positive Psychology of the Adolescent Becoming Adult page 122 over again. By 1946, she is totally sure of herself and… |
Sequence 65AMI Journal 2017 - 2018 page 105 materials of the region. They have enjoyed the flowers and would take some into their… |
Sequence 75AMI Journal 2017 - 2018 page 95 Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught introduction… |
Sequence 84The Development of Language This talk was presented at the NAMTA conference titled The Essential Montessori Language: Whole-… |
Sequence 90The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
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 107AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 132Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 151AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 157AMI Journal 2017 - 2018 page 13 Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes… |
Sequence 159AMI Journal 2017 - 2018 page 11 be effective, it must be done slowly and exactly, step by step, and with a minimum of words… |
Sequence 435 Leonard • Cosmic Stories and Contemporary Science square kilometers at this time of year. They are the “grass” of the… |
Sequence 954 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Emilie’s best known contribution to knowledge is her translation of Isaac… |
Sequence 1560 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Second, these words from Teilhard de Chardin: The day will come, when… |
Sequence 372 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 gunship, with its seventeen cannons and its ability to sail fast in… |
Sequence 1662 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 62 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 REFERENCES… |
Sequence 280 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 MONTESSORI: A COMPREHENSIVE APPROACH FROM BIRTH TO MATURITY By… |
Sequence 1290 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 90 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 REFERENCES Conway… |
Sequence 2732 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 References Blain, Lionel. “Two Philosophies Centered on Hope: Those of G… |
Sequence 1JOEN BETTMANN _________________________________________________________________________ Joen Bettmann was a highly regarded… |
Sequence 7Kahn • NAMTA - AMI Legacy 161 In the same first journal, Margaret Stephenson reminisced of a daycare in England during World… |
Sequence 9Kahn • NAMTA - AMI Legacy 163 least Maria Montessori thinks so. She indicates that what might be considered “to be rooted”… |
Sequence 1The Spiritual Development of the Child by Sofia Cavalletti In the summer of 1975 Sofia Cavalletti conducted the first U.S.… |
Sequence 1From the Writings of Mother Isabel Eugenie Mother Isabel's writings are prolific and very particularized in relation to… |
Sequence 6For a moment, I want to go to another aspect. I mentioned earlier gymnastic metrics, getting the children to move to simple… |
Sequence 7many of the ballads are simply asking to be acted out. There's one which children - the little wretches - (heavy laughter… |
Sequence 8the Conqueror spoke ... he spoke through the back of his nose. You can still hear it in the Channel Islands, part of the old… |
Sequence 4One of the discoveries that you will make is that there will be only a few rhymes that apply to the prehistory time line, but… |
Sequence 2Erdkinder: The Experiment for the Experiment The following is transcribed by Ann Freeman from tape recordings of a conversa-… |
Sequence 10themselves during the years from six to twelve: during these years when they can work the hardest, when they are capable of… |
Sequence 12adaptable than the mother. I don't even talk about the fathers. Tomorrow, if you go to Europe for three months, the… |
Sequence 15Farb, P. Word Play, Knopf, New York, 1974. Gibson, E. J. Principles of Perceptual Learninl{ and Development, Appleton, Century… |
Sequence 1The Kodaikanal Experience - Chapter I Kahn-Wikramaratne Interview David Kahn: The KodaikanaJ experience was instrumental to… |
Sequence 2Kahn: This was the Dewey environment. Wikramaratne: Yes. One day, I made my fellow teachers furious. I challenged the idea of… |
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 1The Maria Montessori Farmschool/Erdkinder at Half Moon Bay (Press. release) Ursula Thrush's brave new world deserves… |
Sequence 232 rabbits, ducks and chickens; use and market their products such as eggs, milk, yogurt, cheese and wool; account for the… |
Sequence 514 Cued speech is not that difficult to learn, especially for Montessori teachers. During the State hearing a member of the… |
Sequence 1Curriculum Review: Man: A Course of Study Kahn-Bruner Interview Jerome Bruner's recollection of his famous Man: A… |
Sequence 3good for discussion because all it leads to is other people saying, "Ooh" or "Aah" or &… |
Sequence 3She was joined by Joseph Hamilton who is currently the director of the program at the Montessori Junior-Senior High School in… |
Sequence 1The Perfectibility of Intellect By Jerome S. Bruner Jerome Bruner's complex view of mental life is derived from a… |
Sequence 2The Child's Nature: Mario Montessori and A.S. Neill Discuss their famous schools and their radical approaches to child… |
Sequence 6Neill: Not so much lacking-fear of "You musn't do that." I believe it begins in the cradle, myself,… |
Sequence 754 tried to destroy his religious beliefs; and I think it would be criminal. Of course it would. And the same with a child.… |
Sequence 1Reminiscences and Thoughts About Montessori Day Care By Margaret Elizabeth Stephenson A reprint from a 1975 NAMTA Quarterly,… |
Sequence 9When Maria Montessori died, her son, Mario Montessori took her place. He, too, is gone from our midst. In whom shall the faith… |
Sequence 430 Not a photograph: only the eyes have seen for remembrance. The Master of Cere- monies conducts us to another room already… |
Sequence 1The Education of Defective Children by Dr. Maria Montessori Any contribution which we can make towards the training of… |
Sequence 864 schools. "The gains produced are less likely to deteriorate over time than those of other programs and may not… |
Sequence 8she devoted herself unreservedly to her pupils. Some of them arrived before breakfast, not many hours after she had finished… |
Sequence 8she devoted herself unreservedly to her pupils. Some of them arrived before breakfast, not many hours after she had finished… |
Sequence 8she devoted herself unreservedly to her pupils. Some of them arrived before breakfast, not many hours after she had finished… |
Sequence 8she devoted herself unreservedly to her pupils. Some of them arrived before breakfast, not many hours after she had finished… |
Sequence 8she devoted herself unreservedly to her pupils. Some of them arrived before breakfast, not many hours after she had finished… |
Sequence 8she devoted herself unreservedly to her pupils. Some of them arrived before breakfast, not many hours after she had finished… |
Sequence 8she devoted herself unreservedly to her pupils. Some of them arrived before breakfast, not many hours after she had finished… |
Sequence 2Dr. Montessori's meeting with Pope Pius XII and glides over Pope Benedict XV's great personal interest in Monressori… |
Sequence 2"Do you believe in God?" Part way through my stylized and defensive response. she in- terrupted. For I.he… |
Sequence 2"Isn't that enough? Teaching those things well should certainly be sufficient." The key word is &… |
Sequence 6particular educational topic and develop it in a formal or informal manner. They are one of the bridges between formal theater… |